st. margarets.may.2013
TRANSCRIPT
![Page 1: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/1.jpg)
21st Century Learning: Differentiated Instruction
Changing Assessment Practices St. Margaret’s School
Victoria Faye Brownlie
www.slideshare.net
![Page 2: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/2.jpg)
Learning Intentions: • I have an enhanced understanding of what differen=ated instruc=on is AND how to do it
• I have 2 more assessment for learning strategies to use immediately
• I can iden=fy effec=ve teaching prac=ces in MY prac=ce
• I have a plan to increase the choice and ownership students have in my class
![Page 3: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/3.jpg)
Differentiated Instruction …is a process to teaching and learning for students of different abili=es in the same class.
(NCAC – Na=onal Centre on Accessing the General Curriculum)
The intent is to maximize each student’s growth and individual success by mee=ng each student where he or she is...rather than expec=ng students to modify themselves for the curriculum.” (Hall, 2002)
![Page 4: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/4.jpg)
Differentiated Instruction
Content Process
Product
Learning environment
![Page 5: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/5.jpg)
Differentiated Instruction
An approach to teaching and learning that gives students mul=ple op=ons:
-‐ for taking in informa=on
-‐ for making sense of ideas
-‐ for presen=ng ideas
-‐ for being evaluated on their learning
![Page 6: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/6.jpg)
Some Key Understandings: • Access to the content • Present learning goals, learning inten=ons • Focus on concepts and principles • Use flexible groups • Use on-‐going assessment (assessment FOR learning)
![Page 7: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/7.jpg)
Language
![Page 8: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/8.jpg)
Universal Design for Learning Mul=ple means: -‐to tap into background knowledge, to ac=vate prior knowledge, to increase engagement and mo=va=on
-‐to acquire the informa=on and knowledge to process new ideas and informa=on
-‐to express what they know.
Rose & Meyer, 2002
![Page 9: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/9.jpg)
Backwards Design • What important ideas and enduring understandings do you want the students to know?
• What thinking strategies will students need to demonstrate these understandings?
McTighe & Wiggins, 2001
![Page 10: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/10.jpg)
The teeter totter
kids
kids curriculum
![Page 11: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/11.jpg)
Teaching Approach that Differentiate
• Open-‐ended teaching • Strategies: connect, process, transform & personalize
• Workshop
• Choice • Inquiry learning • Literature/informa=on circles
![Page 12: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/12.jpg)
Open-ended Strategies
• Connec=ng
• Processing
• Transforming and personalizing
![Page 13: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/13.jpg)
![Page 14: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/14.jpg)
Test Prep – Socials 11 Canada in the 1930’s with Melanie Mattson • People Search – 12 boxes • Students made notes for each ques=on • Coached and listened to see if there were any challenging areas
• 2 ques=ons were most challenging • Melanie explained her ‘answer’ to each, using a =meline and associa=ons
• 2 addi=onal areas to study – With a concept map – With a chart
![Page 15: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/15.jpg)
Canada in the 1930’s People Search Find someone who:
…can describe 3 differences between life in the city and life in rural Canada during the Great Depression
…can paint a vivid picture with words of relief camps
…can tell the story of the beginning of the labour movement in Canada
…understands the difference between totalitarism, socialism, communism, and fascism in the 1930’s
![Page 16: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/16.jpg)
You’re born with what you got…
and that’s that!
It’s fixed......or…
![Page 17: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/17.jpg)
Your brain is like a muscle. It can grow…and will with prac=ce
![Page 18: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/18.jpg)
Do your students receive individual feedback from you in every class?
![Page 19: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/19.jpg)
Powerful feedback to build a sense of agency
• What do you know how to do? • Where are you geeng stuck?
• How does that connect to what we did yesterday? Or….?
• What do you remember about…?
• Brifany Stockley, Centennial
![Page 20: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/20.jpg)
• What angle (between 0 and 360) – is in the second quadrant and a sine = 0.23?
![Page 21: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/21.jpg)
• What angle (between 0 and 360) – is in the second quadrant and a sine = 0.23?
– Sketch the quadrants and tell me what you know. – Which is the second quadrant?
– What do you know about the second quadrant? – What do you know about sine?
![Page 22: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/22.jpg)
Lesson Sequences
![Page 23: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/23.jpg)
Hot Seat The Outsiders – gr.8 with Brent Spencer
The Glass Castle – gr.12 with Amy Stevenson
• Students choose a role • May generate ques=ons in advance that ‘could’ be asked of them
• Begin with teacher as moderator
• Audience of the class poses ques=ons to the panel; can interview in role
• Quick write between groups
![Page 24: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/24.jpg)
The Outsiders – S. E. Hinton • Three ques=ons for quick writes: – What is the big deal about the Greasers?
– Do the Greasers feel more than the Socs? – What will your character be doing in 10 years =me?
![Page 25: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/25.jpg)
![Page 26: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/26.jpg)
![Page 27: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/27.jpg)
![Page 28: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/28.jpg)
Critical Literacy with Amy Stevenson, gr. 12
The Glass Castle – Jeannette Walls • Analyzing habits of thinking, reading, wri=ng, speaking
• Understanding social contexts and consequences
• Deep meaning
• Applying deep meaning to self
![Page 29: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/29.jpg)
Goal: begin an exploration with critical analysis/critical literacy
• Set a scene • Personalize this scene and sketch • Write 2 minutes in response to your sketch – feeling, ac=on
• Pass your paper. 2nd student reads and responds/adds on – 2 minutes
• Repeat 2 more =mes • Read your own paper, others responses, and discuss – 5-‐10 minutes
![Page 30: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/30.jpg)
![Page 31: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/31.jpg)
![Page 32: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/32.jpg)
![Page 33: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/33.jpg)
![Page 34: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/34.jpg)
K – Building Connections/Response to Reading
• Prac=ce making connec=ons • Choose a symbol • Talk about how this helps our reading • Read together and make connec=ons • Students show their connec=ons by drawing and wri=ng
• with Jessica Chan, Burnaby
![Page 35: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/35.jpg)
Strong Na=ons Publishing
![Page 36: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/36.jpg)
![Page 37: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/37.jpg)
![Page 38: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/38.jpg)
![Page 39: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/39.jpg)
![Page 40: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/40.jpg)
![Page 41: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/41.jpg)
Test Prep – Pre-Calc, gr. 11 (trigonometry) with Brittany Stockley • 15 minutes – work on unit review ques=ons with a partner
• Inside/outside circle – 5 ques=ons • Partner A explains, B listens, refines, ques=ons • Outside circle, move 2 chairs, then Partner A explains, etc.
• Teachers listen/coach for class confusion • Model process for solu=on for the challenging ques=on for the class
• Students reflect: what I need to remember
![Page 42: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/42.jpg)
![Page 43: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/43.jpg)
![Page 44: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/44.jpg)
![Page 45: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/45.jpg)
Introduction to Mitosis • Whip around – what do you remember about DNA?
• Ques=oning from 3 pictures
• An=cipa=on guide – with partner • Read to find out and provide evidence for your answer
• Sort and predict – groups of 3
• With Ken Asano, Centennial
![Page 46: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/46.jpg)
![Page 47: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/47.jpg)
![Page 48: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/48.jpg)
![Page 49: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/49.jpg)
![Page 50: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/50.jpg)
Before Aoer
![Page 51: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/51.jpg)
cancer duplicate cell cycle daughter cells cytokinesis nucleus interphase proteins mitosis divide replica=on replace spindle fibres func=on for survival separate
![Page 52: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/52.jpg)
![Page 53: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/53.jpg)
![Page 54: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/54.jpg)
![Page 55: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/55.jpg)
![Page 56: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/56.jpg)
![Page 57: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/57.jpg)
• Brownlie, Fullerton, Schnellert – It’s All about Thinking – CollaboraHng to support all learners in Math & Science, 2011
• Brownlie, Schnellert – It’s All about Thinking – CollaboraHng to support all learners in English & HumaniHes, 2009
• Brownlie, Feniak, Schnellert -‐ Student Diversity, 2nd ed., Pembroke Pub., 2006
• Brownlie, Jeroski – Reading and Responding, grades 4-‐6, 2nd edi=on, Nelson, 2006
• Brownlie -‐ Grand ConversaHons, Portage and Main Press, 2005
• Brownlie,Feniak, McCarthy -‐ InstrucHon and Assessment of ESL Learners, Portage and Main Press, 2004
• Brownlie, King -‐ Learning in Safe Schools – CreaHng classrooms where all students belong, 2nd ed, Pembroke Publishers, 2011
![Page 58: St. Margarets.May.2013](https://reader034.vdocuments.us/reader034/viewer/2022052602/55a0cd451a28ab36218b46fd/html5/thumbnails/58.jpg)
Planning
What are you going to try ASAP?
Who will help you?
Be prepared to tell others about it