Transcript Document

Technology
Connecting the Dots
SEF
SIP
DI
AfL
MultiLiteracies
BIP
Inquiry
TLCP
PLC
Higher
Order
Thinking
Arts
Student Achievement and Well Being
• positive relationships among students, staff,
parents/guardians, and community members
• engagement of students, staff, parents/
guardians, and community members in public
education
Effective and Appropriate Educational Programs
• incorporating a new and improved definition of literacy in
21st century student learning
• providing equitable access to differentiated and relevant
learning opportunities, resources and programs
• engaging students as partners in their learning
• embracing environmental awareness
Stewardship of Board Resources
• Enhancing confidence in public education by
increasing civic engagement
BIP Goal 3
By December 2012,
students will be more
engaged through
appropriate
programming and
learning experiences
that are personalized,
collaborative and
differentiated as
measured by
perception data from
the System Survey.
Strategies: deliver assessment based instruction that is intentionally
differentiated to support student interests, strengths, readiness and
learning profiles in all subject and program areas; work collaboratively
with a focus on Assessment for Learning and DI through a professional
teaching and learning cycle that includes reflecting on the impact of
the teaching on student achievement and well-being; model higher
order thinking and learning environments where digital literacy,
inquiry and arts integration are used to engage students in cross
curricular literacy; engage students as partners in their learning
including the use of evolving technologies; encourage teacher’s
effective use of 21st century learning technologies
Resources
• DI Professional Learning Cycle, 7-12
• DI Professional Learning Strategy
• Literacy Professional Learning Strategy
• Ontario Arts Council Artist in Residence
Program
• Literacy@School Learning Centres
What is Literacy?
Our evolving definition…
Literacy in the 21st Century is the
acquisition of knowledge, skills and
attitudes that enable achievement,
personal well being and full
participation in an interconnected and
changing world community.
9
DI RAFT
Role
Who are the
leaders and
facilitators?
Curriculum Team
including:
4 Intermediate
Consultants
Supported by
Consultants for
Student Success/
Transition
Spec. Ed
ESL
Literacy@School
Principal:
Jim Forbes,
Administrators at
each site.
Audience
What group(s)
of educators
will experience
this
professional
learning?
Format
What model of professional learning will be used?
What resources will be used?
Topic
What is the intended learning? What will participants know
and be able to do?
What will be the evidence of participant learning?
What will it look like?
Have participants moved from ‘knowing’ to ‘doing’?
Intermediate
 3 Face to face full day workshop sessions for school
 Intermediate Teams (including the Litearcy@School
Team of up to 5
teams (before/ during/ after) teaching (differentiated as
demonstration classroom teachers) will deepen
teachers at 8
understanding of elements of Assessment for Learning to
a pre-assessment of participants indicates)
sites that
 4 Ongoing (job-embedded in-the-school learning
differentiate instruction/ assessment for students
includes Grade
opportunities (pre and post) using “Powerful Designs”  Intermediate Teams will be familiar with and beginning to
7,8 teachers in
such as Lesson Study, Action Research or Co-teaching as
apply a number of DI models (RAFT, Choice Charts, Tiered
each of the
determined by the team.
Assignments, Graphic Organizers) to personalize instruction
Teachers visiting the Literacy@School demonstration sites will
following roles:
Resources:
1.Demonstration  Ministry “Reach Every Student” DI Training packages
benefit from:
(focus on “Assessment for Learning” and Literacy. parts 1  a refined contextualization of school visits to explicitly
Teacher
2.Literacy
model assessment based instruction that is intentional and
&2)
differentiated to support students’ strengths, interests and
Teacher
 SEAL document
3. Spec. Ed
 Revised Transition Learning Profile Template
needs; and
 Assessment resource (Anne Davies “Classroom
 a focus on Literacy/ Digital Literacy through the lens of DI
Teacher
Assessment that Works”) and YRDSB “Guidelines for
4. 7/8 Lead
and AfL in pre/ during and post visits.
5. Designated
Assessment”
Transition
Pathways Contact
6. ELL Teacher
Note: Schools
can expand
teams to include
others (EA for
example) by
flexible use of
release time.
The PLC Model
DATE
RAFT 2010 - 2011
Role
Audience
Who are the
leaders and
facilitators? (e.g.,
a team, school
principal, division
leader, board
consultant)
What group(s)
of educators
(e.g., teachers,
administrators)
will experience
this
professional
learning?
Barbara Harold:
Curriculum
Coordinator,
Intermediate
Education
Intermediate
Consultants
Format
What model of professional
learning will be used (e.g.,
collaborative inquiry using a
professional learning cycle and DI
knowledgeable facilitator,
workshops, peer coaching, book
study, lesson study)?
2 Face to face full day workshop
sessions for school teams (before/
during/ after) teaching
(differentiated as a pre-assessment
of participants indicates)
2-3 job-embedded days to
support in-the-school learning
Dates: November opportunities using “Powerful
29th, December 12 Designs” such as Lesson Study,
2011, +6 half days Action Research or Co-teaching as
per school to be
determined by the team.
determined by the
intermediate
Note: Schools can expand teams to
school team and include others (EA for example)
the consultant
through flexible use of release time.
Phase 1:
Literacy@School
teachers,
administrators,
SERTS, division
partners
Topic
What resources will be
used (e.g., DI Teaching
/Learning Examples for a
particular subject, 2010 DI
Educator’s Package)?
Learning Goals:
What is the intended
learning? What will
participants know and be
able to do at the end of
the learning
session/period?
DI Intermediate Team
Ministry “Reach Every
Networks
Student” DI Training
packages (focus on
Teams will:
“Assessment for Learning”
-deepen understanding of
and Literacy. parts 1 &2)
the elements of AfL to
differentiate instruction/
 SEAL document
assessment for students
 YRDSB Revised
Transition Learner Profile -learn and apply a number
of DI models (RAFTS,
 Assessment resource
Choice Charts, Tiered
(Anne Davies
“Classroom Assessment Assignments, Graphic
Organizers) to personalize
that Works”) and
YRDSB “Guidelines for instruction
Assessment
 Learning for All
 Seven Strategies of
Assessment for Learning
by Jan Chappuis
 Start Where They Are by
Karen Hume
Evidence:
What will be the evidence of educator
learning (e.g., differentiated assignments
with a common rubric, DI key feature
look-fors)? Have educators moved from
knowing to doing? What will be the
evidence of student learning (e.g., work
samples, achievement data, learning
skills data)?
Teams will share evidence of their learning
journey including student work and
teacher planning that model AfL and DI.
Budget:
Cohort 1/ Phase 1 Training
Teacher Release:
45 (teachers) x $240. X 5
sessions = $54 000
Food: $2 000
Resources: $2000
Total cost = $58 000
1 Face to face half day visit to an Ministry “Reach Every
DI Intermediate Team
Teams will share evidence of their learning
Intermediate Literacy@School
Networks
Student” DI Training
including student work and teacher
Going deeper with site to observe classroom
packages (focus on
Teams will:
planning that model AfL and DI
practice embedding differentiated “Assessment for Learning”
DI
-deepen understanding of
instruction and a debriefing
Dates: Feb. 16,
and Literacy. parts 1 &2)
the elements of AfL to
Data will be collected from students with
March 2, 2011, + 6 session…1/2 day back at the
differentiate instruction/
special needs to look at achievement pre
 SEAL document
dates per school to school to “continue the
assessment for students and post DI learning
 YRDSB Revised
be determined in conversation” …1 face to face
Transition Learner Profile -learn and apply a number
full day workshop for school
consultation
of DI models (RAFTS,
 Assessment resource
team with classroom evidence
between the
Choice Charts, Tiered
(Anne Davies
school teams and and discussion around
“Classroom Assessment Assignments, Graphic
embedding DI in classroom
the consultants
Organizers) to personalize
that Works”) and
practice and sharing…..4 -6 half
YRDSB “Guidelines for instruction
Phase 2:
June 2011 Report
Implemented
as planned?

Modified as described below:
Phase 2 Differentiated Instruction
Day 1:
Full day
(5 release
days)
L@S: Full
day (1/2
day visit,
½ day
planning)
Suggestions for a
timetable
½ day
½ day
½ day
½ day
½ day
½ day
Planning
or coteaching
and
debriefin
g
Coteaching
of
lesson 1
Plannin
g
Coteaching
of
lesson 2
Plannin
g
Coteachin
g of
lesson
3
½ day
Sharin
g
Welcome
Differentiated Instruction
Learning Goal
To collaboratively plan, implement and
reflect on (impact on student
achievement) an assessment based unit
that is differentiated to meet the
strengths, needs and interests of all
learners.
To network with other intermediate
teachers and work collaboratively.
Using the iPod
8
Using the iPod to
activate our learning.
Using the iPod
Playlists>What is DI?
Setting Team Norms
Planning with the End in Mind
What do I want
them to learn?
How will I know they
are learning it?
Assessment
How will students demonstrate their
knowledge and skills while they are
learning?
How will we monitor their progress?
Product, observation, conversations, …
How will I plan with DI in mind?
How will I design
the learning so that
all will learn?
Adapted from the Ministry of Education, Ontario
What instructional strategies are
appropriate for the learners in my
class?
Planning with the End in Mind
Evaluation
What do I want
them to learn?
How will I know they
have learned it?
How will students demonstrate their
knowledge and skills when they have
finished learning?
What evidence will be produced?
• Products
How will I design
the learning so that
all will learn?
Adapted from the Ministry of Education, Ontario
• Observations
• Conversations
How do we collect and make sense of all the learning data?
Conversations
C
O
Anecdotal notes
Watching literature circles
Watching science experiments
P
Observations
Products
Conferencing with students
Questioning students
Student portfolios
Written work
Projects, Videos
Performances
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Video Clip here