Reactions to our Sharing Session

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When we did our sharing session, we discussed using DI in the classroom and asked our colleagues some questions about using DI.  After we were done demonstrating the DI strategies we used in the TLLP, we also asked a few questions.  Here are the answers:

 

Reactions and comments from the discussion and exit cards used in our sharing session with colleagues

What barriers do you have when trying to use DI in the classroom?

•   The barriers we encountered was [sic] lack of time to complete a lot of these activities

•   Many explanations needed if students missing the day assignment given

•   Some DI assignments need exemplars to demonstrate (not possible if its your 1st time assignment)

•   Marking varied choices fairly seems difficult

•   In an Applied class all students pick the same DI as their classmate and/or the only want to do one activity over and over

•   Too noisy

•   Took too long

•   Too much time to prepare

Reactions to the TLLP DI structures and strategies shared

What did you like and what will you try?

• I liked the Auditory Version/ Garage Band - only difficulty: Need at least 2 computers and a Mike
• I will use it for Othello
• I'll for sure use the masks, letters and pockets for an Applied and Academic class. I'll be a challenge for me the technology but I could try
• I liked that the students move around.  It incorporates reading, writing, technology and watching.  The gift basket. I will use this for my Romeo &Juliet or drama unit.
• I really liked the strategy used.  All activities can be done as movable centres or individual options. 
• Some good ideas were presented.  Some ideas can be adapted.
• I liked the speaker assignment poster, how you covered all types of learners so everyone could struggle and do well, all projects could be used on a multiple-purpose or multi-topic basis on units

What challenges to you foresee?

• The teachers expressed these worries:
• Expensive
• Time consuming
• Might be difficult to do with large groups
• Noise issues could be a problem
• The only obstacle I see in implementing these strategies is the expense from year to year
• Technology never runs smoothly for me so I know that it will take so much time.

Our P.D. session to share the project

Here are some photos from our sharing.

Preparing to Share

We are preparing for the first face-to-face sharing of our project today.  We have teachers from our school coming for a session during Period 4 today.  While I am blogging, I am also burning our activities, assignments and movie clips to a CD to give to the teachers attending.  We have also purchased supplies for a basic DI kit for each teacher, including some of the supplies needed to carry out a Learning Centre activity for Romeo and Juliet or another literary work. 

I am including the URL for the blog and the Google site so teachers can access all our material.

We have also ordered lunch, as food seems to facilitate learning (ha ha).

I am also going to ask teachers for feedback after the session.

Our plan is to run the Learning Centres with the teachers (briefly) so they can get an idea what takes place at each station.  Then, we will discuss the other DI strategies we have used.  Finally, we will ask for their ideas for improvement and get their feedback.

On Monday, one of the teachers attending will run the Learning Centres in her class so we can see how this aspect of the project will work for others.

I am excited!
Liana

The Facts

Recently, my grade 9 Locally Developed Class studied Elements of Fiction and Literary Terms.  As an experiment I decided to teach this unit the 'old way' with no DI. My intention was to compare the results of the Mythology unit which employed the Choice Board each and every day.  After every class I made flash cards with words, definitions and facts from the Mythology Unit and we began class the next day with a quick review game.  The students really looked forward to seeing which new cards were added each day. To them, this was a fun game that sometimes even had prizes.  To me, it was a daily drill of the unit.  The final test average for Mythology was 71.5%.  The final test average for Elements of Fiction was 57.5%.  Quite frankly, I was very surprised that the difference was so great.  One small change, probably 5 extra minutes of work each day and it made a world of difference in the end.  So, the facts here are that DI really does work.   

TLLP Meeting

Joe and I began developing formal lesson plan outlines for both the Madden Football Simulation (Grade 10 Business) and the Proportion , Ratios and Rate Unit (Grade 10 Applied Math). We utilized a lesson plan template provided by the ministry.

I began with the first two activities in the unit:
a) Ratio Webquest - where students were exploring proportion and ratios through a variety of websites.
b) Currency Powerpoint - where students utilized online calculators and MS powerpoint to create a Foreign Exchange presentation

Two more lessons remain before beging to develop our final report as a group which should be completed at the end of May.

April 19th Session

Marc and I continued to discuss options in tasks to stem-off of the Madden simulation. Thus far, Marc has found it to be a success in engaging students and reinforcing course concepts. We frameworked two additional DI activities to implement. In addition, we've completed the basic outline for each DI strategy implemented in our courses. The outline was based on the Contextualized Learning Activities that we completed for the High Skills Major Business Studies program at Holy Names Catholic High School. Our next area of focus will be the report due sometime in May.

March Meeting

Joe and I began preparing and scheduling for the introduction of the Madden Simulation. First task after the March break is to conduct the pre-unit survey to gather data on what level our students are at. We will conclude the week by conducting the fantasy draft and choosing teams. Second stage will introduce Economic Basics with a Case Study on the NHL. Students will also be simulating the 1st half of the Madden season. Third stage introduces a unit in Marketing. Studnets will be revamping their teams logo, colours and outerwear. At the same time, students will complete the second half of the season.

Upon completion of these three stages, the group will meet again for another TTLP session (April 13th ??). Joe and I will complete the planning for the 4th stage and final evaluation for the Madden Simulation.