DIFFERENTIATED INSTRUCTION LESSON STUDY PROJECT

Rob Rosie & Deidre WilsonMarch 24, 2011

UGDSB

PROJECT GOALSApply the elements of lesson studyReview and apply the principles and

structures of DI while creating a local DI Teaching/Learning example

Fulfill the requirements of the projectDevelop and accomplish a team learning

plan

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CHANGE IN INSTRUCTIONAL

STRATEGY

Increase teacher

knowledge and skills

Deeper student understanding

For improved instruction, teachers need on-going professional and growth opportunities which are done most effectively by “job-embedded learning techniques such as professional learning communities or teams; peer coaching; group lesson study”

Strangway, 2009

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AGENDA Minds On– Sir Ken video on teaching and learning– What research saysAction- What is Lesson Study?- Brainstorming your research question- Talking About DI - Using the TLX templateConsolidation- The Project Details- Lessons learned – teacher efficacy - Developing the team learning plan

PROJECT GOALS

Apply the elements of lesson studyReview and apply the principles and

structures of DI while creating a local TLXFulfill the requirements of the projectDevelop and accomplish a team learning

plan

Continue debriefing and refining as time permits.

Planning (2-3 meetings)

-develop question/focus for lesson -set lesson goals and success criteria -create activities to engage in the goal -decide how to measure understanding of the goals -create the lesson

Teaching 1 -one team member teaches the lesson -other team members observe and look for success criteria -record observations of student reactions -collect evidence of student understating of lesson goals

Debriefing/Revising (best right after lesson is taught)

-review/reflect on lesson feedback -acknowledge teacher & student learning -meet with expert if available -make necessary adjustments to the lesson based on feedback & new learning

Teaching 2 -a different member teaches the revised lesson to a new class -other team members observe and look for success criteria -record observations of student reactions -collect evidence of student understanding of lesson goals

Document Reflections -public sharing of the lesson and evidence of learning

LESSON STUDY1. Determine a research question: look at student data ex:

EQAO, class assessment, questionnaire etc.

2. Creates a lesson to address the question.3. One member teaches the lesson and others observe.4. Rewrites the lesson based on observations.5. A new member of the team teaches the lesson.6. More feedback, discussion and revision of the lesson7. The lessons, observations, reflections and group

learning are documented.8. Lesson study teams come together to share their

learning.

Lesson Study provides the context for teachers to focus their discussion on planning, implementation, observation, and reflection on classroom practice. By looking at the actual classroom practice, teachers are able to develop a common understanding or image of what good teaching practice entails, which in turn helps students understand what they are learning. A. Takahashi, & M. Yoshida

THEMES IN THE LITERATURE ON LESSON STUDY

Building Community

Support for Learning

Teacher Reflection

Co-constructed knowledge • observation/feedback

• data• professional identity• final product

• inquiry based• team develop questions

to answer• based on student reaction

• outside observers• experts/coach• group product

• reduce isolation• subject specific• discussion about practice

DEVELOPING YOUR RESEARCH QUESTIONS

Thinking about your subject area…..with your partner(s)…..

What questions about student understanding come to mind?

Record all your questions on the sheet provided.

YOUR LEARNING…ACTIVITY Look at the list of questions about student

learning your team created.

What learning do you need to help answer these questions?

Share your thoughts with a partner.

PROJECT GOALSApply the elements of lesson study

Review and apply the principles and structures of DI while creating a local TLX

Fulfill the requirements of the projectDevelop and accomplish a team learning

plan

DIFFERENTIATED INSTRUCTION DEFINITION

Effective instruction that is responsive to the learning preferences, interests and readiness of the individual learner

An organizing structure or framework for thinking about teaching and learning

Responding to student needs with an awareness of the decisions that we make and taking deliberate action to meet the needs of all learners.

TALKING ABOUT DI Examine the Differentiated

Instruction Framework for Teaching and Learning ‘reference card’.

Share an observation with a partner

KEY FEATURES OF A DI CLASSROOM

ChoiceRespectful tasks based on curriculumFlexible groupingShared Responsibility for Learning

DIFFERENTIATED INSTRUCTION STRUCTURESWAYS OF ORGANIZING FOR DI

DI Structures Tiering Learning Contracts Learning Centres/Stations RAFTs Choice Boards Cubing

1.Describe how you have used or seen one of the DI structures in your or a classroom.

2.Walk around the room and share your idea with someone new and hear their idea.

Using DI structuresgive one - get one

DI TEACHING/LEARNINGEXAMPLES

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MATCHING ACTIVITYHANDOUT 1

EXPLORING THE DI TEACHING/LEARNING EXAMPLES

1. Work in pairs

2. Select one DI Teaching/ Learning example of interest to both of you

3. One person selects the Forest lens (underlying principles); the other selects the Trees lens (key features)

Trees: Key Features (specifics)

Pairs Forest: Underlying Principles (broad characteristics)

PROJECT GOALSApply the elements of lesson studyReview and apply the principles and

structures of DI while creating a local TLXFulfill the requirements of the projectDevelop and accomplish a team learning

plan

The Project

Purpose: Support Secondary and Elementary teachers by

creating subject specific examples of lessons that incorporate Differentiated Instruction

Address Grade 11 and Grade 7 Teachers will co-plan the lesson, co-teach/observe the

lesson

The Project

Deliverables: Creation of a Teaching/Learning Example (aligned with Ministry writing template) Presentation of Lesson at Conclusion gathering Use of a wiki to reflect on and share resources/strategies Samples of Student work Complete the teacher efficacy survey

The ProjectNUMBER OF RELEASE DAYS (TOTAL):4 per team member ½ day for intro ½ day for conclusion 3 days to use for planning, co-teaching,

observation and reflection

SOME CHALLENGES Teacher/student confidence around observers in the

classroom ( see sample template)

Different teaching/working styles

Developing a research question ( using data)

Setting lesson goals /success criteria

Giving focused feedback as the observer

Time to complete the process

Reflection and Sharing

PREVIOUS PARTICIPANTS WORDSReminded me of the importance of

engaging studentsMore cognizant of “why I am doing this?”

and of informing the student of why they are doing it

Has reminded us that we need to take more time looking at our lessons through the eyes/perspectives of our learners

WHAT WE LEARNED. . . Two faces of Lesson Study

Knowledge and Skills Attitudes and Beliefs

TWO FACES OF LESSON STUDY:KNOWLEDGE AND SKILLS

Technical knowledge and skillsUsing data to decide on a focus/questionLesson planning – 3 part lessonEstablishing lesson goals and success

criteriaUsing assessment for and as learningUse of DI StructuresInstructional strategies

TWO FACES OF LESSON STUDY:ATTITUDES AND BELIEFS

Teacher Professional Identity

Collaboration – see value in and learn how to work with other staff – appreciate different teaching styles

Reflection- critical analysis of practice through observation and feedback

TWO FACES OF LESSON STUDY:ATTITUDES AND BELIEFS

builds a sense of inquiry builds confidencefosters a student centered approach since

observations are based on student reactions to teaching – focus is on causing learning

works on all students achieving at a high standard

PROJECT GOALSApply the elements of lesson studyReview and apply the principles and

structures of DI while creating a local TLXFulfill the requirements of the projectDevelop and accomplish a team learning

plan

TEAM LEARNING PLAN

What is your research question? What DI structures and instructional strategies

will best help answer your question? What will you need to know about your

students to help answer your question? Think about when you will meet, teach and

reflect Take time now as a group to fill in your learning

plan

YOUR QUESTIONS