Presentation on theme: "A Perfect Match: Differentiated Instruction and the School Library Sharon Mills and Karen Beutler Instructional Leaders, Toronto District School Board."— Presentation transcript:
A Perfect Match: Differentiated Instruction and the School Library Sharon Mills and Karen Beutler Instructional Leaders, Toronto District School Board Evelynne Bernstein, Teacher, Toronto District School Board
Agenda Overview of Differentiated Instruction (DI) Multiple Intelligences, Learning Styles, and Brain Theory DI Strategies and the Library Environment DI in Practice
Enduring Ideas Not new teaching, new planning and facilitating Teacher acknowledges and celebrates multiple intelligences and learning styles Students understand and take responsibility for pursuing own learning Choice is key factor for motivation and learning
Find Your Teenage Brain Partners Find three people who will be your partners for activities during this workshop Write their names on the Teenage Brain – Partners handout
Kathie Nunley, A Student's Brain: The Parent/Teacher Manual, 2003 Brain Theory Window to Wire Sleep deprivation What helps one….helps all (Word Wall) Reticular Activating System – Novelty!
Determine your Multiple Intelligence Howard Gardner Activity Intelligences Graph - Pink
Meet Your Hypothalamus Partner to consolidate MI Share your MI graph with your partner and reflect on its accuracy
Learning Styles Auditory Sound out words Enjoy listening Visual Prefer pictures, diagrams, concept maps Enjoy face-to-face conversation/demonstration Kinesthetic/Tactile Expressive movements Jump right in and try it
Average Retention Rates for Instructional Methods Lecture 5% Reading 10% Audio Visual 20% Teacher Demonstration 30% Discussions 50% Practise by doing 75% Practise by doing/teach others 90% Based on the work of William Glassner Adapted from research y the national Training Laboratories, Methel, ME Presented by Heather Clayton, November 2007
Carol Ann Tomlinson Where does DI occur? Content – What are students going to learn? Process – What activities will students do and what skill sets will they acquire? Products – What method will students choose to demonstrate their learning?
Where does the Teacher- Librarian include DI? Plagiarism Activity: 1. Visual 2. Kinesthetic/Tactile 3. Auditory
DI Opportunities in the Library Add to the DI Opportunities recording sheet addressing the following questions alone and then with your Pre-frontal Cortex Partner: What are the common skill areas you address? How could you build DI into the delivery?
Differentiated Instruction in Action Evelynne Bernstein
Background Decision to implement DI was based on the fact that student effort (English 4U) had declined once University acceptances were received Marked decline in students handing in work Goals: increase the number of students handing in final Culminating Activity of the course provide a CA that would engage students - media Using DI seemed a perfect fit
Action Research If I differentiate from the standard literary essay oral assignment based on the novels under study and assign a creative media assignment instead, will my students have more success in completing their assignment and earning their credit? Librarianship AQ Specialist Course requirement
Project Task: define a social issue stemming from the two novels they had studied and compare its treatment in three different forms of media Process: convey analysis in the form of a graphic organizer Assessment: small group structured sharing Evaluation: rubric/checklist
Teacher Observations Differentiating the product had a positive effect on number of students completing the Culminating Activity Simplicity of the product in some cases belied the depth of analysis Quality of student work was WAY beyond expectations Students felt pressure to prepare in order to share Most impressive demonstration of learning was in student reflections
Student Reflection I found this media assignment very insightful to the serious issue of elder abuse and neglect. This opened my eyes to the amount of elder neglect that goes on in professional centres. I thought this was a refreshing way to complete a media assignment compared to past years. Sara G.
Student Reflection I liked being able to express my ideas visually. I could take what I was thinking and organize it in a visual way. It is appealing to the eye to be able to look at something visual instead of having to read an essay. It was also good to be able to explain my interpretation with a write-up that allowed everyone to understand how I was feeling. Kathleen R.
Library Support Variety of resources (articles, music, lyrics, artwork) Access to media Graphic organizer support Support for struggling students