Connecting the Dots

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Technology
Connecting the Dots
SEF
SIP
DI
AfL
Multi- Literacies
BIP
Inquiry
TLCP
Higher Order Thinking
Arts
PLC
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• 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

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• 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

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• Enhancing confidence in public education by
  increasing civic engagement

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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.
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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 teachers effective use
of 21st century learning technologies
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• Resources
• DI Professional Learning Cycle, 7-12
• DI Professional Learning Strategy
• Literacy Professional Learning Strategy
• Ontario Arts Council Artist in Residence Program
• Literacy_at_School Learning Centres

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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.

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DI RAFT
Role Who are the leaders and facilitators? 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?
Curriculum Team including 4 Intermediate Consultants Supported by Consultants for Student Success/ Transition Spec. Ed ESL Literacy_at_School Principal Jim Forbes, Administrators at each site. Intermediate Team of up to 5 teachers at 8 sites that includes Grade 7,8 teachers in each of the following roles 1.Demonstration Teacher 2.Literacy Teacher 3. Spec. Ed Teacher 4. 7/8 Lead 5. Designated Transition Pathways Contact 6. ELL Teacher Note Schools can expand teams to include others (EA for example) by flexible use of release time. 3 Face to face full day workshop sessions for school teams (before/ during/ after) teaching (differentiated as a pre-assessment of participants indicates) 4 Ongoing (job-embedded in-the-school learning opportunities (pre and post) using Powerful Designs such as Lesson Study, Action Research or Co-teaching as determined by the team. Resources Ministry Reach Every Student DI Training packages (focus on Assessment for Learning and Literacy. parts 1 2) SEAL document Revised Transition Learning Profile Template Assessment resource (Anne Davies Classroom Assessment that Works) and YRDSB Guidelines for Assessment Intermediate Teams (including the Litearcy_at_School demonstration classroom teachers) will deepen understanding of elements of Assessment for Learning to differentiate instruction/ assessment for students Intermediate Teams will be familiar with and beginning to apply a number of DI models (RAFT, Choice Charts, Tiered Assignments, Graphic Organizers)  to personalize instruction Teachers visiting the Literacy_at_School demonstration sites will benefit from a refined contextualization of school visits to explicitly model  assessment based instruction that is intentional and differentiated to support students strengths, interests and needs and a focus on Literacy/ Digital Literacy through the lens of  DI and AfL in pre/ during and post visits.
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The PLC Model
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RAFT 2010 - 2011
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Phase 2 Differentiated Instruction
Day 1 Full day (5 release days) L_at_S Full day (1/2 day visit, ½ day planning) ½ day ½ day ½ day ½ day ½ day ½ day ½ day Sharing
Suggestions for a timetable Suggestions for a timetable Planning or co-teaching and debriefing Co-teaching of lesson 1 Planning Co-teaching of lesson 2 Planning Co-teaching of lesson 3
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Welcome
Differentiated Instruction
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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.
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Using the iPod
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Using the iPod to activate our learning.
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Using the iPod
PlaylistsgtWhat is DI?
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Setting Team Norms
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Planning with the End in Mind
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? What instructional strategies are
appropriate for the learners in my class?
Adapted from the Ministry of Education, Ontario
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Planning with the End in Mind
Evaluation

• How will students demonstrate their knowledge and
  skills when they have finished learning?
• What evidence will be produced?
• Products
• Observations
• Conversations

Adapted from the Ministry of Education, Ontario
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How do we collect and make sense of all the
learning data?
Conversations
Anecdotal notes Watching literature
circles Watching science experiments
C
P
O
Observations
Products
Written work Projects, Videos Performances
Conferencing with students Questioning
students Student portfolios
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Video Clip here
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