Teachers in today\u2019s classrooms orchestrate instruction for students of various learning styles and ability levels. They make decisions based upon their knowledge of and experiences with the students, while incorporating theory and pedagogy as well as being cognizant of local, state and national policies and procedures.<\/p>\n
In this course, students will read, reflect and respond to information that is relevant to teaching in a mixed ability classroom. Students will design, prepare, analyze and reflect upon their instruction and upon their pupils\u2019 responses to instruction. Participants will focus on understanding approaches for differentiating instruction in the classroom. Participants will: discuss the principles of Differentiated Instruction and how they apply to each individual student, learn effective strategies for managing flexible groups, and acquire ideas for providing students with a variety of options.<\/p>\n
The student will be able to:<\/p>\n
Design lessons and materials based on differentiated instruction theory and strategies<\/p>\n
Examine his\/her individual philosophy of education and incorporate principles of differentiated instruction<\/p>\n
Interpret state mandates, requirements and\/or standards to develop lesson plans in accordance with these rules and regulations<\/p>\n
Prepare appropriate, differentiated assessments that correspond with explicit content areas and learning goals at various stages of instruction<\/p>\n
Analyze student learning needs to apply differentiated instruction methods when preparing lessons for Gifted and Talented students, English Language Learners, Bi-lingual students and Special Education students<\/p>\n
Describe major theories of learning that are relevant to the content of one\u2019s lesson plans and the selection of classroom materials<\/p>\n
Our institution maintains an online platform that automatically grades student pre- and post-assessments, monitors their participation in the lecture, and awards them credit when they post in the discussion area. Instructors will monitor the progress and quality of work the students provide, including the threaded discussions, and will provide feedback and evaluate the midterm and final projects.<\/p>\n
Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved [insert date] from http:\/\/www.cast.org\/publications\/ncac\/ncac_diffinstructudl.html<\/p>\n
Briefly state your philosophy of education. How is it reflected in your lesson planning and teaching? Now consider the Hall, Strangman and Meyer article. How can you incorporate that information into your philosophy of education?<\/p>\n
Assignment: Create a Think-Tac-Toe (T-T-T) lesson for use in your classroom. Provide a rationale for the educational choices you made in the design of your T-T-T.<\/p>\n
Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow student\u2019s comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m.<\/p>\n
http:\/\/www.mcrel.org\/PDF\/Standards\/5982TG_ModelsStandardsImplementation.pdf read pages 1-8 of this article<\/p>\n
Title: National Education Standards: Getting beneath the Surface. Policy Information Perspective, Author(s):Barton, Paul, http:\/\/www.ets.org<\/p>\n
Parrish, P., & Stodden, R. (2009). Aligning Assessment and Instruction with State Standards for Children with Significant Disabilities. TEACHING Exceptional Children, 41(4), 46-56. Retrieved from ERIC database.<\/p>\n
Answer Questions (Open Ended): What did you learn about your state\u2019s mandates, requirements and\/or standards and how will this information drive your lesson planning and instruction?<\/p>\n
Assignment: Locate your state\u2019s department of education website to review the mandates, requirements and\/or standards for addressing the needs of special education students, English Language Learners, bilingual students, and gifted and talented pupils within a general education setting. Why should this drive your instruction or why not? How does what Dalton speaks about in Texas apply to your students and your teaching situation?<\/p>\n
Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow student\u2019s comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m.<\/p>\n
Text Reading: Read http:\/\/www.nsdc.org\/news\/jsd\/stiggins202.cfm An Interview with Rick Stiggins, by Dennis Sparks, Journal of Staff Development, Spring 1999 (Vol. 20, No. 2)<\/p>\n
What is the relationship between pre assessment, ongoing assessment and post assessment?<\/p>\n
Clip 1: http:\/\/www.youtube.com\/watch?v=njeK8BGqJq0&feature=player_embedded<\/p>\n
Clip 2: Office Chat with Sharon Russell Fowler regarding assessment in a mixed ability classroom<\/p>\n
Assignment: Choose a learning goal. Design three assessments, one for pre-assessment, one for ongoing assessment, and one for post- assessment of mastery of the goal.<\/p>\n
Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow student\u2019s comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m.<\/p>\n
Text Reading: Read about Gifted and Talented and ELL Differentiation<\/p>\n
http:\/\/www.nagc.org\/index.aspx?id=660<\/p>\n
Teaching Gifted Kids in the Regular Classroom, Susan Winebrenner, Brooklyn, MI<\/p>\n
http:\/\/www.carolyncoil.com\/ezine21.htm What is Curriculum Compacting by Carolyn Coil, Ed.D<\/p>\n
NAGC Position Statement: Differentiation of Curriculum and Instruction<\/p>\n
Clip 1: http:\/\/www.youtube.com\/watch?v=9ITZxENq3C<\/p>\n
Clip 2: http:\/\/www.youtube.com\/watch?v=MDJst-y_ptI<\/p>\n
You have decided to use the Curriculum Compacting strategy in your classroom in order to meet the needs of your most able learners. Create a plan that identifies the topic to be compacted, the assessment and identification of targeted students and the alternate activities offered on the topic. Include a rationale that supports your decision to Curriculum Compact and how you will effectively infuse it into your classroom.<\/p>\n
Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow student\u2019s comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m.<\/p>\n
Read about Special Education differentiation<\/p>\n
http:\/\/web.ebscohost.com\/ehost\/pdfviewer\/pdfviewer?vid=14&hid=108&sid=10da0a0a-a285-47c0-8bcb-68e34677c7b7%40sessionmgr111<\/p>\n
Lawrence-Brown, D. (2004). Differentiated Instruction: Inclusive Strategies for Standards-Based Learning that Benefit the Whole Class. American Secondary Education, 32(3), 34-63. Retrieved from ERIC database.<\/p>\n
http:\/\/www.k8accesscenter.org\/training_resources\/differentiationmodule.asp \u2013 Select the Differentiation Strategies Chart<\/p>\n