Facilitator: Elisa Saffle
All work should submitted in
SharePoint http://d91teams/curriculum/ResponsiveTeaching or to saffelis@d91.k12.id.us .
Phone: 525-7597 (office) 542-6002 (home)
DVDs need to be returned at the end of the course.
Please see the calendar for all due dates; all work must be submitted no later than 5:00 PM on
the last day of the course.
For the first time, we are going to try to use SharePoint for many of the activities for this class.
http://d91teams/curriculum/ResponsiveTeaching Be sure to use this to access SharePoint for
assignments and class announcements, reminders, and updates.
I.
Read How to Differentiate Learning: Curriculum, Instruction, Assessment by Robin J. Fogarty
and Brian M. Pete.
a.
Read each chapter and answer the Agree/Disagree questions in the survey section of
SharePoint. Be sure to view the responses from your classmates to get some insight into
their views.
Ch 1: Definition and rationale
Ch 2: Differentiated learning
Ch 3: Identifying student needs
Ch 4: Focus on the lesson
Ch 5: Focus on curriculum
Ch 6: Focus on assessment
b.
Design a PowerPoint presentation for your assigned chapter (Optional PPT Template).
[Save as: Name PPT Ch x] See How to Differentiate Learning chapter information as
a guide for your presentation.
c.
Evaluate the PowerPoint presentations from each of the chapters – click on the links
below. IF THERE IS MORE THAN ONE PPT FOR A CHAPTER, BE SURE TO
EVALUATE ACCORDING TO THE TITLE (EX. CH. 1 OR CH. 1B)
Evaluate Chapter 1 / Chapter 1B
View Ch. 1 & Ch. 1B Evaluations
Evaluate Chapter 2 / Chapter 2B
View Ch. 2 & Ch. 2B Evaluations
Evaluate Chapter 3 / Chapter 3B
View Ch. 3 & Ch. 3B Evaluations
Evaluate Chapter 4 / Chapter 4B
View Ch. 4 & Ch. 4B Evaluations
Evaluate Chapter 5 / Chapter 5B
View Ch. 5 & Ch. 5B Evaluations
Evaluate Chapter 6 / Chapter 6B
View Ch. 6 & Ch. 6B Evaluations
You may view your chapter evaluations as people complete them.
II. Planning Curriculum and Instruction
a.
Read “Invitations to Learn” and “Mapping a Route Toward Differentiated Instruction”
by Carol A. Tomlinson (in binder) submit one Response to Readings. [Save as: Name
Read 1 Plan Curr] upload to SharePoint.
b.
View video: Planning Curriculum and Instruction. “The video you’ll be watching shows
teachers at work in differentiated classrooms. It is designed to help you see how some teachers deal with
curriculum, assessment, building community while honoring individuality, the need for flexibility,
establishing shared responsibility for the classroom, grouping students, and other elements.”
c.
Develop a three to five slide (including title slide) PowerPoint reflecting on the
article/video and answering any two of the following five questions. PPT Template
Planning for Curriculum and Instruction
i.
What constitutes effective curriculum?
ii. How do we teach flexibly?
iii. How do we promote shared responsibility for learning?
iv.
How do we build a sense of community in which individual differences are
honored?
v.
How do we emphasize individual growth rather than competition only?
[Save as: Name Plan Curr PPT] upload to SharePoint.
The videos that you will be viewing for each of the specific strategies will show how the strategy
works in one particular subject and grade, although the strategy is useful across grades and subjects.
Looking for the components of the strategy and the general purposes will be helpful for
understanding how the strategy can be adapted to be useful for particular students is any subject. It
will be important to be attentive to the goals the teacher is addressing through the use of the strategy.
Goals are likely to be more important than a particular strategy. There is no single strategy that is
imperative in a differentiated classroom. In fact, many strategies can help teachers instruct a wide
range of students in response to their needs as well as requirements of the curriculum.
Upload to SharePoint all Response to Readings and Assignments. Lesson Plans may be sent via email.
III. Learning Contracts
a.
Read “Learning Contracts” from The Differentiated Classroom by Carol A. Tomlinson
and Handout 1 “Some Assumptions Behind Differentiated Instruction” (in binder)
submit one Response to Readings. [Save as: Name Read 2 Learning Contracts]
b.
View video: Learning Contracts (approximately 25 minutes).
c.
Use Handouts 2, 3, and 6 (in binder) as a focus with the video. Complete Handout 2 and
Handout 3 Learning Contract Assignment and submit. [Save as: Name Learning
Contracts Assign]
d.
Learning contract examples: Handouts 8 – 11 (in binder)
e.
If you choose the Learning Contract Option for part IX: Use Handouts 7 and 12
(in binder) to help.
IV. Intelligence Preferences
a.
Read Handout 14 “Sternberg’s Intelligence Preferences” and either “What Does It
Mean to Be Smart?” by Robert J. Sternberg or “Improving Reading Instruction: The
Triarchic Model” by Robert J. Sternberg, Elena L Grigorenko, and Linda Jarvin (in
binder) submit one Response to Readings. [Save as: Name Read 3 Intelligence Pref]
b.
View video: Intelligence Preferences (approximately 35 minutes).
c.
Use Handouts 15 and 18 (in binder) as a focus with the video. Complete Handout 15
and 17 Intelligence Preferences Assignment and submit. [Save as: Name Intelligence
Pref Assign]
d.
Intelligence preference examples: Handouts 22 – 24 (in binder)
e.
If you choose the Intelligence Preference Option for part IX: Use Handouts 19 and
21 (in binder) to help.
V. Tiered Assignments
a.
Read “Critical Questions About Tiered Lessons” by Cheryll M. Adams and Handout 36
“Thinking About The Equalizer” (in binder) submit one Response to Readings. [Save
as: Name Read 4 Tiered]
b.
View video: Tiered Assignments (approximately 50 minutes).
c.
Use Handouts 27 and 30 (in binder) as a focus with the video. Complete Handout 27
and 29 Tiered Assignments Assignment and submit – for Handout 29, use the hard copy
in the binder and then answer the linked questions. [Save as: Name Tiered Assign]
d.
Tiered assignments examples: Handouts 32 – 34 (in binder)
e.
If you choose the Tiered Assignments Option for part IX: Use Handouts 31 and 37
(in binder) to help.
VI. RAFT Assignments
a.
Read “Reflection Strategies: RAFT – Role/Audience/Format/Topic” by R. Billmeyer
and M. Baron (in binder) submit Response to Readings. [Save as: Name Read 5
RAFT]
b.
View video: RAFT Assignments (approximately 45 minutes).
c.
Use Handouts 50 and 54 (in binder) as a focus with the video. Complete Handout 50
and 51 RAFT Assignments Assignment and submit. [Save as: Name RAFT Assign]
d.
RAFT assignments examples: Handouts 56 – 58 (in binder)
e.
If you choose the RAFT Assignments Option for part IX: Use Handouts 55 and 60
(in binder) to help.
VII. Centers
a.
Read Handout 62 “Centers as an Approach to Addressing Learner Needs” and
“Thinking Through Learning Centers” by Michael F. Opitz (in binder) submit one
Response to Readings. [Save as: Name Read 6 Centers]
b.
View video: Centers (approximately 45 minutes).
c.
Use Handouts 63 and 66 (in binder) as a focus with the video. Complete Handout 63
and 65 Centers Assignment and submit. [Save as: Name Centers Assign]
d.
Centers examples: Handouts 70 – 72 (in binder)
e.
If you choose the Centers Assignments Option for part IX: Use Handouts 67 and
69 (in binder) to help.
VIII. WebQuests
a.
Read Handout 74 “About WebQuests” and either “Five Rules for Writing a Great
WebQuest” by B. Dodge or “Working with WebQuests: Making the Web Accessible to
Students with Disabilities” by R. Kelly (in binder) submit one Response to Readings.
[Save as: Name Read 7 WebQuests]
b.
View video: WebQuests (approximately 50 minutes.
c.
Use Handouts 75 and 78 (in binder) as a focus with the video. Complete Handout 75
WebQuests Assignment and submit. [Save as: Name WebQuests Assign]
d.
WebQuests examples: Handouts 79, 81 – 83 (in binder)
e.
If you choose the WebQuests Assignments Option for part IX: Use Handouts 80
and 84 (in binder) to help.
IX. OPTIONS in Planning for Your Classroom: Select three of the following to do to achieve the
objectives of the course. The lesson plan templates that are linked are just guidelines. You
should create the lesson in a format that can be read and understood by others but most
importantly is helpful to you.
a.
Design a unit / lesson using Contracts. [Save as: Name Contracts Lesson] Use
handouts 7 and 12 (in binder) to help you to focus your preparations for your lesson.
Self evaluate using the Evaluation of Differentiated Lesson Rubric and submit. [Save
as: Name Contracts Eval]
b.
Design a unit / lesson using Intelligence Preferences. [Save as: Name Intel Pref
Lesson] Use handouts 19 and 21 (in binder) to help you to focus your preparations for
your lesson. Self evaluate using the Evaluation of Differentiated Lesson Rubric and
submit. [Save as: Name Intel Pref Eval]
c.
Design a unit / lesson using Tiered Assignments. [Save as: Name Tiered Lesson]
Use handouts 31 and 37 (in binder) to help you to focus your preparations for your
lesson. Self evaluate using the Evaluation of Differentiated Lesson Rubric and submit.
[Save as: Name Tiered Eval]
d.
Design a unit / lesson using RAFT Assignments. [Save as: Name RAFT Lesson]
Use handouts 55 and 60 (in binder) to help you to focus your preparations for your
lesson. Self evaluate using the Evaluation of Differentiated Lesson Rubric and submit.
[Save as: Name RAFT Eval]
e.
Design a unit / lesson using Centers. [Save as: Name Centers Lesson] Use handouts
67 and 69 (in binder) to help you to focus your preparations for your lesson. Self
evaluate using the Evaluation of Differentiated Lesson Rubric and submit. [Save as:
Name Centers Eval]
f.
Design a unit / lesson using WebQuests. [Save as: Name WebQuest Lesson] Use
handouts 80 and 84 (in binder) to help you to focus your preparations for your lesson.
Self evaluate using the Evaluation of Differentiated Lesson Rubric and submit. [Save
as: Name WebQuest Eval]
g.
You may also propose a different project to show the specific ways you will use
differentiation strategies in your classroom. Email your brief project proposal to
saffelis@d91.k12.id.us before completing the project.
X. Course Evaluation: the course evaluation is anonymous, but please be sure to complete it by
the end of the course so I can make adjustments to the course before it is offered again. Thank
you so much for your help. Because this comes from a BYU course evaluation, some of the
questions may not be applicable for our online version of this class.
Responsive Teaching Course Scoring
Orientation Meeting
Book Chapter PPT
Book Zoomerang Questions
Book Evaluate PPTs
Planning for Curr. & Instruct. Readings
Planning for Curr. & Instruct. PPT
Learning Contracts Readings
Learning Contracts Assignment
Intelligence Preferences Readings
Intelligence Preferences Assignment
Tiered Assignments Readings
Tiered Assignments Assignment
RAFT Assignments Reading
RAFT Assignments Assignment
Centers Readings
Centers Assignment
WebQuest Readings
WebQuests Assignment
OPTION 1 design unit/lesson & evaluated
OPTION 2 design unit/lesson & evaluated
OPTION 3 design unit/lesson & evaluated
Course Evaluation
TOTAL
900 – 1000
800 – 899
700 – 799
<700
15
45
30
25
25
35
25
35
25
35
25
35
25
35
25
35
25
35
150
150
150
15
1000 points
A
B
C
No Credit