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. |
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| 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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| 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. |
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| 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 |