Session 5

April 12, 2010

Westview Gym

Designing Instruction for Deep Learning and Diversity

Outline for Today

1. Review Backward Design Process

2. Differentiated Instruction

3. UbD Designs - Sharing

4. Instructional Approaches

5. Conclusion

Backward Design Model – Review

1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences and instruction

Reaching Students Who Learn in Different Waysfrom: TRIBES

• Learning requires the active participation of the student

• People learn in a variety of ways and at different rates

• Learning is both an individual and group process

Principles of Learning

• Content

• Process

• Product

• Environment

What to differentiate…

Where to Differentiate…

Should not be differentiated

May be differentiated

Should be differentiated

Differentiated Instruction (DI) –4 Key Principles:

1. Activities need to be linked to common learning outcomes!

2. Activities should take roughly the same amount of time

3. Activities need to be equally engaging

4. Activities need to be equally respectful

Differentiated InstructionDos and Don’ts…

• Don’t offer more than two options to begin DI -you can add more choices when you know your students better

• Do think in terms of clusters of students

• Do use Multiple Entry Points

Remember: DI is NOT individualized instruction!

Traditional Classroom Differentiated Classroom

Assessment is most common at the end of the learning to see “who got it.” A single form of assessment is often used.

Whole-class instruction dominates

Coverage of texts and curriculum guides drives instruction. A single text prevails.

Assessment is ongoing and diagnostic to understand how to make instruction more responsive to learner need. Students are assessed in multiple ways.

Many instructional arrangements are used

Student readiness, interest and learning profile shape instruction. Multiple materials are provided.

Comparing Classrooms

Mastery of facts and skills out-of-context are the focus of learning

Single options assignments are the norm

Use of essential skills to make sense of and understand key concepts and principles is the focus of learning.

Multi-option assignments are frequently used.

UbD Sharing

Instructional Approaches

Learning Pyramid

Lecture

Reading

Audiovisual

Demonstration

Discussion Group

Practice by Doing

Teach Others/Immediate Use of Learning

Verbal Processing

Verbal and Visual Processing

Doing

Average Retention Rates After 24 Hours

5%

10%

20%

30%

50%

75%

90%

Six Effective and Readily Differentiated Instructional Approaches

Hume, K. (2008). Start where they are: differentiating for success with the young adolescent. Toronto, Ontario: Pearson Education Canada

1. Project-based LearningStudents are assigned authentic, real-life tasks that they investigate over an extended period of time. This approach supports the development need for relevance and differentiation by students’ interests. The challenge of a project work is in making sure that all students are working at a level that challenges but doesn’t frustrate them.

2. Problem-based LearningThe teacher provides students with a believable problem for which they must acquire new knowledge, declarative or procedural, in order to solve it. Some role-plays, simulations, and games qualify as forms of problem-based learning.

3. Inquiry LearningAn approach within the philosophy known as constructivism. In inquiry learning situations, students actively engage in the development of new knowledge through a combination of reading, writing, viewing, representing, discussing, experimenting, and discovering, often in response to essential questions.

4. Integrated LearningA single teacher works with students on a concept through a variety of disciplines, or several teachers team up to make connections across disciplines, often in response to one or more essential questions. Integrated learning enables students to make connections across the curriculum, improving relevance and supporting transfer of understanding across the disciplines.

5. Explicit InstructionThe teacher models a strategy gradually releasing responsibility for the execution of the strategy to the learner. The intention is for students to learn to use effective strategies independently so that they become more efficient learners, but each student develops that independence at different times and will be supported by the teacher until that time.

6. Cooperative LearningStructured group activities built around Johnson’s (1999) five elements:

– Positive Interdependence– Individual Accountability– Interactive Skills– Face-to-Face Interaction– Group Processing

Cooperative learning is not synonymous with group work. Cooperative learning requires structured group activities and has been found to enhance higher-order thinking skills (Shellard & Protheroe, 2000).

Six Effective and Readily Differentiated Instructional Approaches

1. Which of these approaches are you currently using in your practice?

2. Which approaches are not common practices in your classroom?

3. Which ones would you like to learn more about?

Designs 2010 Feedback Form

1. What was the most significant/meaningful component of this series for you?

2. Please give us feedback about the structure of this series (e.g. dates, time frame, variety of speakers, balance of theory vs. practical information, venues, refreshments, etc.)

3. Please provide ideas/suggestions/possible topics for district in-service during the 2010-2011 school year.

Door Prizes

The North Vancouver School District is pleased to welcome acclaimed teacher, administrator, author, speaker, and workshop leader, KAREN HUME, to our Curriculum Implementation Day on May 10th, 2010. In addition to providing the keynote address for the day, she will be facilitating a workshop on

Differentiated Instruction ~ Student Engagement Focus

As a consistent participant in the Designs 2010 series, you are invited to attend this exciting workshop!

Exciting Workshop opportunity with Karen Hume

Karen Hume draws from her wealth of experiences and extensive

knowledge base to provide focused, practical, and inspiring support to

teachers and administrators.

May 10, 201010:15-11:30am

LMCC

Please RSVP by Monday, April 26th to Chelsea Read (cread@nvsd44.bc.ca)