September 2009 P A Day

A Balanced, HolisticApproach for Literacy

Learning and Instruction

A balanced, holistic approach to literacy

learning & instruction

Differentiation for 21st Century

LearnersResponsive InstructionResponsive Students

September, 2009P.A. Day DRAFT



God’s Presence in the World

Opening Prayer



Being in the World



-one-step instruction



Differentiated Instruction is a natural fit!

• We are teachers of students, not a subject• We make a point of knowing our students,

individually and as groups of learners• We plan instruction by starting where they are;

this means respecting the knowledge and experience they bring to the learning, their background and culture

• We respond to our students’ needs• We create a culture of responsibility to each

other



Essential Understandings

Student Achievement

Learning Community

Teacher Beliefs and Knowledge

Karen Hume (2007) Start Where They Are: Differentiating for Success with the Young Adolescent



Essential Understandings

Appropriate Challenge

Evidence

Base

Knowledge of Students

Powerful Instructional

Strategies

Student Achievement

Learning Community

Teacher Beliefs and Knowledge



Strategies

– Choice Boards– Tiered Assignments– R.A.F.T.S.– Learning Contracts



Verbal-Linguistic

Create a word web of the key concepts and components of DI that illustrates the relationships between them.

Musical-Rhythmic

Create a rap, song, ballad or jingle that describes the key concepts and components of DI and illustrates the relationships between them.

Visual-Spatial

Design a graphic organizer that shows the key concepts and components of DI and how they relate to each other

Logical-Mathematical

Present as a decision-making matrix, the key concepts and components of DI. Ensure that the decisions illustrate how the concepts and components relate to each other.

WILD CARD!

Communicate your understanding of the key concepts and components of DI and how they relate to each other in the form of your choice.

Bodily-Kinesthetic

Construct a model or a representation that shows the key concepts and components of DI and how they relate to each other.

Naturalist

Categorize the key concepts and components of DI and describe the relationships between them.

Interpersonal

Create an oral presentation that outlines the key concepts and components of differentiated instruction and how they relate to each other

Intrapersonal

Analyze your last “best lesson” and describe how you could transform it into a “differentiated” (or a more differentiated) lesson.

Ensure that key concepts and components, as well as how they relate to each other are built into the lesson.

Strategy # 1: Choice Boards



Choice in the Classroom as a Continuum…

Completely the teacher’s choice

Student choice from a range of teacher options

Completely the student’s choice



Strategy # 2: Tiered Instruction• Tiered instruction is a means of teaching

one concept and meeting the different learning needs in a group.

• It can be designed for:• A lesson• An assignment

• Tasks vary according to readiness

The TASK is tiered, not the student…



Why bother with tiered instruction?

• Each student is appropriately challenged.

• The focus is on the concept, not on the learning difference.

• It maximizes learning.



ZONE OF ACTUAL

DEVELOPMENT BOREDFRUSTRATE

D

ZONE OF PROXIMAL DEVELOPMENT – LEARNING

HAPPENS

KEEP PRACTISIN

G TO SOLIDIFY

SKILL. WATCH

FOR BOREDOM

INTRODUCE NEW

CHALLENGES WITHIN

THE ACTIVITY.

ANALYZE CAUSE.

DETERMINE AND

PROVIDE NEEDED

ASSISTANCE

IF IT CAN’T BE

DONE EVEN WITH

ASSISTANCECHANGE

THE ACTIVITY



Steps for tiered assignments:

1. Pre-Assess for readiness

2. Sort students into three groups

3. Develop three activities

Karen Hume



Tier 1 Tier 2 Tier 3Concrete Mostly concrete, with some

abstraction Abstract

Minimal number of steps to complete the assignment

Can require more steps to complete the assignment

Can be more open-ended, leaving decisions about how the assignment is completed to the student

Reading level is appropriate to participants; may be below grade level

Reading level is at grade level

Reading level is above grade level

Activity may be partially completed to provide students with support via examples or by the teacher

Activity is completed by students with some support provided by the teacher or in print

Activity is more open-ended than levels 1 and 2.

Support is provided by the teacher as needed



SIMILES TIER 1 TIER 2 TIER 3

Instructions Choose the appropriate item from the word bank to complete each simile.

Compare these sentences using a simile.

Write three similes of your own.

Underline the word or phrase described by each simile. Put brackets around the word or phrase being compared in the sentence. In the space provided, identify what is implied by the simile.

Accommodations

(for challenge or support)

-word bank

-definition provided

-characteristics for comparison provided

-concrete ideas

-definition provided

-fewer prompts

-concrete ideas

-more complex sentences

-additional text features

-higher-order thinking

-more abstract ideas

Vocabulary -at grade level -at grade level -at and/or just above grade level

Task -identify similes

-create two similes

-demonstrate understanding and complete similes

-create three similes

-analyze similes and extract meaning

-create one simile



Strategy # 3



•One set of directions for all tasks.

•The teacher evaluates with ONE rubric for every student.

•Each task satisfies the same essential understandings and expectations.

Example courtesy of Heather Chalmers, St. Augustine C.H.S.



Math example

Role: Who are you?

Audience: To whom is this written?

Format: What form will it take?

Topic: What is the topic?

One parallel line The other parallel line

A (love) rejection letter

Why we just don't connect

A vertical line A horizontal line Advice column How not to be so flat

Origin (0, 0) Any other coordinate

Riddle Why I am so special?

Linear Equation Itself Journal Why do I always take the straight and narrow path?

Standard form

(Ax + By = C)

Slope-Intercept Form (y = mx + b)

A Friendly letter We are just alike



Strategy # 4: Learning Contracts

• A learning contract is a working agreement between student and teacher concerning how that student will meet specific learning objectives. They can include such things as:– What the students will learn – Time period for completion – What students will do to meet these objectives – How students will assess their own learning– How the teacher will assess their learning



Curriculum Assessment

If the new goal of education is success for all, then we have no choice but to differentiate instruction and assessment.

–Damien Cooper

If the new goal of education is success for all, we have no

choice but to differentiate instruction and assessment.

(Damian Cooper)



Why Assess? Why Evaluate?

• To find out what students already know.

We UNDERSTAND.

• To improve student learning.

We give HOPE.

• To let students and their parents know how much they have learned within a prescribed period of time.

We give AFFIRMATION.



The effect of assessment for learning on student achievement is some four to five times greater than the effect of reduced classsize.

(Ehrenberg, Brewer, Gamoran, & Williams, 2001)



How do you see Assessment?

Use the terms listed on the right to create a concept map of how you see the relationship between assessment and evaluation.

• Assessment Portfolio• After learning• During learning• Feedback• Feed-forward• Learning continuum• Of learning• Looks back• Looks forward• Review/reflect• Enhance/Improve



Using Assessment to Differentiate Learning From “Deficit” Explanations Of Diversity To

“Inclusive” Strategies For AllDeficit Paradigm

– What’s wrong with the child?

– Focus on deficits

– Prescriptive

– Diagnoses diversity

– Tolerates differences

– Reliance on external expert

– Professionalized

Inclusion Paradigm– What’s wrong with the environment?

– Focus on strategies

– Malleable

– Values diversity

– Embraces differences

– Teacher/parent/student as expert

– Personalized



“Assessment should promote learning, not simply measure it.”

Jay McTighe



Principles of Assessment in a Differentiated Classroom

• Assessment drives instruction. Assessment provides information to help the teacher plan next steps for varied learners and the class as a whole.

• Assessment occurs consistently as the unit begins, throughout the unit and as the unit ends.

• The Overall Expectations are THE SAME FOR ALL STUDENTS.



• Teachers assess student readiness, interest and learning profile.

• Assessment information helps students chart and contribute to their own growth. (Marzano)

• Assessment is more focused on personal growth than on peer competition.




• Assessment MAY be differentiated.

• Assessment information is more useful to the teacher than marks.

• Assessment is varied, frequent, and relevant to the learner.




“To maximize student success, assessment must be seen as an instructional tool for use while learning is occurring, and as an accountability tool to determine if learning has occurred. Because both purposes are important, they must be in balance.”

From Balanced Assessment: The Key to Accountability and Improved Student Learning, NEA (2003)



Why Rubrics?

• Focuses learner on standards and expectations

• Provides a “target” by clearly defining quality and performance expectations

• Allows multiple products to be assessed with a single rubric (Differentiated Product, Same Overall Expectation)



Differentiated Assessment Practices

• Products for teacher/evaluation

• No student work displayed

• Identical/imitative products

• Products for real events/audience

• High quality; all student work displayed

• Varied and original products



A Challenge …

• Assess more

• Evaluate less

… or a reprieve?



Differentiation Promotes 21st Century Skills

• Students need to learn by doing – more authentic; encourages life-long learning (Dewey)

• Learning through problem-solving and critical thinking (i.e. we don’t want to teach our students science; we want them to become scientists)

• Problem-solving and curiosity expand understanding

• Collaborative technologies prepare them for work outside the classroom

• Students are increasingly expected to express their work in multimedia formats



The 21st Century

Learner…

DIGITAL-AGE LITERACY

-basic, scientific, economic and technological literacies

-visual and informational literacies

-multicultural literacy and global awareness

INVENTIVE THINKING

-adaptability, managing complexity and self-direction

-curiosity, creativity and risk-taking

-higher-order thinking and

sound reasoning

EFFECTIVE COMMUNICATION

-teaming, collaboration and interpersonal skills

-personal, social and civic responsibility

-interactive communication

HIGH PRODUCTIVITY

-prioritize, plan and manage for results

-effective use of real-world tools

-relevant, high-quality products



Mastery of Core Subjects:

• English• World Languages• Arts • Mathematics• Economics• Science• Geography• History• Government and Civics

Interdisciplinary Themes: *Global

Awareness*Financial/Economic/

Business Literacy*Civic Literacy

*Health Literacy



Even Bloom Evolved!



A Change Long-Overdue



The Mandate of Change: An Unexpected Source…



S.P.O.T.

• Any guesses?• Microsoft

–Citizen–Fossil–Suunco



Differentiated Instruction ~ A Catholic Approach

• It is rooted in mutual respect, inclusivity and responsibility for self and one another.



Being in the World



Check out the Literacy Conference!

• On your desktop, select “Curriculum”

Select “Secondary”



Select “Literacy”



Your DI Resource Package

Visit your School Library Information Centre!

• Differentiated Instruction Teacher’s Guide • Recipe Box and Cards Students, Structures, Strategies• DVD• Differentiated Instruction Matrix -- Poster• Differentiated Instruction Facilitators’ Guide (accompanies DVD)

• New cards Mathematics, Assessment for Learning, Literacy

• Mini Facilitator’s Guides (new in 2009)– Mathematics– Assessment for Learning– Literacy



Moving Forward

• Use DI resources/kit to support departmental SMART goals

• Order DI support materials for your department– Publications Ontario website– Free! (… so it fits EVERYONE’S budget)– A new kit is scheduled for release in 2010 for

Secondary



So… what will you try?



Exit Card

Please complete the Exit Card and return it to your department head.

Question:

What do I need in order to be able to differentiate for my students tomorrow?

September 2009 P A Day

Education

Transcript of September 2009 P A Day