Differentiated Instruction

Differentiated Instruction

Why Differentiating is Important -- Brain Research - Ormrod • Emphasis on individual study improves student learning and creates intrinsic motivation • A one-size-fits-all approach to classroom instruction is ineffective for most students and harmful to some. • Is for students who do not fit “the norm,” and requires an IEP for students • An enriched environment gives students an opportunity to make sense out of what they are learning, an opportunity to "make meaning"

Why Differentiating is Important -- Brain Research - Ormrod • The Brain develops in an integrated fashion over time. Babies do not talk one week, tie their shoes the next, and then work on their emotional development. • Students in a classroom work on different outcomes or expectations, relative to their ability. • Students need to be actively involved in making decisions and modifications to their learning efforts • Students need to learn to ask questions, think and interact verbally

Differentiating a History Lesson The Jesuits Missionaries in Huronia and the first of 3 Failed French Policies

According to Rick Wormelli 1. Before 2. While 3. After- Identify - Design - Adjust Green = Presenter White = Teacher

Learning Goals and Expectations Ministry Expectations ON: Social Studies (G1-8) ON: Grade 7 History: New France Overall Expectations • identify and explain similarities and differences in the goals and interests of various groups in New France, including French settlers, First Nation peoples, and both French and English fur traders. Knowledge and Understanding • identify key characteristics of economic, political, and social life in New France (e.g., the seigneurial system; the roles of governor, bishop, and intendant); • identify and explain examples of conflict and cooperation between the French and First Nation peoples (e.g., with respect to the fur trade, religion and culture, military alliances/conflicts), and between the French and English fur traders (e.g., competition between the North West Company and the Hudson's Bay Company); • outline the background and causes of key events of the period (e.g., the expulsion of the Acadians, the Seven Years'War, the Battle of the Plains of Abraham) and describe their effects. Inquiry/Research and Communication Skills • formulate questions to aid in gathering and clarifying information (e.g., How did the Catholic Church influence the life of First Nation peoples and French settlers in New France?); • analyse, synthesize, and evaluate historical information from different points of view (e.g., First Nation peoples' ideas about spirituality and Jesuit ideas about religion); • analyse and describe conflicting points of view about a historical event (e.g., the expulsion of the Acadians), giving examples of fact and opinion; • use appropriate vocabulary (e.g., seigneurial system, rivalry, expulsion, Acadian) to describe their inquiries and observations.

Before: Identifying Learning Goals and Expectations • Ministry Standards • Too many to list • Must Identify Enduring Understanding and Essential Question(s) • Clear, Realistic, and Visible • Keep in mind who your students are (interested in conflict and mysteries, kinesthetic and logical learners) • From these Learning Goals and Expectations, I can begin to create Formative and Summative Assessments. Wormeli, pg. 17-26

Learning Goals and Expectations School’s Expectations Enduring Understanding Students will understand: • The 3 Failed Policies of how the French Colonial Empire lost control of North America: 1. Loss of the Huron ally, 2. Treaty of Utrecht, 3. Seven Years War. • How and why French, as a culture and a language, managed to survive on an English dominated continent. • Identify and explain examples of conflict and cooperation between the French and First Nation peoples (e.g., with respect to the fur trade, religion and culture, military alliances/conflicts), and between the French and English fur traders.

Learning Goals and Expectations Essential Questions Students will be able to answer and explain : • Why we have to take French in School? • How did French language and culture survive in North America? • What were the 3 failed policies by the French that made them lose control of North America?

Before: Design Assessments Once you have created the Unit’s Learning Objectives, Goals and Expectations you can begin creating a list of assessments. How will the students demonstrate their understanding / mastery of theLearning Objectives?

Before: Design Assessments • Create a Timeline of the rise and fall of New France. • Draw a map of the outlining the territories of all of the European powers and their Native allies. • Explain why the Europeans needed Native allies and what they did to acquire and maintain their alliances. • Explain the hardships that New France endured. • Identify how New France contributed to modern Canadian society. • Compare and contrast the colonial policies of the British and the French. • Explain the impact that the European powers had on the Aboriginal peoples of North America. • Explain how New France fell to the British and the effects of this conquest (explain the 3 failed policies of the French). • Create a Board Game outlining the interactions between the Natives and the Europeans, the 3 failed policies and events between 1608 – 1763.

Before: Design Assessments Did I compare my list of assessments to my list of Learning Goals? • Reflect and adjust Learning Goals & Assessments. Oh ya, Literacy Goals (whole school) and Historical Inquiry: • Analysis of Primary documents (History Dept.)

Learning Goal for this lesson You will be able to explain the most significant cause that led to the Failed French Policy #1: The loss of the Huron ally during the Beaver Wars. What caused the defeat of the Huron Nation; New France’s strongest ally?

Before: Pre-assessment We need to understand each student’s 1. Learning Profile 2. Interests 3. Ability (K/U) before we can create our lesson plan. Wormeli, pg. 27-29

Pre-assessment What do you know about New France and their Huron allies? Answer the following questions using your clicker.

Why did Champlain go to war against the Iroquois? a) To acquire their land, gold and furs b) For revenge c) To secure an alliance with the Huron d) All of the above

Who were the French Native allies? a) Huron, Algonkian, Ottawa b) Huron, Iroquois, Choctaw c) Huron, Ojibway, Beothuk d) All of the above

What caused the Iroquois victory over the Huron? a) French giving firearms to Huron converts only b) Huron Nation was weakened by European diseases c) Huron nation was divided between converts and traditionalists d) All of the above

The Jesuits were also known as… a) He who ruined my culture b) Bear with big hat c) Crow who talks too much without thinking d) Black Robe

While: Design Learning Experiences Based on the Pre-assessments (formal / informal), we begin to design the learning experiences. “Given these objectives, the varied needs of my students, and the assessments that I’ve selected, what learning experiences will ensure that every student will learn the curriculum well?”

While: Design Learning Experiences: Brainstorm and Create a List of Learning Experiences • Create a long list of Learning Experiences based on the Learning Objectives and the Pre-assessments. • Cluster the Experiences and Activities into complexities – Introductory, Intermediate and Advance Readiness levels. (See List) • Double-check to make sure that the Learning Experiences will allow each student to succeed – especially those with IEPs (M.T. & C.S.).

While: Design Learning Experiences • Sequence the Experiences with the Learning Objectives in mind. • Review your plans with a colleague. • Obtain/create materials needed for the lesson. • Teach the lesson

While: Lesson Plan: Failed Policy #1 HIS7 Lesson Plan: Failed Policy #1

While: Adjust • Adjust Formative and Summative assessments and Learning Objectives as necessary based on observations and data collected while teaching the lessons. • Think of Learning Objectives, Learning Experiences and Assessments that will maximize student success!

After: Reflection • With Students, evaluate lesson’s success. - Did they (everyone) get it? Student Survey of Unit Discuss with a colleague. • Record advice and data (informal and formal)

Implementation • Basic-Complexity Preassessment Flexible Grouping Product Options

Implementation • Mid-Complexity Students as Producers Learning Centres

Implementation • Advanced-Complexity Curriculum Compacting Tiered Instruction

Strategies • Preassessment • K-W-L • Analysis Grid • Venn Diagram • Unit Test/Quiz • Survey

Strategies • Flexible Grouping • Heterogeneous • Homogeneous • Teacher Generated • Student Generated

Strategies • Product Options • Tic-Tac-Toe • Product Agreement • R.A.F.T.

Strategies • Students as Producers • Research and Independent Study • Open Ended Tasks • Pick the Nose • Student Self-Assessment

Strategies • Learning Centres • Student Developed • Teacher Developed • Appropriate Resources

Strategies • Curriculum Compacting • Learning Contract • Student Driven • Challenging

Strategies • Tiered Instruction • Open Ended Tasks • Groups Based on Ability • Error Analysis Response

Differentiated Instruction