Course:Differentiating Instruction in the Regular Classroom

Instructor: Cathy Ross

Prerequisites:None

Number of Credits:3 semester credits, 45 hours

Course Description:

Student populations in schools today are very diverse. Students differ in their readiness to learn, the ways in which they prefer to learn, and the areas of interest that motivate their learning. Differentiated instruction is based on the belief that classrooms where students are active learners, active inquirers, and active problem solvers are more effective than those where students passively receive a “one-size-fits-all” curriculum. This course introduces teachers to instructional strategies and methodologies that will enable them to create powerful learning experiences to meet the wide range of different student needs in their classrooms.

School improvement plans in virtually every school, regardless of grade level configuration, underscore the importance of helping all students achieve academic success and meet educational standards. This can be a challenge due to the wide range of abilities present in today’s schools. It is clear from the research that the intentional use of differentiated instruction strategies is highly effective in meeting diverse learner needs and positively impacting student achievement.

This course focuses on best practices in differentiation and provides teachers with the knowledge and skills they need to implement these methods in their own classrooms. Through learning activities, and the practice and application of skills, participants gain new levels of expertise which will enable them to create instructional experiences in an engaging classroom atmosphere to help all of their students reach their full potential.

Course Objectives: Participants will

Understand the principles of differentiated instruction
Learn the components of learning style and their applications in the classroom
Understand how enduring understanding, student engagement, student outcomes, and teacher behaviors that cause learning to happen are critical elements of differentiated instruction
Practice designing multiple paths to reach a specific learning objective
Create lessons that differentiate content, process, and product
Learn how to differentiate instruction to meet diverse student learning styles, readiness levels, and interests
Understand how brain-compatible learning corresponds with differentiated instruction methodologies
Design learning activities that increase student engagement by enhancing semantic, episodic, procedural, automatic, and emotional memories
Plan lessons that differentiate instruction across four continuums
Practice using tiered instruction and anchor activities with flexible groups
Design and use essential questions and effective questioning strategies
Understand how scaffolding and coaching can assist struggling learners
Explore practical ideas for increasing active student participation and using graphic organizers in a whole-class setting
Understand how to use assessment as an integral part of instruction in a differentiated classroom
Design performance tasks to use as assessment tools
Plan and teach lessons based upon enduring understanding that differentiate content, process, and product to meet individual student needs

Student Expectations:

This online course is experiential and interactive. Participants will engage in a variety of activities to learn, practice, and apply the skills outlined in the course. This will include workbook exercises, short answers that are reviewed by a moderator, quizzes, the development of written lessons using differentiated strategies, classroom implementation of these strategies, and analysis of both the lesson and the students’ response to the lesson. A final exam is also a part of the course. Participation in all of these areas is necessary for students to successfully complete the course with a passing grade.

Special Features

The course allows for a variety of interactive activities to practice specific skills. Lessons in video format and those summarized in the course are varied to provide examples of specific strategies used in differentiated instruction in different subjects and at different grade levels. Participants have repeated opportunities to apply the skills learned in this course in their own classrooms through implementation assignments.

Instructor Description

Catherine Ross, M.Ed., is a former teacher and administrator who is now an international educational consultant. For over 25 years Ms. Ross has been working with teachers, administrators, and school districts in the areas of curriculum development, instructional strategies, and school reform. She has designed and delivered a variety of workshops on many issues and topics. She has written and published a curriculum series, coordinated district-wide professional development classes, assisted high schools with accreditation requirements, and designed and administered special programs for high-risk students. Ms. Ross has a background rich in practical knowledge across a wide range of educational concerns, including curriculum alignment, best instructional practices, authentic assessment, classroom management, teacher mentoring, and school leadership. She has worked at all levels, K-12, in both public and independent school settings. These experiences readily transfer to the online setting of this course.

BA in Education—K-12— University of Washington
M Ed — Education— Curriculum and Instruction— University of Washington
Adjunct faculty—SPU, Western Washington

Methods of Instruction

A variety of strategies are employed in this course:

Content presented for participants to read online—the formal instruction
Video clips of lessons demonstrating elements of differentiation
Specific and varied learning activities to practice skills and strategies
Online forum for participants to post answers to questions and summarize student responses to differentiated lessons in their own classrooms
Classroom examples, specific strategies, activities, implementation assignments, and quizzes are included in each course module so skills are acquired and practiced at high enough levels of understanding to be applied throughout the course

Quizzes (8)

Reflective exercise (44)

On-line assignments (25)

Mid-term (1)

Final exam (1)

Content Outline/Topics

Lesson One

Introduction
Elements of a Differentiated Classroom

Lesson Two

Understanding Diverse Student Characteristics
Learning Styles – The Many Elements
Understanding Multiple Intelligences

Lesson Three

What’s Your Style?
Learning Styles Favored in a “Typical” Classroom
How Culture Relates to Learning Style

Lesson Four

The Many Shapes of Differentiation
Teaching for Enduring Knowledge
Begin With the End in Mind

Lesson Five

Taking Different Paths to Get to the Same Place
Differentiating Content, Process, and Product
Responding to Different Levels of Readiness
Responding to Different Interests
Responding to Different Learning Styles

Lesson Six

Effective Strategies for Differentiation – An Overview
Effective Strategies for Differentiation – Underlying Principles
Effective Strategies for Differentiation – Specific Approaches

Midterm Exam

Lesson Seven

Understanding Brain-Compatible Learning
Why We Remember – And Why We Forget
How Vivid Lessons Enhance Memory

Lesson Eight

Differentiating to Meet Readiness Needs
Planning Tiered Instruction
Examples of Tiered Instruction
Using Anchor Activities with Flexible Groups

Lesson Nine

Differentiating with Your Whole Class
Increasing Active Student Participation
Using Graphic Organizers
Asking Powerful Questions

Lesson Ten

Assessment in the Differentiated Classroom
Creating Performance Assessments
Scaffolding Performance Tasks
Putting It All Into Action In Your Own Classroom

Final Exam

The final exam is in two parts. There will be a comprehensive exam that assesses all course content. Each participant will also engage in a differentiated instruction teaching experience, self-evaluate that experience according to a rubric, and report the results to the forum. The combination of the two will determine the passing grade.

Skills Transfer

The entire course is designed for application in the real world of the participant. The course not only provides the core knowledge of what differentiation is and why it is effective, it also gives numerous examples of effective differentiation strategies that can be immediately transferred by participants into their classroom practices.

Grading Criteria

The students will have the option of pass/fail or a letter grade when they register for the course. They will receive a passing grade upon completion of the course and all its’ elements.

For a B grade:

Completion of all online assignments, workbook assignments, postings to online forum, and response to practice done in own setting. Passing the final exam with a score of between 80% and 90%.

For a A grade:

Completion of all online assignments, workbook assignments, postings to the online forum, and response to practice done in own setting. Passing the final exam with a score between 90% and 100%.

Bibliography of resources related to learning style:

Armstrong, T. (1997) The Myth of the ADD Child. New York. Plume

Atkinson, S. (1998). Cognitive style in the context of design and technology work. Educational Psychology, 18(2), 183-194.

Biggs, J. B., & Moore, P. J. (1993). The process of learning (3rd Edition ed.). Englewood Cliffs, N.J.: Prentice Hall.

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Chapelle, C. (1995). “Field-dependence/field-independence in the second language classroom.” Learning Styles in the ESL/EFL Classroom. Ed. J. Reid. Boston: Heinle and Heinle Publishers.

Chapman, C. (1993) If the Shoe Fits. Corwin Press

Cyrs, T. (1997). “Visual thinking: Let them see what you are saying.” New Directions for Teaching and Learning, 71(Fall), 27-32.

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Dunn, R., and K. Dunn. (1992). Teaching Elementary Students Through Their Individual Learning Styles: Practical Approaches for Grades 3-6. Boston: Allyn & Bacon.

Dunn, R., and K. Dunn. (1993). Teaching Secondary Students Through Their Individual Learning Styles: Practical Approaches for Grades 7-12. Boston: Allyn & Bacon.

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Gardner, H. (1999). Intelligence Reframed: Multiple Intelligences for the 21st Century. NY: Basic Books.

Guild, P. B., and Garger, S. (1998). What Is Differentiated Instruction? Marching to Different Drummers, 2nd Ed. ASCD.

Gurian, Michael.;Henley, Patricia. Boys and Girls Learn Differently!: A Guide for Teachers and Parents. Jossey-Bass, 2002.

Hartmann, Thom. Attention Deficit Disorder: A Different Perception; Hunters In a Farmer’s World. Underwood, 1997

Honey, P., & Mumford, A. (1992). The manual of learning styles. Maidenhead: Peter Honey.

Kolb, D. A. (1984). Experiential learning. Englewood Cliffs, N.J.: Prentice-Hall.

Kolb, D. A., Osland, J. S., & Rubin, I. W. (1995). Organizational Behavior: An experiential approach. Englewood Cliffs, N.J.: Prentice Hall.

Levine, Mel (2002). A Mind At A Time. New York, N.Y. : Simon and Schuster

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Pauley, J. A., Bradley, D. F., and Pauley, J. F. (2002). Here's how to reach me: Matching Instruction to Personality Types in Your Classroom. Baltimore: Paul H. Brookes Publishing Co.

Payne, Ruby. (2001) A Framework for Understanding Poverty. Aha Process Inc

Phillips, M., Lowe, M., Lurito, J. T., Dzemidzic, M. & Matthews, V. “Temporal lobe activation demonstrates sex-based differences during passive listening.” Radiology, Volume 220:202-207 (2001).

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Vasquez, J. (1990). “Teaching to the Distinctive Traits of Minority Students.” The Clearing House 63(7): 299-304.

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Bibliography for Learning and the Brain:

Caine, Renate Nummela.; Caine, Geoffrey. Education on the Edge of Possibility. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD), 1997

Caine, Renate Nummela.; Caine, Geoffrey. Making Connections; Teaching and the Human Brain. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD), 1991.

Caine, Renate Nummela.; Caine, Geoffrey. Unleashing the Power of Perceptual Change: The Potential of Brain-Based Teaching. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD), 1997

Davis, J. Mapping the mind: The secrets of the human brain and how it works. Secaucus, NJ: Carol Publishing Group, 1997

Diamond, Marion.; Hopson, Janet. (1998). Magic Trees of the Mind: How to Nurture Your Child's Intelligence, Creativity and Healthy Emotions from Birth Through Adolescence. New York, NY: Dutton. 1998

Healy, Jane. Your Child's Growing Mind: A Guide to Learning and Brain Development from Birth to Adolescence. New York, NY: Doubleday. 1994

Jensen, Eric. Teaching With the Brain in Mind, 2nd Edition. Alexandria, VA: ASCD 2005

Kaufeldt, Martha. Begin With the Brain. Zephyr Press. 1999

LeDoux, Joseph. The Emotional Brain. New York: Simon and Schuster, 1996.

Perkins, D. Smart Schools: From Training Memories to Educating Minds. New York: The Free Press (MacMillan). 1992

Sousa, David. A. How the Special Needs Brain Learns. Thousand Oaks, CA: Corwin Press, 2001.

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Sprenger, Marilee. “Memory Is A Two-Way Street” Educational Leadership, Volume 56, November, 1998.

Sprenger, Marilee. Differentiation Through Learning Styles and Memory. Thousand Oaks, CA: Corwin Press, 2003.

Sprenger, Marilee. How To Teach So Students Remember, Alexandria, VA. ASCD. 2005.

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Wormeli, Rick. Meet Me In the Middle. Stenhouse Publications. 2001

Wolfe, Patricia. Brain Matters: Translating Research into Classroom Practice. 2001

Differentiation Strategies Bibliography

Abrami, P.; Chambers, B.; Poulsen, C.; DeSimone, C.; d’Apollonia, S.; & Howden, J.; (1995) Classroom Connections: Understanding and Using Cooperative Learning. Toronto, Ontario: Harcourt Brace & Company.

Archer, A., & Isaacson, S. (1989). Design and delivery of academic instruction. Reston, VA: Council for Exceptional Children.

Bender, William N. (2002) Differentiating Instruction for Students with Learning Disabilities: Best Teaching Practices for General and Special Educators. Thousand Oaks, CA: Corwin Press.

Benjamin, Amy. (2002) Differentiated Instruction: A Guide for Middle and High School Teachers. Larchmont, NY: Eye on Education.

Benjamin, Amy. (2003) Differentiated Instruction: A Guide for Elementary Teachers. Larchmont, NY: Eye on Education.

Benjamin, Amy. (2005) Differentiated Instruction Using Technology: A Guide for Middle and High School Teachers. Larchmont, NY: Eye on Education.

Borich, Gary and Tombari, Martin. (1997) Educational Psychology, A Contemporary Approach. Addison-Wesley Educational Publishers, Inc.

Brandt, R. (1998). Powerful teaching. Alexandria, VA: ASCD.

Chapman, Carolyn. (2003) Differentiated Instructional Strategies for Reading in the Content Areas. Thousand Oaks, CA: Corwin Press

Chapman, Carolyn. (2003) Differentiated Instructional Strategies for Writing in the Content Areas. Thousand Oaks, CA: Corwin Press

Choate, Joyce S. (2003) Successful Inclusive Teaching: Proven Ways to Detect and Correct Needs. Allyn & Bacon, Inc.

Cummings, Carol Bradford; Newton, Joe (Illustrator) (1997). Managing A Diverse Classroom: Differentiating Instruction. Teaching, Inc.

Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Alexandria, VA: ASCD.

Forsten, Char; Grant, Jim; Hollas, Betty (2002) Differentiated Instruction: Different Strategies for Different Learners. Peterborough, NH: Crystal Springs Books.

Gregory, Gayle and Chapman, Carolyn (2002) Differentiated Instructional Strategies: One Size Doesn’t Fit All. Thousand Oaks, CA: Corwin Press.

Gregory, Gayle. (2003) Differentiated Instructional Strategies in Practice: Training, Implementation, and Supervision. Thousand Oaks, CA: Corwin Press.

Heacox, Diane. (2002) Differentiating Instruction in the Regular Classroom: How To Reach and Teach All Learners, Grades 3-12. Free Spirit Publishing.

Jensen, Eric (1998) Teaching With the Brain in Mind. Alexandria, VA: ASCD

Kameenui, E. J., & Simmons, D. C. (1990). Designing instructional strategies: The prevention of academic problems. Columbus, OH: Merrill.

Kingore, Bertie. (2004) Differentiation: Simplified, Realistic, and Effective. Professional Associates Publishing.

Marzano, Robert J.; Pickering, Debra J.; Pollock, Jane E. (2001) Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement. Alexandria, VA: ASCD.

Marzano, Robert J. (2003) What Works In Schools. Alexandria, VA: ASCD

Moll, A. (2003) Differentiated Instruction Guide for Inclusive Teaching. Port Chester, NY: National Professional Resources.

Nordland, Marcie. (2003) Differentiated Instruction: Meeting the Educational Needs of All Students In Your Classroom. Rowman & Littlefield Publishers, Inc.

Northey, Sheryn Spencer (2005) Handbook on Differentiated Instruction for Middle and High Schools. Larchmont, NY : Eye On Education.

Reis, S.M., Burns, D.E.; Renzulli, J.S. (1992). Curriculum Compacting. Mansfield Center, CT: Creative Learning Press.

Skowron, Janice. (2001) How to Differentiate Instruction. Skylight Professional Development

Sousa, David. (2001) How the Special Needs Brain Learns. Thousand Oaks, CA: Corwin Press.

Sprenger, Marilee. (2003) Differentiation Through Learning Styles and Memory. Thousand Oaks, CA: Corwin Press.

Strong, Richard W.; Silver, Harvey F.; Perini, Matthew J.; Tuculescu, Gregory M. (2002) Reading for Academic Success: Powerful Strategies for Struggling, Average, and Advanced Readers, Grades 7-12. Thousand Oaks, CA: Corwin Press.

Tilton, Linda. (2003) Teacher’s Toolbox for Differentiating Instruction: 700 Strategies, Tips, Tools, and Techniques. Covington Cove Publications.

Tomlinson, C. (1995). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: ASCD.

Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD.

Tomlinson, C. (2003) Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsive Teaching. Alexandria, VA: ASCD