Nevada Teaching in the 21st Century Differentiated Classroom
SESSION 1
Course: Introduction to Differentiated Instruction
Instructor: TUN/KDS
Address:
Email:
Telephone:
Materials: Internet Connection, printer
Course: Introduction to Differentiated Instruction
Course Start Dates:
Location: Touro University
Prerequisites: Bachelor Degree
Number of credits: 3
Course Overview
Teachers will learn a number of common differentiation strategies in terms of
their effectiveness in accomplishing their objectives. Presenters will demonstrate the
properties of "quality" differentiation and "quality" curriculum and invite participants to
revisit the purpose of differentiation and reflect what constitutes quality. Teachers will
leave this course with a greater sense of where they stand in the continuum and what is
their next step on the path to high quality differentiation and high quality instruction.
Teachers will take a closer look at useful strategies for addressing variance
with regard to student readiness, interest, and learning profile. Teachers will learn readyto-go strategies, with varying levels of required teacher preparation, as well as Howard
Gardner’s Entry Points—how a Tiered Lesson works and Robert Sternberg’s Triarchic
Intelligences.
Demonstrated strategies for differentiation will include instructional strategies
helpful in addressing student readiness, interest, and learning profile.
The course will examine some assessment strategies that help teachers uncover
their students' learning needs, as well as strategies such as learning contracts, Entry
Points, and addressing students' varying reading and writing needs. Students will be
introduced a number of issues surrounding differentiated instruction by exploring specific
strategies designed to address academic diversity. They will learn how to drive
differentiation through assessments and how to translate differentiated lessons into a
grading system that reflects student growth. Strategies covered in this lecture includePoetry Contract, Novel Think-Tac-Toe, Learning Menu and RAFT Lesson.
The course will develop a student’s ability to relate to differentiated teaching and
assessing through multiple intelligences in order to provide a rationale for using
alternative assessment techniques currently popular in reform-based education.
Participants will be engaged in classroom activities to help students construct their own
learning. Learning is bolstered through new research on the eight levels of intelligence
and incorporates Howard Gardner’s findings into curriculum planning and assessment.
This course will help teachers design lessons that purposefully meet academic standards,
while providing meaningful and personal learning techniques, including how to use
backwards design along with strategies such as the learning cycle. This course will also
explore emerging brain research on the neurobiology of emotions and its links to
learning, as well as applications of classroom strategies designed to foster emotional
health and enhance students’ ability to learn.
Students will walk away with simple, practical, helpful tips on everything from
how to begin the very first day of school to how to trouble-shoot with disruptive students,
including tips on student-centered discipline and basic classroom routines and
procedures. Both new and experienced teachers can benefit from this session, as they
reflect on teaching, and identify their own unique blend of individual assets as educators.
Learner Outcomes:
The student will be able to:
 Learn a number of common differentiation strategies in terms of their
effectiveness in accomplishing their objectives.
 Implement various issues surrounding differentiated instruction to address
academic diversity.
 Demonstrate how differentiated assessment can assist the individual students.
 Identify the purpose of differentiation and reflect what constitutes quality.
 Discover useful strategies for addressing variance with regard to student
readiness, interest, and learning profile.
 Learn ready-to-go strategies with varying levels of required teacher preparation.
 Recognize and use a Tiered Lesson and Robert Sternberg’s Triarchic
Intelligences.
 Demonstrate strategies for differentiation include instructional strategies helpful
in addressing student readiness.
Instructor Overview
Online Self-Paced Instruction
Knowledge Delivery Systems maintains a online platform that automatically grades their
pre and post assessments, monitors their participation in the lecture, and awards them
credit when they complete the program. KDS also employs a team of educators to
monitor the progress and quality of work students provide.
Face-to-Face live instruction
Description will be included upon selection of instructor
Weekly Online Lecture Assignments:
Week 1
- The Brain, Learning and Multiple Intelligences Bruce Campbell
- Differentiation and the Issue of Quality Carol Ann Tomlinson
Week 2
- Managing the Differentiated Classrooms Debbie Silver
-
Differentiation Through Learning Styles and Memory Marilee Sprenger
Week 3
- Differentiated Assessment and Grading Rick Wormeli
- Teaching and Learning Through Multiple Intelligences Bruce Campbell
Week 4
- Differentiated Teaching and Assessing Through Multiple Intelligences - Debbie
Silver
- Building a Classroom Community that Supports a Differentiated Environment Debbie Silver
Discussion Board:
Students must submit one unique comment each week that must be at least 3 sentences in
length.
Students must submit one reply to a fellow classmate’s comment that must be at least 2
sentences in length.
Methods of instruction:
Credit
Methods of instruction will include:
 8 individual sections (15 hours)
 8 pre assessments
 8 graded post assessments
 8 Video Lectures
 Polling questions
 8, 60-100 pages Study guides
 Handouts
 Midterm Project
 Final Project
 Discussion Board interaction ( 2 submissions weekly)
Percentage of Course
5%
10%
30%
part of videos
Materials Included
part of videos
20%
20%
15%
Grading criteria/system and evaluation activities:
A course administrator will be reviewing students’ answers and providing
feedback. Students will be evaluated on their creativity and ability to
incorporate techniques from the lecture into the discussion board, research
papers, examples and lesson plans.
University Grading Criteria
Grade
Equivalent
97-100%
93-96%
90-92%
87-89%
A+
A
AB+
83-86%
80-82%
77-79%
73-76%
70-72%
69% or below
B
BC+
C
CU
Attendance/Participation
Students will be expected to complete assignments as stated in the syllabus.
Due dates of major assignments, projects, and examinations:
Midterm Due Dates: Due 15 days into the Course
Final Due Dates: Due on the last day of class
Discussion Board Interaction: One unique comment and one response to a students
comment by Sunday of each week.
Text and/or required reading list:
Text: (Included in the price of the program)
1. The Brain, Learning and Multiple Intelligences by Bruce Campbell 72 pages
2. Differentiation and the Issue of Quality by Carol Ann Tomlinson 113 pages
3. Managing the Differentiated Classrooms by Debbie Silver 127 pages
4. Differentiation Through Learning Styles and Memory by Marilee Sprenger 66
pages
5. Differentiated Assessment and Grading by Rick Wormeli 49 pages
6. Teaching and Learning Through Multiple Intelligences by Bruce Campbell 96
pages
7. Differentiated Teaching and Assessing Through Multiple Intelligences by Debbie
Silver 66 pages and 5 handouts
8. Building a Classroom Community that Supports a Differentiated Environment by
Debbie Silver 70 pages
Handouts:
1. Nine handouts will be provided
Web readings:
1. Teaching in a Mixed Ability Classroom: http://www.weac.org/kids/199899/march99/differ.htm
2. Preparing Teachers for Differentiated Instruction:
http://www.nea.org/teachexperience/diffk030908.html
3. Differentiated Instruction Overview:
http://www.epsbooks.com/flat/newsletter/vol05/vol05iss05/Differentiated_Instruction.pdf
Cumulative Project
Midterm
Activity: Reflective Journal
Potential Total Points:
100 Points
The purpose of this activity is to reflect on issues and topics of interest that
impact curricular practices and assessment. On a weekly basis you will need to
identify at least one topic or issue that in your opinion is relevant for school
curricular and assessment practices.
For each issue or topics selected include a commentary describing: reasons
for your selection, ways in which it impacts learners, teachers, and curricular
policies. Be sure to include the documentation source for each of the issues
selected as per the KDS video presentations.
Submit a summative reflection describing the two main issues and topics that in
your consideration are of greatest importance.
Each Weekly Reflection should be 1 ½ -2 pages in length
The Summative Reflection should be 3 ½ -4 pages in length
Scoring Criteria for Assignment
Appropriately selects the weekly issues and includes reflections for each issue.
Include the source for each issue (8 issues at 7.5points each = 60):
60 points
Includes an summative reflection
30 points
Use of APA guidelines
10 points
Potential Total Points:
100 points
Final Project
ASSIGNMENT: Instructional Decision-making Applied Project
Through the application of theoretical concepts and knowledge to practical, real-life
situations, learners extend and transfer their newly acquired competencies and reinforce
professional and personal skills. The purpose of this assignment is to provide an
opportunity for applying personal skills in reflective and evaluative thinking, problem
solving, and decision making to instructional situations.
Based on your KDS video-based course and research of the Introduction to Differentiated
Instruction identify and describe a problem related to setting up differentiated classroom
appropriate to your educational instructional setting/work setting.
Submit with a written report, any supporting documents, such as photos, charts,
drawings, etc. that may be appropriate, depending upon the nature of your applied
project.
In the written report of the applied project, discuss the processes used personally in
problem solving, evaluative thinking, and decision making as well as the findings related
to the specifically identified problem and its relationship to the research literature. The
written report should include the following components:






Description of the processes used personally to solve the selected educational
problem and make instructional decisions based on one’s analysis of the specific
situation, as well as educational theory and applied research from a general
perspective, as applied in your work setting
Description of the criteria used personally to evaluate the selected educational
problem to determine its resolution
Statement identifying the instructional problem or issue
Statement of the problem, providing any necessary background information
Report on findings, citing appropriate research to support conclusions
Summary of reflections on the processes used in making appropriate instructional
decisions based on research and practice
Scoring Criteria for Assignment
Total Value: 70 Points
Content of Report –Value: 45 points – Discussion of the processes used personally in
problem solving, evaluative thinking, and decision making as well as the findings related
to the specifically identified problem and its relationship to setting up a differentiated
classroom.
Quality of Writing –Value: 15 points – Written work shows superior graduate quality
in verbal expression, attention to detail, and correct application of the conventions of the
English language. In students’ written work, paragraphing is appropriate with clear thesis
statements and supporting details. Sentences are clear and concise. Students vary
sentence structure making use of subordinate clauses. Transitional words and phrases are
used effectively. Points and ideas are well organized. Word choice is effective. English
language conventions are applied correctly (i.e. spelling, capitalization, punctuation,
agreement, pronoun usage, sentence structure).
Format - Value: 10 points – Cover Page, Reference Page and where applicable,
citations and references are used correctly and consistently, with clear efforts made to
include a wide range of relevant works. For any work requiring citations, students refer to
a wide range of suitable sources. All non original ideas are cited correctly and referenced
in a reference list. All works in the reference list are cited in the text. Students should
follow the Writing Format and Style as required by their institution. Should the student
not have a home institution, they will follow the APA Format and Style Manual, 5th
Edition.