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Saint Michael’s College
Course Title: Introduction to Differentiated Instruction K-8
Graduate Course: 3 SMC Credits or 3 IPDP Credits
Location: Colchester School District Campus
Dates: September 21—November 30 and December Follow-up
Instructor:Joyce Stone (864-9122)
Course Description: This course provides an overview of the principles of differentiated instruction, including strategies and resources for its implementation in the classroom. The following KUD (Know/Understand/Do) outlines the content and the outcomes for the course, using a template for concept-based instruction. Participants who enroll for course credit must complete a culminating project and participate in a gallery presentation to board members, principals, and colleagues.
Concept: DIVERSITYSub-concept: Differentiated Instruction
Know:
The principles and strategies for differentiating content, process, and products
Challenges in differentiation at specific developmental levels: primary, intermediate, and middle school
The importance of and how to:
Develop high quality curriculum (KUD)
Create community in the classroom
Incorporate brain research
Use habits or mind
Use strategies to address the needs of all learners based on interest, readiness, and learning style
Develop and use a learner profile in the classroom
Differentiate in a mixed ability classroom using a variety of informative assessments
Understand the difference between “good” practices and “differentiated” practices.
Understand:
Differentiated instruction is a philosophy based on the belief that all students are capable of learning and experiencing success in the classroom when teachers differentiate for them (based on their interests, readiness, and learning styles).
This learner-centered approach to teaching is based on brain research and clinical observation over the last 30 years.
Many differentiated practices are also “good” practices that the teachers know and use in their classrooms; however, genuine differentiation (fidelity to the model) requires a willingness to change and adopt practices that are new to them.
Do:
Define and discuss what differentiation is and is not.
Explore and discuss the five non-negotiables based on the principles of differentiation.
Develop concept-based curriculum using the KUD model (Know, Understand, Do).
Demonstrate ability to incorporate habits of mind into the classroom
Analyze own teaching style through the lens of differentiating for students
Use learning styles research and information to inform teaching and learning
Demonstrate an understanding of the elements of differentiation with a focus on designing differentiated lessons
Identifythe elements of community and plan strategies for creating community in the classroom.
Plan and use differentiated instructional strategies in the classroom (such as, created tiered assignments, teach up to high performers, scaffold for struggling learners…).
Analyze and use a variety of formative assessments to monitor student progress and adjust instruction.
Create goals for implementing differentiation in the classroom and school: professional learning communities.
Resources:
Primary Text:
Tomlinson, Carol Ann. How to Differentiate Instruction in the Mixed-ability Classroom. (2001). Alexandria VA: Association for Supervision and Curriculum Development.
Other Required Reading:
Three books on unit development at Pre K-6, 5-9, and 8-12: Participants will choose the book that best meets the needs of their students or their own professional growth.
Various articles related to differentiation at the elementary, middle school, and high school levels.
Recommended Resources: NOT REQUIRED
Habits of Mind
Costa, Arthur L., and Kallick, Bena. Discovering & Exploring Habits of Mind. (2000).
Alexandria VA: Association for Supervision and Curriculum Development.
Professional Learning Community
DuFour, Richard, and Eaker, Robert. Professional Learning Communities at Work. (1998)
Bloomington IN: National Educational Research Service and Alexandria VA: Association for Supervision and Curriculum Development.
Curriculum Design
Erickson, H. L. (2001). Stirring the Head, Heart, and Soul: Redefining Curriculum and Instruction. Second Edition. Thousand Oaks, CA: Corwin Press, Inc. Check out Lynn Erickson’s.
Redefining Curriculum and Instruction (2006).
Change Theory
Fullan, Michael. The New Meaning of Educational Change. (2001). New York and London: Teachers College Press.
Leadership in Reform
Reeves, Douglas B. The Learning Leader. (2006). Alexandria VA: Association for Supervision and Curriculum Development.
Differentiated Classroom
Tomlinson, C. A. (2003) Fulfilling the Promise of the Differentiated Classroom:
Strategies and Tools for Responsive Teaching. Alexandria, Virginia: ASCD.
Tomlinson, C.A. (1999). The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria, Virginia: ASCD.
Pre-assessment due on first day of class (email and paper copy)
You will receive an email with several attachments. One attachment (entitled “Course Pre-assessment”) asks you to answer several questions and return the document to me on or before the date indicated. This is very important as I will use your responses to model differentiation and make adjustments in the course content. You have also received a description of the Learning Log. Please bring your Learning Log every day.
Days 1 and 2
Class: Focusing Questions / Content Objectives / Daily Assignment / DI Practices in this CourseWhy differentiate?
What is differentiated instruction, just good teaching? / Review KUD for the course
Opening Activity:
Principles of Adult Learning
Share pre-assessment: create class profile
Review roles, routines, and responsibilities in this class:
grouping, learning log, grading
Read article: Mapping the Route Toward Differentiated Instruction
Lunch
Habits of Mind Chart
Overview: nuts and bolts of differentiation
Power-point: Introduction to DI
Principles of differentiated instruction in theory and practice (Course Flow Chart)
Activity: How have I modeled DI today? / Assignment: Complete the pre-assessment and return it to Joyce
Bring the Learning Log.
Assignment: Read the Introduction and chapters one, two, and three in the Mixed Ability Classroom text.
Reflection: What challenges do you foresee in differentiating in your classroom? Which of the best practices (referenced in the text) are already in place in your classroom?
Start to think about a DI roadmap in your classroom. / Entrance Card
Community
Pre-assessment
Know the learner well
Three Rs
Informative Assessment
Habits of Mind
Flow Chart (graphic organizers)
Days 3 and 4
Class: Focusing Questions / Content Objectives / Daily Assignment / DI Practices in this CourseWhat does it mean to create community?
How is community different and similar in the primary and secondary classroom?
How does your teaching style impact teaching and learning / Entrance Activity: Whip
Community Building
“You can’t say you can’t play.” --Vivian Paley activity
Keys to Community
Routines, Roles, and Responsibilities: 3Rs
State of your classroom activity
Teaching Style Inventory
Knowing yourself well
Lunch
Learning Styles Overview
Knowing your students well
LS and MI inventories: continue discussion in developmental level groupings and create interest inventory.
Learner Profile
Discuss Culminating Project for the course
Common Sense of DI DVD / Complete the “Vivian Paley” activity tonight and place it in the Learning Log.
Assignment: Read chapters four-seven in the Mixed Ability Classroom text. Reflect on the discussion of community today, along with the readings. What is the role of the teacher in the DI classroom? Will that role be different in a primary and a middle level classroom? Discuss your role in your DI classroom. Does differentiation impact classroom management? Why and how? How does chapter seven relate to the 3 Rs (roles, routines, and responsibilities)? / Entrance: Whip--Quick check-in with the group: How did the first day go?
You tell me how I modeled DI today?
Days 5, 6, and 7
Class: Focusing Questions / Content Objectives / Daily Assignment / DI Practices in this CourseWhat have we learned from brain research?
What is high quality, concept-based curriculum?
How does the KUD
make a difference? / Overview: brain research and concept-based curriculum.
Differentiating content
Importance of the KUD (Know Understand Do)
KUD training and Center Activity
Power-point 1a
Flexible Grouping:
Grade level groups work on KUD
Lunch
KUD power-point 2a
Answer questions
DVD: Inside the Differentiated Classroom. Rick Wormeli / Assignment: Read chapters eight-ten in the Mixed Ability Classroom text. Reflect on lesson planning. How will you ask students to reflect on their interests?
What do you need in order to understand and use the learning profile?
How do you prevent your own learning/ teaching style from impacting how you differentiate for students with other preferences?
Next Class: bring the book on DI unit design!!!! / Entrance Card Activity: log entry
You tell me how I modeled DI today?
Days 8 and 9
Class: Focusing Questions / Content Objectives / Daily Assignment / DI Practices in this CourseWhat makes us unique human beings?
Why are interest and learning style important?
What do you need to know in order to tier assignments for readiness? / Three ways of differentiate for students:
DVD: The Common Sense of Differentiation
In developmental level groups: create choice activities based on interest and on learning styles. Use the exemplars you have collected.
Lunch
Tiering
Bloom’s Taxonomy and Depth of Knowledge
Anchor Activities
In table groups: create a
RAFT / Bring your second book:DI in Practice: unit design.
Assignment: Read chapters eleven to thirteen in the Mixed Ability Classroom text. Reflect on how differentiation for content, process, and product will work for your students at their developmental level. Focusing on literacy, select strategies in differentiating content, process, and product to share and discuss in class tomorrow. Think about what will work in your classroom. Think about the unit/lesson you are developing. / Entrance Card: visit the Instructional Strategies Centers
Days 10 and 11
Class: Focusing Questions / Content Objectives / Daily Assignment / DI Practices in this CourseWhat does it mean, “to differentiate for readiness?”
How do we ensure success for all students?
What does that mean at different developmental levels? / Elements of Readiness
Morning Activity: in teacher readiness groupings
Higher order thinking and questioning
Compacting/Acceleration
Tiered lessons: teaching up and scaffolding down
Interventions for struggling learners: scaffolding
Inclusion and heterogeneous grouping
Continuum of assessment
The grading conundrum:
read and respond in your Learning Log
More on formative assessment
ASCD DVD
Time for consultation with Joyce: bring the unit you will use for your Culminating Project / Bring draft of your differentiated lesson for peer and instructor feedback.
Assignment: Read chapter 14. Think about how you will deal with grading. Check out Rick Wormeli’s Fair Is not Always Equal. Bring your LL and CP in process.
Complete a self-assessment and bring to next class: more details in class. / Entrance Card
Activity by developmental level:
assess your school
Traditional and Differentiated school and classroom:
Elementary models
Secondary models
Meetings with instructor to discuss culminating project
Total: 45 hours
Two partial days for follow-up in December: Complete Culminating Project and Gallery
Class: Focusing Question / Content Objectives / Daily AssignmentHow does the PLC promote collaboration and support the goals of differentiation?
How does grading work in the DI classroom? / Professional Learning Community
Grading
Consultation with Joyce / Assignment: bring your self-assessment and your Learning Log and Culminating Project in process.
The final product will be set up at the Gallery
Celebrate success with a gallery to which everyone contributes
Complete SMC evaluation / We will invite guests and provide refreshments.
Roles, Routines, and Responsibilities in this Course
Grading Policy
Grades are indicated by letters with a designated “quality point” value assigned to each for graduate-level course work as follows:
A+=4.0
A=4.0
A-=3.7
B+=3.3
B=3.0
B-=2.7
C+=2.3
C=2.0
C-=0.0
Participant Performance Assessment
Participants are expected to work collaboratively and supportively in the classroom community. You may demonstrate these habits of mind in a number of ways. Habits of mind in this course and for use in your classroom will be discussed on Monday afternoon. Every student should have completed the pre-assessment prior to the first day of class.
Teacher/Student: Assessment Value: 15%
Participants are expected to keep a comprehensive Learning Log of articles, assignments, notes, reflections, and other materials related to the course. The purpose is to create a knowledge base for implementing differentiated instruction in the classroom. The description and rubric have been emailed to you. Below you will find a copy.
Teacher: Assessment Value: 25%
Participants are expected to complete a Culminating Project in which they bring together their knowledge, understandings, and skills from this course. Participants will be given a rubric and a set of guidelines for the project. We will discuss the project in the first days of class.
Teacher: Assessment Value: 50%
Participants are expected to complete a self-evaluation based on performance outcomes in the course description and discussed during the week.
Student: Assessment Value: 10%
Flexible Groupings:
Mixed Table Grouping: three participants determined at start of the course
Developmental Level Grouping: primary, intermediate, and middle school
Interest Grouping: based on choice and inventory
Teaching/Learning Style Grouping: choice
Introduction to Differentiated Instruction K-8
Participants are expected to keep a comprehensive notebook of articles, assignments, notes, reflections, and other materials related to the course. The purpose of the Learning Log is to create a knowledge base for implementing differentiated instruction in the classroom. You are encouraged to create a system for organizing resources, tools, strategies, and supporting materials—that matches your learning style. Guidelines for your Learning Log: see the rubric.
On the first day of class you will receive a 3-inch binder which contains materials I have prepared for the course. In the section entitled “Learning Log” you will find a list of daily entries for your log. You may add other documents and artifacts, as you see fit. The Learning Log is a significant component of the course.
If possible, word-process your homework and print as documents in your Learning Log. The Learning Log should contain a reflection at the end of each class day. Notes taken in class may be hand-written.
Submit your Learning Log on Friday (last class day).
Your Learning Log will be returned to you during the following week so that you
may use it in creating your Culminating Project.
Rubric for Self-assessing your Learning Log (LL)
Exceeds Expectations / Meets Expectations / Almost There / Needs More WorkThe LL is ready by the due date. The cover demonstrates considerable effort and thought in design and appropriateness. The LL contains reflections that genuinely probe, question, and clarify your understanding of DI. All homework is complete and word- processed. Notes and documents from the class are complete and organized with future use in mind. You have added materials and resources not required by the instructor / The LL is ready by the due date. The cover demonstrates effort and thought in design. The LL contains reflections that explore and clarify your understanding of DI. All homework is complete and most of it is word-processed. Notes and documents from the class are complete and organized. / The LL is not ready by the due date, but will be completed during the next week. The cover demonstrates some thought in design. The LL contains reflections that explore and clarify your understanding of DI. Almost all homework is complete and some is word processed. Almost all notes and documents from the class are complete. The LL requires more organization. / The LL is not ready by the due date. The cover demonstrates little thought in design or is missing. The LL contains few reflections that explore and clarify your understanding of DI. Almost all homework is incomplete or missing and most is not word processed. Some notes and documents from the class are complete. The LL lacks organization.
If you have extenuating circumstances, please let me know and we will develop a plan for you.
Introduction to Differentiated Instruction K-8
Learning Log
Days 1 and 2
Place a copy of the Pre-assessment Inventory sent to Joyce Stone.
Reflections on the reading for today:
Noteworthy thoughts, observations from class today.
Closing reflections (exit card and anything else that occurs to you)
Artifacts for the day (handouts)
Habits of Mind chart
Assignment for tomorrow:
Days 3 and 4
Reflections on the reading for today:
Noteworthy thoughts, observations from class today.
Closing reflections (exit card and anything else that occurs to you)
Artifacts for the day (handouts)
Assignment for tomorrow:
Days 5, 6, and 7
Special Entrance Card
Self-reflection activity
Assignment for tomorrow:
Closing activity
Artifacts for the day (handouts)
Days 8 and 9
Reflections on the reading for today:
Noteworthy thoughts, observations from class today.
Closing reflections (exit card and anything else that occurs to you)
Artifacts for the day (handouts)
Assignment for tomorrow: bring completed Learning Log
Days 10 and 11
Reflections on the reading for today.
Noteworthy thoughts, observations from class today.
Artifacts for the day (handouts)
Questions and concerns regarding the Culminating Project
Self-assessment
December Follow-up
Gallery and Culminating Project
Culminating Project
VT Standards AddressedList here:
Learner Profile: Create a profile of your class including information pertaining to the students’ interests, readiness, and learning styles. Include a classroom profile and an individual learner profile sheet.
Attach copies of your interest inventory, learning styles inventory, and other inventories as applicable.
Community in the Classroom: Discuss how you have created community in this classroom.
Attach your plans, visuals, and other materials you developed to create community. You may take photos of products that are too large to bring to the gallery or place in the Learning Log.
Title of the Unit: