DIFFERENTIATED INSTRUCTION LESSON STUDY PROJECT Rob Rosie Deidre

DIFFERENTIATED INSTRUCTION LESSON STUDY PROJECT Rob Rosie & Deidre Wilson March 24, 2011 UGDSB

PROJECT GOALS Apply the elements of lesson study Review and apply the principals and structures of DI while creating a local TLX Fulfill the requirements of the project Develop plan and accomplish a team learning

CHANGE IN INSTRUCTIONAL STRATEGY Deeper student understanding 3

For improved instruction, teachers need on-going professional and growth opportunities which are done most effectively by “jobembedded learning techniques such as professional learning communities or teams; peer coaching; group lesson study” Strangway, 2009

AGENDA Minds On – – Sir Ken video on teaching and learning What research says Action - What is Lesson Study? Brainstorming your research question Talking About DI Using the TLX template Consolidation - The Project Details Lessons learned – teacher efficacy Developing the team learning plan 5

PROJECT GOALS Apply the elements of lesson study Review and apply the principals and structures of DI while creating a local TLX Fulfill the requirements of the project Develop plan and accomplish a team learning

LESSON STUDY 1. Determine a research question: look at student data ex: EQAO, class assessment, questionnaire etc. 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 lesson 7. The lessons, observations, reflections and group learning are documented. 8. Lesson study teams come together to share their 2.

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 • reduce isolation • subject specific • discussion about practice Building Community Co-constructed knowledge • inquiry based • team develop questions to answer • based on student reaction • outside observers • experts/coach • group product Support for Learning Teacher Reflection • observation/feedback • data • professional identity • final product

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 GOALS Apply the elements of lesson study Review and apply the principals and structures of DI while creating a local TLX Fulfill the requirements of the project Develop plan and accomplish a team learning

DIFFERENTIATED INSTRUCTION DEFINITION þ Effective instruction that is responsive to the learning preferences, interests and readiness of the individual learner þ An organizing structure or framework for thinking about teaching and learning þ 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 Choice Respectful Flexible Shared tasks based on curriculum grouping Responsibility for Learning

DIFFERENTIATED INSTRUCTION STRUCTURES WAYS OF ORGANIZING FOR DI DI Structures Tiering Learning Contracts Learning Centres/Stations RAFTs Choice Boards Cubing

Using DI structures give one - get one 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.

DI TEACHING/LEARNING EXAMPLES

MATCHING ACTIVITY HANDOUT 1 20

EXPLORING THE DI TEACHING/LEARNING EXAMPLES Pairs 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) Forest: Underlying Principles (broad characteristics) Trees: Key Features (specifics)

PROJECT GOALS Apply the elements of lesson study Review and apply the principals and structures of DI while creating a local TLX Fulfill the requirements of the project Develop plan and accomplish a team learning

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, coteach/observe the lesson

The Project Deliverables: § Creation of a Teacher 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 Project NUMBER OF RELEASE DAYS (TOTAL): 4 per team member § ½ day for intro § ½ day for conclusion § 3 days to use for planning, coteaching, 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 WORDS Reminded me of the importance of engaging students More cognisant 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

STUDY: KNOWLEDGE AND SKILLS Technical knowledge and skills Using data to decide on a focus/question Lesson planning – 3 part lesson Establishing lesson goals and success criteria Using assessment for and as learning Use of DI Structures Instructional strategies

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

STUDY: ATTITUDES AND BELIEFS builds a sense of inquiry builds confidence fosters 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 GOALS Apply the elements of lesson study Review and apply the principals and structures of DI while creating a local TLX Fulfill the requirements of the project Develop plan and accomplish a team learning

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

THE END