DI+and+PLCycle

Welcome to Differentiated Instruction and the Professional Learning Cycle in Science! media type="custom" key="17244960"

Subject Council's 2012 Professional Learning Cycle
"How can we improve student learning in secondary science by inquiring into our current assessment practices in order to better differentiate instruction?"

Thurs Feb 9 - Blessed Trinity Thurs Mar 22 - St. Marcellinus Thurs May 10 - Blessed Trinity
 * Dates:**

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 * Overall (Long Term) Learning Goals in Secondary Science:**

After comparing all four groups, the following success criteria was consolidated: Other Files: || **Day 2 of Cycle: Mar 22**
 * **Day 1 of Cycle: Feb 9**

Checklist for Learning Goals & Success Criteria: || **Day 3 of Cycle: May 10** (Sheldon teaches Penny Video: @http://www.youtube.com/watch?v=mUGXcuKbGlc) After 3 Days of the PLCycle, here's some reflection feedback from teachers/ department heads: || As part of planning, groups decided on course, unit of study, expectations, and assessment strategy to try: Unit/Lesson: Static Electricity || Strategy: Development of Learning Goals and Eliciting Information about Student Learning Unit & Expectation(s): SNC2D – Chemistry – Conservation of Mass Lab (expectation C2.2, C2.4, C3.2) Diagnostic: Molecular Modeling Kit Summative: Lab with an Evaluation Rubric || Strategy: Descriptive Feedback Task: Diversity Project || Strategy: Learning Goals Unit: Structure and Matter Expectations: C2.5, C2.6, A1 || Developing Learning Goals In SPH3U – Kinematics – Motion lab In SPH4U – Dynamics – Circular Motion including expectation A1.8 || Unit 2 Task Learning Goals, Success Criteria, Rubric || || Optics, E2.2 Learning Goals, Success Criteria, and Peer- and Self-Assessment || Medical Case Study - using learning goals, success criteria / rubric || Gr 12 Energy Changes & Rates of Reaction Using Learning Goals and Success Criteria --> plan an inquiry Expectations: D2.8, A1 || Gr 12: Circular Motion(B2.7) Gr 11: Cart on a Ramp (B2.4) Learning Goals & Success Criteria ||  || You will be able to: Using Learning Goals, co-constructing success criteria, and plan an inquiry Expectations: A1.5, A1.6, A1.8, A1.10, F2.1, F2.2, F2.3 || STSEs - blogging; look at a variety of blogs to come up & co-construct success criteria ||  || SNC1P Expectation: E2.6 use an inquiry process to investigate the effects that changing resistance and changing potential difference have on current in a simple series circuit [PR, AI] //Note:// PR & AI refer to overall expectation A1 Learning Goals: Students will be able to //Sample Look Fors --> Success Criteria://
 * || **Grade 9** || **Grade 10** || **Biology** || **Chemistry** || **Physics** || **SVN3E** ||
 * **Plan**
 * Day 1**
 * (Feb 9)** || Strategies: Learning Goals, Self-Assessment (checklist)
 * **Plan Day 2**
 * (Mar 22)** || Learning Goals and Success Criteria for Current Electricity
 * || Static Electricity Task:
 * Plan and conduct a scientific inquiry based on the question: How can you use static electricity to make an empty pop can roll the greatest distance, without touching it?
 * Make an appropriate hypothesis
 * Select appropriate materials
 * Determine an independent and dependent variable while controlling other variables
 * Gather qualitative and quantitative data (using a table, graph, or written statements)
 * Analyze and interpret your results based on prior knowledge of static electricity and making connections to your hypothesis ||  ||   || Gr 11 Gas Laws
 * || //Sample Expectations --> Learning Goals://
 * perform an experiment to investigate the relationship between resistance, potential difference, and voltage
 * record data collected during the experiment
 * analyze results using a graph
 * using materials and equipment safely
 * use appropriate symbols and units of measure
 * create an appropriate graph (axes, scale, line of best fit)
 * generate a conclusion that describes the relationship between resistance, potential difference and voltage
 * justify conclusion based on data from experiment ||  ||   ||   ||   ||   ||

to use while doing science and for assessment: pre-assess prior knowledge, address misconceptions, guide further instruction
- you can also use the Smarter Science posters as graphic organizers

Our PLCycle Plan:
=Useful Websites=

Videos on EduGAINS website outlining, with examples, the four stages of a PLC: Plan, Act, Observe, Reflect - the science example focuses on inquiry
@http://www.edugains.ca/newsite/di2/diprolearningcyclevideo.html -access a variety of DI resources created by and for DP || http://dpcdsb-di.wikispaces.com/ || -great resources! || @http://www.tvdsb.ca/programs.cfm?subpage=91461 || -a brief overview of how to differentiate instruction and assessment in science || @http://teachingtoday.glencoe.com/howtoarticles/differentiating-science-instruction || -uses a learning menu - great way to use a wiki for DI! || http://sciencecafe.wikispaces.com || a TON of links to DI related resources || @http://cybraryman.com/differentiated.html || -discover science in an active way! || @http://bit.ly/pOmM71 || -fun, engaging, tactile & visual for summarizing, notetaking and graphic organizers || http://foldables.wikispaces.com/ "How to Fold Foldables" **http://bit.ly/nqVXT** "Vocabulary Foldable Teacher Directions" **http://bit.ly/vXG5LR** Another Great Website with PowerPoint on Foldables: **http://bit.ly/rNXIY9** || @http://www.edugains.ca/newsite/di2/index.html
 * **DPCDSB's DI Website**
 * **HCDSB Differentiated Instruction** "Livebinders" website || [] ||
 * **TVDSB DI Website**
 * **DI in Science Article**
 * **Science Cafe Wiki**
 * **Cybrary Man's Educational Websites - DI**
 * **Exploratorium Science Snacks**
 * ===**Foldables**===
 * ====**Eight Types of Instructional StrategiesThat Improve Learning in a 21st Century World**==== || @http://edge.ascd.org/_Eight-Types-of-Instructional-Strategies-That-Improve-Learning-in-a-21st-Century-World/blog/5700616/127586.html ||
 * DI GAINS**


 * DI Video Clips in Science []
 * learning centres using choice board (based on multiple intelligences) – mitosis
 * Supporting Materials: []
 * learning centres based on readiness – science terminology
 * Frayer Model from video: []
 * DI Teaching/Learning Examples:
 * Gr 9 Applied – Chemistry – Chemical Properties Investigation
 * Folder (Lesson Plan) []
 * Appendices []
 * Gr 10 Academic & Applied – Biology – Researching Diseases/Abnormalities
 * Folder (Lesson Plan) []
 * Appendices []