1. Student Success 2011 Summer Program
Differentiated Instruction using Evidence-based Strategies, Grades 7-12 1

2. Group Profile Knowing the Learner
In order to create a group profile, please use sticky dots/markers to indicate:
Grade(s) you teach
Subject(s) you teach
Your years of classroom experience with DI
Your placement on the DI Continuum, (p. 25, DI Scrapbook or p. 35, DI Ed Guide)
Have chart paper posted with the headings and choices as appropriate. Participants place a check mark or sticky dot beside the appropriate personal choice. Facilitators will have a quick, visible profile for the group and can begin to differentiate accordingly.
SAMPLE Profiles
Role
Grade 7-8
Grade 9-10
Grade
Subject
Math *****
Language **********
Science ***
Phys Ed **
Arts *****
History/Geography *****

3. Agenda Minds On Action Consolidation
Session Purpose, Context and Learning Goals
Knowing the Learner
Instructional Strategies
Action
Differentiating Instructional Strategies
Video Application
Lesson Design and Instructional Design Questions
DI Teaching/Learning Example Application
Consolidation
Lesson Design Application
Minds On
Establishing a positive learning environment
Connecting to prior learning and/or experiences
Setting the context for learning
Action
Introducing new learning or extending/reinforcing prior learning
Providing opportunities for practice and application of learning (guided – independent)
Consolidation
Helping students demonstrate what they have learned
Providing opportunities for consolidation and reflection
Participants will see that this is the lesson planning model used in the Teaching Learning Examples.

4. Session Purpose
To develop the capacity of educators to plan for effective use of evidence-based instructional strategies and differentiated instruction

5. Provincial Context: Core Priorities
High Levels of Student Achievement
Reducing the Gaps in Student Achievement
Increased Public Confidence in Our Publicly Funded Schools
The work of Student Success/learning to 18 addresses the three core priorities for education in Ontario. The core priorities and supporting strategies are outlined in detail in Reach Every Student: Energizing Ontario Education (Winter 2008).

6. School Effectiveness Framework
To support the work on the Core Priorities - From the Student Achievement Division
The 2010 School Effectiveness Framework is a self-assessment tool, grounded in research and professional learning, used to promote school improvement and student success. The first draft was released for implementation in elementary schools in Feedback lead to the K-12 refinement and further refinements were made in From September 2010 to 2012 the K-12 SEF will be implemented in all elementary and secondary schools in Ontario.
Highlight where your particular module integrates with the SEF 6 6 6

7. School Effectiveness Framework
Curriculum, Teaching and Learning Instruction and assessment are differentiated in response to students’ strengths, needs and prior learning (4.5) Student Voice The teaching and learning environment is inclusive and reflects individual student strengths, needs and learning preferences (3.1) Assessment for, as and of Learning A variety of valid and reliable assessment data is used by teachers to continually monitor learning, to inform instruction and assessment and to determine next steps (1.5) School and Classroom Leadership Job-embedded and inquiry-based professional learning builds capacity, informs instructional practice and contributes to a culture of learning (2.4)
This session connects to four components of the School Effectiveness Framework.

8. Student Success Grades 7-12 Key Elements
EFFECTIVE INSTRUCTION
Differentiated Instruction
Math GAINS
Literacy GAINS
Professional Learning Cycle
Student Voice
School Effectiveness Framework
INTERVENTIONS
Credit Rescue / Recovery
Transitions Supports/Taking Stock
Children and Youth in Care
Re-engagement Strategy
Supervised Alternative Learning
School Support Initiative
PROGRAMS
Specialist High Skills Major
Dual Credits
Expanded Cooperative Education
Ontario Skills Passport
Board Specific Programs
LEADERSHIP DEVELOPMENT
Student Success Leaders
Student Success Teachers
Student Success School and Cross Panel Teams
This slide provides an overview of the Student Success/Learning to 18 programs and initiatives for Grades They can be clustered under the four main headings.
As you can see by the red highlighting, differentiated instruction addresses the category of Effective Instruction. This is a category that is good for all while some of the other headings such as Interventions refer to things that are good/necessary for some.

9. Pyramid of Preventions and Interventions
Pyramid of Preventions and Interventions
Re-entry to School
Program Change
ALL SOME FEW
 In-School Interventions
(e.g. Credit Recovery)
This session on DI and Evidence-based strategies is a prevention that is good for all. Differentiated Instruction is not an intervention.
The Pyramid of Interventions is being applied across Ontario and comes from the thinking of Rick Dufour. He suggests that with extra time and support and an explicit plan in place, students will not fall through the cracks. The more preventions and interventions that are invested at the bottom of the pyramid the less likely students will rise to the top of the pyramid, and become more at risk. Schools develop their own strategies at each level of the pyramid.
 In-Class Interventions
(e.g. Credit Rescue)
 In-School & In-Class Preventions
(e.g. Transitions, Differentiated Instruction) 9 9

10. DI Professional Learning Strategy Goals
increase the instructional knowledge and skills of educators of grades 7-12 to meet the diverse needs of all students;
build awareness of differentiated instruction as a framework for planning and implementing effective instruction, assessment and evaluation practices as outlined in the Ontario curriculum;
facilitate and support job-embedded professional learning opportunities through collaborative inquiry
This summer session is part of the Student Success DI Professional Learning Strategy. The initiative began five years ago and has included the provision of resources such as videos, educator packages and the DI teaching/learning examples. All boards have been provided with funding to help implement differentiated instruction. Regional sessions have been held annually as well as many Adobe Connect sessions. Twelve project boards have provided valuable input and products to support the strategy.

11. Supporting the Instructional Core
Leading Learning – Leadership
This slide how provincial direction, district priorities and school improvement efforts support classroom instruction. It also shows how classroom data and narrative inform school planning which in turn inform the district and province about student learning needs and the policy, program and professional learning supports that may be needed.
What this means, says Elmore, is there are basically only three ways you can increase learning and performance:
increase the knowledge and skill of teachers
change the content
alter the relationship of the student to the teacher and the content
"The instructional core helps us identify where we're trying to improve," explains Elmore. "The teacher, the student, the content – if you change one, you have to change them all."
He elaborates:"You can't alter the skill and knowledge of the teacher when you stay in a low-level curriculum. If you alter the content without changing the skill and knowledge of teachers, you are asking teachers to teach to a level that they don't have the skill and knowledge to teach to. If you do either one of those things without changing the role of the student in the instructional process, the likelihood that students will ever take control of their own learning is pretty remote."
Elmore advocates focusing on the instructional core in schools – the teacher and the student in the presence of content. He cautions districts and policy makers, "If you push on an organization and you don't have a theory about how it shows up in teaching and learning, you're basically causing people to do rain dances." 11 11

12. A Professional Learning Cycle
All of the thinking that we do over these two days would normally take place within the context of a professional learning cycle. The professional learning cycle is used by teams of educators as a process for professional learning. The cycle begins when educators examine data (including student work) to determine a student learning need. The identified need becomes the focus for professional learning. Learning occurs during team meetings and in-between meetings when educators share practice, analyse student work or participate in workshops or seminars to build their knowledge-base. We will make connections to the phases of the professional learning cycle several times as they arise. The selection and use of any learning strategy should be in response to a student need identified during the plan phase or a need that arises during Act and Reflect.
The Professional Learning Cycle
All boards in Ontario are engaged in the implementation of collaborative inquiry as a vehicle for professional learning.
FYI – more info
In the first phase of the cycle, PLAN, a learning team examines data and evidence to determine an area of student learning need. Once a specific need is highlighted, the team determines the learning that is important for them as educators, in order to plan instruction that addresses the needs of their students. The team decides what evidence (e.g., a common evaluation task) will be analysed at the end of the cycle to indicate the extent to which the student need has been addressed.
In ACT, the second phase of the professional learning cycle, members of the learning team implement the strategies and actions that they planned in the first part of the cycle.
During this early implementation phase, seeking student feedback and assessing for learning are continuous so that instruction can be adjusted according to the emerging needs of students.
Learning team members continue to learn in their selected areas through means established in the PLAN phase – such as observing colleagues, co-teaching, engaging in a book study and/or through practice and reflection.
The OBSERVE phase, occurs in mid-unit or mid-implementation and focuses on monitoring student learning and sharing instructional practice. The learning team takes a good look at evidence of student learning - including student work and student feedback - to see if students are on track or if an alternate approach is required to help them achieve or be more fully engaged. Educators share their practice in a variety of ways – including analysis of each other’s plans and strategies to find solutions to current issues - or simply to share alternative approaches.
Although reflection is part of each phase of the cycle, it is in the REFLECT phase, at or near the end of a unit, that the team comes together to determine if what was initiated in the PLAN phase has worked – Have educators learned what was necessary to begin to address the needs of their learners? Have the student needs been met? In the REFLECT phase, to address these questions, team members share and discuss student assessment results, reflect on their own learning and instructional practice and determine next steps. 12 12 12

13. Example Classroom Board School (BIP)
(planning for teaching and learning)
Professional Learning Cycle
(collaborative inquiry)
Literacy: Writing
Literacy: Writing
Gr. 9 Tech Ed and Visual Arts, Gr. 10 Computer Studies: Common Assessment area - Expression and Organization of Ideas (Achievement Chart)
School
(SIP)
This slide shows how the work of a professional learning team is connected to the Board Improvement Plan, the School Improvement Plan and the classroom.
The “common” assessment may not be identical from grade to grade or subject to subject but it would assess a common area on the achievement chart. Keeping the relevance across subjects needs to remain as driving force
Examples of assessment areas common to various subjects include: expression and organization of ideas (focus on writng), application of knowledge (achievement chart).
Insert your own board examples to make connections to your module, highlighting how your module fits in to the improvement planning process
Literacy: Writing
Gr. 9 & 10 Applied/Open 13

14. Visible Learning
Teachers are among the most powerful influences in learning…. John Hattie (2008), Visible Learning, p.240
… teachers using particular teaching methods, teachers with high expectations for all students, and teachers who have created positive student-teacher relationships … are more likely to have above average effects on student achievement. Hattie, Visible Learning, p.126
In his book Visible Learning John Hattie highlights the importance of the teacher’s methods as well as their expectations and their relationships with students. The use of particular methods is much more likely to have above average impact if expectations are high and relationships are positive.
Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement By John Hattie
ISBN:
Publish Date: November 17th 2008
This unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning.
A major message is that what works best for students is similar to what works best for teachers – an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand. 14

15. Visible Teaching - Hattie
Teachers are:
Making learning the explicit goal
Sharing challenging learning intentions and success criteria
Planning interventions that deliberately encourage mastery of these intentions
Seeking and giving feedback
Adapting teaching as a result of feedback from learners
This two day session focuses on understanding and using evidence-based strategies. The use of particular methods and strategies alone is not enough. In order for the strategies to be effective and impact student learning to a greater degree, their use must be anchored in what Hattie calls visible teaching .
For each instructional strategy we will be considering how to maximize the impact by ensuring that all of the aspects of visible teaching have been incorporated into the use of the strategy.

16. Visible Learning - Hattie
Students are:
Committed and open to learning
Involved in setting challenging learning intentions and success criteria
Seeking feedback for learning
Students also have a role to play. These three “look fors” are indicators that students are engaged in the learning.

17. Group Profile Knowing the Learner
Please use markers or sticky dots to indicate:
Subject(s) you teach
Grade(s) you teach
Your years of classroom experience with DI
Your placement on the DI Continuum
Knowing the Learner – Interests and readiness
Remind participants that they have generated a group profile and that you will be responding by differentiating according to the interests and readiness of the group.
Differentiated Instruction Professional Learning Strategy, 2011 17 17

18. Table Profile/Partner Introductions Knowing the Learner
Pairs:
Find out key information from each other:
grade(s)/subject(s) taught
an aspect of visible teaching and learning that is of particular interest
his /her preferred learning environment
what he/she would be doing if not here today
group work preferences (N S E or W)
Introduce each other to the table group
Ensure that the information is noted on the Table Profile (Handout ?)
KNOWING THE LEARNER
Debrief how this activity supports:
Knowing the learner – for participants and the facilitator
Developing a sense of belonging – a key element of engagement and successful transitions from school to school, grade to grade
Clarification for learning environment preference (p.11 Di Scrapbook) ;
- Working away from others vs working alongside others
- structured workspace vs casual workspace
- Light bright setting vs subdued setting
- quiet setting vs music or other background sounds
Add to the Group Profile on the wall if you would like to point out learning preferences or which aspects of visible learning are of most interest to the group.
Differentiated Instruction Professional Learning Strategy, 2010 18

19. Compass Points Group Work Preferences
North:
act – just do it
South:
care – ensure all voices are heard
East:
frame – big picture (the forest)
West:
focus – on details (the trees)
This slide is a reference for the table profile question on group work preferences.
Source: adapted from Hume, The Evidence-Based School

20. Categories of Instructional Strategies
Table Groups
Discuss how knowing each other’s preferences might influence the way your group works together.
Be prepared to share with the larger group
Note that the learning preferences has set up some additional opportunities for flexible grouping, one of the key features of DI. (e.g., mixed preferences, like preferences)

21. Session Learning Goals
Visible Teaching: Making Learning Goals Explicit
We are learning to:
use a variety of ways to find out about student readiness, interests and learning preferences
purposefully select and use a variety of evidence-based strategies
plan for visible teaching and learning
differentiate instruction by using a variety of evidence-based strategies to address student learning needs
differentiate evidence-based strategies to address student learning needs
And so our learning goals involve more than just learning about certain strategies. Selecting the right strategy for the right purpose and applying the principles of visual teaching will increase the effectiveness of any strategy.
We will look at differentiation form two perspectives;
how to provide a choice of strategies to meet the needs of different students
how to differentiates a strategy by varying the complexity, level of support etc. when all students are using the same strategy.
When developing learning goals:
Identify the overall and specific expectations
Use clear, concise, student friendly language
Describe what students will know and be able to do

22. Visible Learning – Setting Success Criteria
In your table groups:
Read the learning goal assigned to your table
Generate a short list of success criteria for your goal
Share with the large group
Refine and post
OPTION – View video on Learning Goals and Success Criteria from the Assessment and Evaluation page at
The aspects of visible teaching are called for in Growing Success (pages 28-29)
Assign a learning goal to each table and having the table groups generate success criteria for the goal.
When developing success criteria: describe observeable behaviours, use student friendly language
LG 1 Identify and describe a variety of assessing for learning strategies
LG 2 Identify, describe and use evidence based strategies
LG 3 Identify (from video clips) and use (final task) the components of visible teaching
LG 4 identify, describe and use differentiated evidence based strategies that respond to specific learner needs – e.g., interests, preferences and readiness
Groups note criteria on post it notes. Share; refine based on whole group discussion.
Post on chart paper for that goal.

23. Anticipation Guide or Mind Map Knowing the Learner
Select either the Anticipation Guide or the Mind Map.
Work alone or in pairs to complete your ‘Minds On’ activity of choice.
Set aside until the end of the session
Knowing the Learner – this activity will serve as an indicator of the readiness of the group.
These two choices are an example of DI by learner preference. However, participants with some knowledge of the work of Marzano, visible teaching etc. (more readiness) may prefer to complete a more open-ended task; the mind map.

24. Knowing the Learner
Creating the Group Profile and the Table Profile are ways to get to know the learner and that is first principle of DI.
Principle #2 is responding to what is known about the learner – by differentiating
Point out that this slide is available as a reference card in the 2010 Educator’s Package and can also be found on Page 1 of the 2010 Educator’s Package
DI is cyclical: we continue to find out about learners as we instruct and assess – and shape instruciton and assessment based on this information
Throughout the session we will be modelling how to respond to different learners strengths and needs using DI and demonstrating how to make connections to learner profile
Later we will be responding to your learner profile
Differentiated Instruction Professional Learning Strategy, 2010 24

25. Instructional Strategies
Give One Get One - Table Group
Individually, list 2 strategies that you have used successfully and recently. Think about why you used them, how they worked and what you might do next time.
Share one of your strategies (why you used it when you did, how it worked and what you might do next time) with another person at your table (not the person you introduced)
Repeat
Note, on the back of the table profile, the names of all strategies shared

26. Categories of Instructional Strategies1
Identifying similarities and differences 2
Summarizing and note taking 3
Reinforcing effort and providing recognition 4
Homework and practice 5
Nonlinguistic representations 6
Cooperative learning 7
Setting objectives and providing feedback 8
Generating and testing hypotheses 9
Questions, cues and advance organizers
(Adapted from Marzano, Pickering and Pollock 2001:7)
Marzano clustered effective instructional strategies into 9 categories
Point out that the categories of strategies are listed in order starting with those having the greatest impact. Refer to Anticipation Guide question #10 and point out that Cooperative Learning is actually 6th on the list.
See Reference Card, DI Ed Guide

27. Instructional Strategy Check
For each strategy used/ discussed so far:
List it in the ‘strategy’ column of the category(ies) to which it relates
Note why and when it was used - in the Purpose column (Why this? and Why now?)
Instructional Strategy Tracker, Handout 2
See p.26 and 27 DI Educator’s Guide – research-based instructional strategies
Distribute the Instructional Strategies Tracker.
Take-up Questions for use with the whole group:
1.Were there any strategies that were difficult to categorize?
2. Were there any strategies that fit in more than one category?
3. What are the advantages of having a framework like Marzano’s categories?
Hattie’s research also assesses the impact of strategies and factors on student learning. Chapters 7-10 look at the impact of the teacher, the curriculum and specific teaching approaches.

28. Session Debrief (Instructional Strategies)
Which strategies were used to find out about the learner?
Which of these strategies were used as assessing for learning strategies?
What information could be gathered from these strategies to inform instruction?
Strategies for Finding out About the Learner
Group Profile - DI continuum – readiness for DI (self-assessment)
Table Profile (Cooperative Learning)
Generating Success Criteria (Setting Objectives and Providing Feedback)
Anticipation Guide/Concept Map (Questions Cues and Advance Organizers)
Give One Get One (Cooperative Learning)
Give One Get One Classification (identifying Similarities and Differences)
All of the strategies could be used to assess learning.

29. Session Debrief (Instructional Strategies)
LEARNING ENVIRONMENT
Fresh Starts and False Starts:
Young People in Transition from Elementary to Secondary School
What strategies contributed to a positive learning environment and to the development of a sense of belonging?
Teachers who took time to get to know students’ interests, strengths, learning styles and ‘situations’ were better able to be more understanding, flexible and proactive in their teaching. Dr. Bruce Ferguson et al
Pairs interview
Partner introduction
Give One Get One activity build inclusion (sense of belonging, areas of common interests, awareness of individual strengths and differences) with the table group.

30. Reflection: Visible Teaching
In this session, how have we:
Made learning the explicit goal
Shared challenging learning intentions and success criteria
Planned interventions that deliberately encourage mastery of these intentions
Sought and given feedback
Adapted teaching as a result of feedback from learners
1. Session purpose and learning goals were listed and explained clearly
2. Table groups developed success criteria, shared and co-constructed with the facilitator
3. Planning interventions:
Based on profiles, anticipation guide, tracker (Questions, Cues and Advanced Organizers)
optional use of the learning goal success criteria video
give 1 get 1, partner introduction (Cooperative Learning)
4. Seeking and giving feedback: opportunities for AfL: DI continuum (profile), Anticipation Guide, Give One Get One and classification activity (observation, discussion)
5. Adapting teaching: based on information gleaned from observation - provide an opportunity for those who require it to review research-based instructional strategies in the DI Educator’s Guide, pp

31. Agenda Minds On Action Consolidation
Session Purpose , Context and Learning Goals
Knowing the Learner
Instructional Strategies
Action
Differentiating instructional strategies
Lesson Design and Instructional Design Questions
Application: DI Teaching Learning Example or Video
Consolidation
Use the same strategy
Action
Introducing new learning or extending/reinforcing prior learning
Providing opportunities for practice and application of learning (guided – independent)
Participants will see that this is the lesson planning model used in the Teaching Learning Examples.

32. Compass Points Group Work Preferences
Go to the compass point that reflects the group work preference that is most like you.
Share with others why you chose the particular preference
North:
act – just do it
South:
care – ensure all voices are heard
East:
frame – big picture (the forest)
West:
focus – on details (the trees)
Source: adapted from Hume, The Evidence-Based School

33. Differentiated Instruction Educator’s Package (2010)
Differentiated Instruction Educator’s Guide (2010)
Differentiated Instruction Scrapbook
Reference Cards
CD – package contents
Review the contents of the package with the participants.
Differentiated Instruction Educator’s Package (2010)
The 2010 Educator’s Package guide will be used in several activities in the module.
The package is comprised of four components:
Differentiated Instruction Educator’s Guide (2010) – a comprehensive guide to help educators deepen their understanding of differentiated instruction
Differentiated Instruction Scrapbook – a collection of reproducible tools and templates for use by teachers and professional learning facilitators
Reference Cards – a set of two cards that highlight a Differentiated Instruction Framework for Teaching and Learning, Principles and Features of Differentiated Instruction and a ‘Students, Structures and Strategies’
at-a-glance summary of some of the key aspects of differentiated instruction
Differentiated Instruction CD – an electronic version of the Educator’s Package

34. Revisiting DI Like-Preference Groups (Compass Points):
To review how to differentiate instruction, examine:
DI Scrapbook ‘Knowing the Learner’ Cards (pp. 9-11)
DI Educator’s Guide ‘Responding by Differentiating’, p.21 or
Principles of Differentiated Instruction Reference Card., Side A.
Share within the like-group, seeking clarification as needed; those with DI experience, make a connection to your practice.
Prepare one comment and/or one question and/or one connection to practice to share with the large group.
Note to Facilitator – this activity may need to be extended if the group profile shows limited experience with DI. There are many introductory DI professional learning activities in the Professional Learning Modules found on the DI website. These activities help participants learn about the underlying principles, key features etc.
The DI Professional Learning Module ( contains many ideas and activities for covering the basics of DI if the group needs more review.
Groups of 4 – Like compass groups
Participants choose their topic according to their Interests, readiness and learning preferences.
Principles/responding – 1 person or a pair

35. Revisiting DI Share: one comment, and/or one question, and/or
Like-preference groups:
Share:
one comment, and/or
one question, and/or
one connection to practice with the large group.

36. Placemat Table Groups Discuss each response as atable group.
Individually: Use your section of the placemat to note a response to:
How does assessment for, as and of learning connect with differentiated instruction?
Handout 3
As a Table Group:
Discuss each response as atable group.
Summarize a group response in the centre of the placemat
Be prepared to share with the whole group
The placemat activity serves as a model for the next task participants will do.
Have the participants would through the placemat using the question provided or a question for your choice.

37. Placemat Debrief Whole Group Debrief
To which category(s) of instructional strategy does today’s placemat belong?
What was the purpose of the placemat and why was it a good choice for that purpose?
How might the placemat activity itself be differentiated; by interest, by readiness, by learning preference?
What other strategies could serve a similar purpose when the placemat is offered as one of a variety of strategy choices in order to differentiate instruction?
Question 1
Answers may vary – Summarizing and Cooperative Learning will be the most popular
Question 2
The purpose was to promote cooperative learning an sharing as well as consolidate information around assessment for learning and DI.
Question 3
By interest – in this case one group could have focussed on assessment OF learning, another on assessment AS learning and another on assessment FOR learning.
In a classroom context students could go to a placemat of their choice by interest – e.g. placemats set up by choice of poems, historical events, geogrpahical areas,
By readiness – the level of complexity of the question can be varied from placemat to placemat
By learner preference – a student could work alone to answer the question
Question 4
A placemat could be one of several choices for students. Other choices could include the completion of a concept map, a chart, or a non-linguistic representation.

38. Differentiating Instructional Strategies
Like-Grade /Subject Groups
Individually share a Give One Get One strategy with the group
Select one of the shared strategies and discuss:
The Category of Instructional Strategy to which it belongs
Why it was used
How it was, or could have been, differentiated to support certain groups of learners
How it could have been used in combination with other instructional strategies in order to differentiate for students
The knowledge of the learner required to differentiate
Summarize and share with the large group
Arrange for the participants to work in like-grade or like-subject groups.

39. Instructional Strategy Check
Table Groups: Individuals
For each strategy presented:
List it in the example column of the category(ies) to which it relates
Note why it was used – when it was used
Describe a way that it could be differentiated (or used with other strategies to differentiate) and the knowledge of the learner that would be required
Instructional Strategy Tracker, Handout 2
See p.26 and 27 DI Educator’s Guide – research-based instructional strategies

40. Application - Video Table Groups View the DI video segment Identify:
instructional strategies used
ways that instruction is differentiated
Decide what knowledge of the learner was required to differentiate instruction
Discuss as a group; share.
Possible video segment for use:
Grade 7-8
Grades 7 & 8 Differentiated Instruction DVD in the 2007 DI Educator’s Package
- Chapter 6: Woodland Park Public School (Debbie)
Secondary
Student Success Secondary Differentiated Instruction DVD as part of the Differentiated Instruction Facilitator’s Guide (2010).
- (Grade 9) Science 5:17 Delta Secondary School, Hamilton-Wentworth District School Board

41. DI based on Class Profile
Table Groups – Pairs or Triads:
Select a Class Profile (A, B or C) or think of the strengths and needs of the students in one of your classes last year.
How might you differentiate instruction (for the concept in the video) to:
meet the strengths and needs of these students; and
address your own comfort level
Prepare to share with the large group.

42. DI based on Class Profile
Table Groups – Pairs or Triads:
How might you differentiate instruction, for the concept in the video, to:
meet the strengths and needs of your students; and
address your own comfort level
Share with large group.

43. Session Debrief (Use of DI)
So far, how has this session demonstrated the DI underlying principles:
finding out about the learner - interests, readiness and/or learner preferences?
responding by differentiating (e.g., the content, process, product and/or learning environment)?
finding out about the learner
Group Profile
Table profile
Anticipation guide or mind map
Compass Points
Responding by differentiating
Choice of Anticipation guide or mind map – based on preference or readiness/prior knowledge
Revisiting DI – those with prior experience provide connections to practice
Flexible grouping: group work preferences, interest – subject or like grade

44. DI Framework
Side B:
Partner discussion: What other aspects of the framework have been part of the session to this point?
The Framework for DI is a framework for effective instruction.
There are many components to lesson design – as seen in this framework.
The Educator’s Guide is organized around the DI Instructional Framework.
Ontario Ministry of Education, SS/L-18ITEB Differentiated Instruction Summer Program 44

45. Agenda Minds On Action Consolidation
Session Purpose , Context and Learning Goals
Knowing the Learner
Instructional Strategies
Action
Differentiating Instructional Strategies
Video Application
Lesson Design and Instructional Design Questions
DI Teaching/Learning Example Application
Consolidation
Use the same strategy
Action
Introducing new learning or extending/reinforcing prior learning
Providing opportunities for practice and application of learning (guided – independent)
Participants will see that this is the lesson planning model used in the Teaching Learning Examples.

46. Lesson Design Like-Preference Triads
Examine Three-Part Lesson Design, pp DI Educator’s Guide
Each reads with a different lens – a)Minds On, b) Action and c) Consolidation
Share key points with each other
Prepare a comment or a question for the large group.
Those with more experience in DI may wish to examine/analyse a DI Teaching Learning Example to reinforce their knowledge about the 3 part lesson design.

47. Instructional Design Questions Robert Marzano, 2007
1. What will I do to establish and communicate learning goals, track student progress, and celebrate success? 2. What will I do to help students effectively interact with new knowledge?
3. What will I do to help students practice and deepen their understanding of new knowledge?
4. What will I do to help students generate and test hypotheses about new knowledge?
5. What will I do to engage students?
Marzano’s instructional design questions help connect the work of Hattie with the three part lesson.

48. Group Inquiry Lesson Design and Instructional Design
Groups of 4: Like-Subject
Each member:
selects an Instructional design question so that all questions are covered within the group
Handout 5
Arrange for participants to work in like-subject/grade groupings.

49. Group Inquiry Lesson Design and Instructional Design
In Groups of 4, individuals:
examine the charts on side A and B to identify connections between their selected question and the Three Part Lesson Design components
Share, within the group of 4, 2 or more observations that include connections to the particular subject of interest
Each group prepares an observation and a subject connection per question to share with the large group.

50. Group Inquiry Lesson Design and Instructional Design
Groups of 4
For each question, share with the large group:
an observation, and
a subject connection

51. A Professional Learning Cycle
It is important to note that the selection of instructional strategies and the differentiation should be responsive to an identified student learning need. Although many strategies are fun and engaging for teachers and students their impact on learning will be much greater if they are carefully selected and adapted to meet identified needs. 51 51 51

52. Putting It All Together DI Teaching/Learning Examples
Distribute the Teaching/ Learning Examples to the tables.
Ask participants to take a quick look at a Teaching/Leaning Example to get a sense of how they are packaged (i.e., as a file folder containing the appendices for the example).
NOTE: Professional Learning Module 2 at (DI page) contains activities to familiarize participants with the DI Teaching/Learning Examples.

53. Putting It All Together DI Teaching/Learning Examples
Select a DI Teaching/Learning Example to examine. Join with others who have selected the same example.
Identify:
evidence-based strategies and the category(ies) into which they may fit
evidence-based strategies that are differentiated or are used in combination with other strategies to differentiate
ways that the three parts of the lesson have addressed the Instructional Design Questions
Encourage groups to ask questions – share comments; full group discussion to clarify.

54. Instructional Strategy Check
In Table Groups, individuals:
For each strategy examined in their DI TL Example:
List it in the example column of the category(ies) to which it relates
Note why it was used – when it was used
Describe how it was or could be differentiated (or used with other strategies to differentiate) and the knowledge of the learner required
Instructional Strategy Tracker, Handout 2
See p.26 and 27 DI Educator’s Guide – research-based instructional strategies

55. Session Debrief ( Visible Teaching )
How are we:
Making learning the explicit goal
Sharing challenging learning intentions and success criteria
Planning interventions that deliberately encourage mastery of these intentions
Seeking and giving feedback
Adapting teaching as a result of feedback from learners
Learning clear
Expectations and success criteria shared and co-constructed
Planning interventions:
profiles, anticipation guide, tracker (Questions, Cues and Advanced Organizers)
give 1 get 1, partner introduction (Cooperative Learning)
Seeking and giving feedback: opportunities for AfL: DI continuum (profile), Give One Get One (observation, discussion)
Adapting teaching: based on information gleaned from observation, provide an opportunity for those who require it to review research-based instructional strategies in the DI Educator’s Guide, pp

56. Agenda Minds On Action Consolidation
Session Purpose , Context and Learning Goals
Knowing the Learner
Instructional Strategies
Action
Differentiating Instructional Strategies
Video Application
Lesson Design and Instructional Design Questions
DI Teaching/Learning Example Application
Consolidation
Lesson Design Application
Consolidation
Helping students demonstrate what they have learned
Providing opportunities for consolidation and reflection
Participants will see that this is the lesson planning model used in the Teaching Learning Examples.

57. Consolidation - Lesson Design
Individually or in pairs or triads, develop a short three-part lesson (for your students) that:
Reflects the components of visible teaching
Incorporates differentiated instruction:
Strategies to determine interests, preferences and/or readiness of students
Strategies that respond to knowledge of learner and address the learning goals of the lesson
Includes one or more evidence-based strategies

58. Consolidation - Lesson Design
Share lesson with others who teach similar subjects.
Refine based on feedback.

59. Instructional Strategy Check
Instructional Strategy Tracker, Handout 2
Table Groups: Individuals
Note strategies used on the instructional strategy tracker.
Identify one or two strategies that you might you use with your classes in September.
Share with a partner.
See p.26 and 27 DI Educator’s Guide – research-based instructional strategies