DI - REGIONAL SHARING SESSIONS – MARCH 2011

TORONTO REGION

Name of Board
Title of DI Presentation
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Halton District School Board
DI in Science – Implementing DI With the Revised Science Curriculum

This presentation outlines the multi-year plan that provided an authentic context for in-depth teacher learning and provided job-embedded (department and classroom) opportunities for development of improved teacher practice and formal and informal leadership. Following the completion of the Differentiated Learning Plan, the HDSB used the rollout of the revised science curriculum as a context for further implementation of differentiated instruction. More recently, the learning has incorporated Growing Success and the professional learning cycle as a natural and relevant extension.
  PPT MP4
Peel District School Board
Knowing the Learner – Using Learner/Class Profiles to Support DI and the Professional Learning Cycle

This informal sharing will emphasize the value of Learner and Class Profiles to support Differentiated Instruction in the classroom. How do the DI strategies connect to the Professional Learning Cycle?

     Class Profile Template
     Road Map – Facilitator
     Road Map – Participant
     Sample Class Profile
     Sample Learner Profile 1
     Sample Learner Profile 2









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MP4
Upper Grand District School Board
Lesson Study DI

We are using Lesson Study as a professional development model to provide the context for teachers to focus their discussion on planning, implementation, observation, and reflection on classroom practice. Focused on student learning, teachers see the value of setting lesson goals and developing success criteria so together they reach a common understanding or image of what effective teaching practice entails. We would like to share how UGDSB is using this process to help teachers learn and develop differentiated lessons to engage every student in secondary classrooms.
PPT MP4
Wellington Catholic District School Board
Putting the 'L' Back Into PLC's

Stephen Katz has suggested from his research that, by default, most PLCs are really PACs where the "A" stands for activity. The activities become ends in and of themselves, rather than tools in the service of inquiry-driven professional learning. The Wellington Catholic District School Board would like to share how we are focused on intentionally facilitating professional learning that takes the form of deep understanding or conceptual change.
MP4