Education for All

1. Education for All Universal Design for Learning Differentiated Instruction J. Virgilio

2. Knowledge Skills Growth What is DI? Assessment Triangle

3. What is Differentiated Instruction? • DI is student centred. • DI is proactive and responsive instruction. • DI focuses on whom we teach, where we teach, and how we teach. • 3 P’s – personalization, processes and procedures.

4. ASSESSMENT PURPOSES • Diagnose student strengths and needs • Form and guide instruction • Communicate expectations • Provide feedback on learning • Provide basis for evaluation (grades) • Provide basis for placement • Gauge program effectiveness • Practice applying skills and knowledge.

5. What is Differentiated Instruction? (cont’d): • DI is an approach to planning for effective assessment and evaluation. • The teacher manipulates the individual goals into the classroom content and instructional strategies. • The content and the instructional strategies are the vehicles by which the teacher meets the needs of all students.

6. DI Means Recognizing Differences: There are no two students who: -learn at the same pace -solve the problems in the same way -have the same interests -have learned the same skills -have the same experiences

7. Knowing the Whole Child • Family Data • Student Self-Assessment (Interests/strengths) • DIP Data (EQAO, CAT 3, etc.) • Assessment (diagnostic, formative, summative) Multiple Intelligences • Socio-Affective data

8. Other Effective Data • Reading Record Data (CAT 3, EQAO, benchmarks) • Writing Samples/Portfolios • Classroom Observations • On-going Assessment

9. Planning With Data • What would the most powerful teaching points be for this student? • What does the child need to learn next? • How will the child learn the content the best? • What will be the best way for that student to demonstrate learning?

10. How Is DI Implemented? • Use diagnostic assessments to determine student readiness i.e. KWL charts • Determine student interest. (i.e. student interest inventories, PMI). • Identify student learning styles and environmental preferences.

11. Five Elements Teacher Can Differentiate • Content • Process • Products • Affect • Learning Environment

12. The Lesson • Has a definite aim for all students • Includes a variety of teaching strategies • Considers students learning styles • Involves all students in the lesson. • Allows adjusted expectations • Provides choice • Accepts that different methods are of equal value • Evaluates students based on their individual differences. • Enduring understandings

13. Think Pair Strategy • How do you address your students’ needs in your current practice? Have you seen new ideas that you can incorporate into your practice? • Pair with a neighbor and share your ideas.

14. Choice Board: Setting the Stage

15. Why Differentiate? • Encourage inclusion • Addresses a variety of learning styles • Allows and celebrates diversity • Fosters social relations and self-worth • Meets social, emotional and academic needs

16. Reading Support“Essential for Some-Good for All”

17. Vocabulary Building

18. Attention

19. Creating Groups with Anchor Activities • Teach the whole class to work independently and quietly on the anchor activities. • ½ the class works on an anchor activity. ½ the class works on a different activity. 3. 1/3 works on anchor activity. 1/3 works on a different activity. 1/3 works with the teacher for guided instruction.

20. Choice Boards/Activities • TIC-TAC-TOE Book Reports • The Lunch Menu

21. Think TIC-TAC-TOEBook Report

22. Lunch Menu- Water Cycle Appetizer (Everyone Shares) Write the steps that occur in the water cycle. Entrée (Select One) -Draw a picture that shows what happens during the water cycle. -Write two paragraphs about what happens during the water cycle. Side Dishes (Select at Least Two) -Define condensation in writing. -Compare the water cycle to another change of matter. -Write a journal entry from the point of view of a water droplet. -With a partner, create and perform a skit that shows the differences between the water cycle and another change in matter. Dessert (Optional) -Create a test to assess the teacher’s knowledge of the water cycle.

23. TIERED ACTIVITIES A tiered lesson is a differentiation strategy that addresses a particular standard, key concept, and generalization, but allows several pathways for students to arrive at an understanding of these components based on their interests, readiness, or learning profiles.

24. Tiered Activities –Writing a Persuasive Essay

25. Bloom’s Taxonomy • GOLDILOCKS AND THE THREE LITTLE BEARS Written by: J.Virgilio • Level I – KNOWLEDGE (EXPLICIT QUESTIONS) • List the characters in the story. • Whose bed was Goldilocks in when the bears found her? • Level II – COMPREHENSION • Retell the events in the story in your own words. • Why were the bears upset with Goldilocks? • Level III – APPLICATION • Tell what might have happened if Goldilocks had also made a mess. • Retell the story from the point of view of breaking and entering. • Use the information from the story, draw a model of the bears’ house. • Level IV – ANALYSIS: • Compare Goldiocks’ experience with that of Little Red Riding Hood. • Identify parts of the story that could have happened to you. (Making Connections). • Make a list of all the events in the story that indicate it is not true. • Level V- SYNTHESIS: • Suppose that Goldilocks had found the home of the Three Skunks. What might have happened? • What if Goldilocks had come home and three bears were sleeping in her bed. What would she do? • Level VI- EVALUATION: • Judge whether or not Goldilocks made a good decision by running away from the bear. Explain. • Evaluate Goldilocks’ behaviour as a guest in the bears’ home. • Pretend that Goldilocks was on trial for “Breaking and Entering”. Decide whether you would find her guilty. Justify your decision.

26. New France Verbal/Linguistic Musical/Rhythmic • Develop a list of New France words 1. Write a song for New France. • Write a joke book for New France. 2. Write a New France rap. • Write a short-story about New France 3. Create a dance called the New • Keep a diary about a trip to New France. France walk. 4. Write a poem about New France. Logical/Mathematical • Graph the distance from France to New France. Interpersonal • Calculate how long it would get to New France traveling 100 km. per day. • Compare France and New France by size and temperature. 1. Develop an interview and • interview a person about the Bodily/Kinesthetic the trip to New France. 2. Create a script about a • Create a sport which would be popular in New France. Ship crew. • Design a uniform for a team of New France. 3. Plan a joint ocean voyage • Design a game which could be played in France. With another country. 4. Practice peer mediation Visual/Spatial between two countries. • Draw a picture of a person of New France looks like. • Draw New France located in Canada. Interpersonal/Naturalist • Draw a house or a landscape of New France and explain your design. See Handout

27. Exit Cards Names: Research topic Directions: Complete the following sentence starters

28. Examples of Activities • Reader’s Theatre- Students create a script to describe a concept and their act it out. Example, Fractions Three friends gather for an afternoon snack only to find that there are only two cookies left in the jar. • Beat the Bank • Mathematician’s Chair- A student asks the class a problem-solving question.

29. Triple “P” Core Components Concluding Remarks (2006, Fullan) • Personalization • Precision • Professional Learning Communities

30. Personalization • Puts the student at the centre • Provides education that is tailored to his/her learning and motivational needs. • Personalized learning=Engaged learner • “One size fits all” is not productive

31. What’s in the student’s backpack? • Are they ready for learning? • (Scaffold their learning where are they on the learning continuum)? • Are they interested in the learning? (Help them connect with new information in a way that interests them). • How do they learn? (Use strategies that help them learn in the ways that they learn best).

32. Precision • Combine personalization with assessment to create a greater focus on appropriate instruction. • Precision means refinement. • Professionalism Learning Communities-ongoing learning.

33. Professional Learning • Personalization and Precision leads to daily learning on the part of teachers. • Interaction of teachers is focused on effective instructional practices that will achieve Education for ALL students. • The Triple P Core will create coherence in a school and transform instruction.

34. Selected Resources Ontario Education. (2005). Education for All: The Report of the Expert Panel on Literacy Hall, T. , Strangman, N. & Meyer, A. (2003). Differentiated instruction and implications for Implementation. National Center on Accessing the General Curriculum. Tomlinson, C.A., (1999). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: ASCD. http://members.shaw.ca/pricillatherious/differentiatingstrategies.htm.-The Enhancing Learning with Technology site provides explanations for various differentiation strategies. http://www.webmath.com