University of Wisconsin-Whitewater
Curriculum Proposal Form #3
New Course
Effective Term:
2113 (Summer 2011)
Subject Area - Course Number: SPECED731
Cross-listing:
(See Note #1 below)
Course Title: (Limited to 65 characters)
Differentiation in the Classroom
25-Character Abbreviation:
Differentiation
Sponsor(s):
Maureen Griffin, Ph.D.
Department(s):
Special Education
College(s):
Education
Consultation took place:
Programs Affected:
NA
Yes (list departments and attach consultation sheet)
Departments:
NA
Is paperwork complete for those programs? (Use "Form 2" for Catalog & Academic Report updates)
NA
Yes
Prerequisites:
will be at future meeting
None
Grade Basis:
Conventional Letter
S/NC or Pass/Fail
Course will be offered:
Part of Load
On Campus
Above Load
Off Campus - Location
College:
Education
Dept/Area(s): Special Education
Instructor:
Maureen Griffin, Ph.D.
Note: If the course is dual-listed, instructor must be a member of Grad Faculty.
Check if the Course is to Meet Any of the Following:
Technological Literacy Requirement
Diversity
Writing Requirement
General Education Option: Select one:
Note: For the Gen Ed option, the proposal should address how this course relates to specific core courses, meets the goals of General Education
in providing breadth, and incorporates scholarship in the appropriate field relating to women and gender.
Credit/Contact Hours: (per semester)
70 hours reading course materials; 40 hours reviewing videos, lectures, and powerpoint presentations on the web; 10
hours researching an instructional strategy; 10 hours completing surveys; 14 hours providing peer feedback on final
project
Can course be taken more than once for credit? (Repeatability)
No
Yes
If "Yes", answer the following questions:
No of times in major:
No of times in degree:
Revised 10/02
No of credits in major:
No of credits in degree:
1 of 10
Proposal Information: (Procedures for form #3)
Course justification:
This course is offered in response to the need from current professionals for differentiation instruction.
Relationship to program assessment objectives:
This course addresses voice, research and practice objectives.
Voice: students will engage in professional and collaborative relationships with colleagues in the course
through peer editing and discussion boards.
Research: each student will select instructional strategy used for differentiation; locate research
supporting the strategy; and demonstrate how the strategy is used in practice.
Practice: students will: evaluate their own perspecitives related to student difference; complete a
differentiated unit plan, highlighting the backward design process, that demonstrates equitable treatment
for all students.
Budgetary impact:
Negligible. This course is currently a self-supporting workshop.
Course description: (50 word limit)
Differentiated Instruction is a teaching theory based on the premise that instructional approaches should vary and be
adapted in relation to individual and diverse students in classrooms. “In a differentiated classroom, the teacher
proactively plans and carries our varied approaches to content, process, and product in anticipation of and response
to student difference in readiness, interest, and learning needs” (Tomlinson, 2001, p. 7). This workshop will study
the principles of defensible differentiation, backward design, and strategies to provide challenging and futureoriented instruction that promotes both engagement and understanding.
Course objectives and tentative course syllabus: SEE ATTACHMENT
Bibliography:
Beecher, M., & Sweeny, S. (2008). Closing the achievement gap with curriculum enrichment and differentiation:
One school’s story. Journal of Advanced Academics, 19(3), 502-530.
Brighton, C., Hertberg, H., Moon, T., Tomlinson, C., & Callahan, C. (2005). The feasibility of high-end learning in
a diverse middle school. Research Monograph RM05210. Charlottesville, VA: National Research Center
on the Gifted and Talented.
Bruner, J. (1961). The act of discovery. Harvard Educational Review, 31, 21-32.
Chapman, C., & King, R. (2005). Eleven practical ways to guide teachers toward differentiation. Journal of Staff
Development, 26(4), 20-25.
Childre, A., Sands, J.R., & Pope, S.T. (2009). Backward design: Targeting depth of understanind for all learners.
TEACHING Exceptional Children, 41, 6-14.
Grigorenko, E. (1997). Are cognitive styles still in style? American Psychologist, 52, 700-712.
Grigorenko, E. and R. J. Sternberg (1997). Styles of thinking, abilities, and academic performance. Exceptional
Children, 63, 295-312.
Heacox, D. (2009). Making differentiation a habit: How to ensure success in academically diverse classrooms.
Minneapolis, MN: Free Spirit Publishing.
Huebner, T. (2910). Differentiated instruction. Educational Leadership, 67 (5), 79-81.
Lou, Y., P. Abrami, et al. (1996). Within-class grouping: A meta-analysis. Review of Educational Research, 66,
423-428.
Revised 10/02
2 of 10
Marulanda, M., Giraldo, P., & Lopez, L. (2006). Differentiated instruction for bilingual learners. Presentation at
Annual Conference of the Association for Supervision and Curriculum Development, San Francisco.
Mastropieri, M. A., Scruggs, T. E., Norland, J. J., Berkeley, S., McDuffie, K., Tornquist, E.H., et al. (2006).
Differentiated curriculum enhancement in inclusive middle school science: Effects on classroom and highstakes tests. The Journal of Special Education, 40(3), 130-137.
Popham, W. J. (2006). Phony formative assessments: Buyer beware! Educational Leadership, 64(3), 86-87.
Sternberg, R. J. (1997). What does it mean to be smart? Educational Leadership, 55(7), 20-24.
Sternberg, R., & Grigorenko, E. (2005). Styles of thinking as a basis of differentiated instruction. Theory into
Practice, 44(3), 245-253.
Thousand, J.S., Villa, R.A., & Nevin, A.I. (2007). Differentiating instruction: Collaborative planning and teaching
for universally designed learning. Thousand Oaks, CA: Corwin Press.
Tomlinson, C. A., C. Callahan, et al. (1997). Challenging expectations: Case studies of high- potential, culturally
diverse young children. Gifted Child Quarterly, 41(2), 5-17.
Tomlinson, C., Brighton, C., Hertberg, H., Callahan, C., Moon, T., Brimijoin, K., Conover, L., & Reynolds, T.
(2004). Differentiating instruction in response to student readiness, interest, and learning profile in
academically diverse classrooms: A review of literature. Journal for the Education of the Gifted, 27(2-3),
119-145.
Tomlinson, C.A. (2001) How to differentiate instruction in mixed-ability classrooms. (2nd Ed.). Alexandria,
Virginia: ASCD.
Tomlinson, C.A., Brimijoin, K., & Narvaez, L. (2008). The differentiated school: Making revolutionary changes in
teaching and learning. Alexandria, Virginia: ASCD.
Walker-Dalhouse, Risko, V.J., Esworthy, C., Grasley, E., Kaisler, G., McIlvain, D., & Stephan,M. (2009). Crossing
boundaries and initiating conversations about RtI: Understanding and applying differentiated classroom
instruction. The Reading Teacher, 63 (1), 84-87.
Wiggins, G., & McTighe, J. (2005). Understanding by design. (2 nd Ed.). Alexandria, Virginia: ASCD.
Wormeli, R. (2007). Differentiation: From planning to practice Grades 6-12. (2007). Portland, Maine: Stenhouse
Publishers.
Revised 10/02
3 of 10
UNIVERSITY OF WISCONSIN – WHITEWATER
Department of Special Education
On-line Course: Differentiation of Instruction
Instructor: Maureen L. Griffin, Ph.D.
Office Hours: Available by e-mail, Monday
through Friday. Questions can also be posted on Office: Winther 4038
D2LDiscussion page: Raise Your Hand.
Dates:
Course Requisites: None
Bookmark this page or add it to your
Course Web Page: Go to http://www.uww.edu,
favorites. Login instructions:
the UW-W home page, and click on the D2L
http://www.uww.edu/desire2learn/studentinfo.
portal.
html#accessD2Lwebsite
Once you are logged in, select this class.
Dept. of SPECED Web Site:
Email: griffinm@uww.edu
http://academics.uww.edu/speced/
NOTE: Any changes to this syllabus will be made available on D2L.
Course Description:
From the catalog: Differentiated instruction is a teaching theory based on the premise that instructional
approaches should vary and be adapted in relation to individual and diverse students in classrooms. “In a
differentiated classroom, the teacher proactively plans and carries our varied approaches to content,
process, and product in anticipation of and response to student difference in readiness, interest, and
learning needs” (Tomlinson, 2001, p. 7). This workshop will study the principles of defensible
differentiation and strategies to provide challenging and future-oriented instruction that promotes both
engagement and understanding. Additional information: The final assessment product is a differentiated
unit plan using Wiggins and McTighe’s (1998) backward design process. The unit will include a researchbased learning process (activity).
Course Objectives and Related Standards
Students will:
1. Acquire knowledge regarding concept-based, quality curriculum. (WTS # 1)
2. Explore how a flexible mindset is the entry to differentiation. (WTS # 3)
3. Demonstrate knowledge of the key principles of the teaching theory, differentiation, and planning
framework, backward design. (WTS # 4)
4. Research one teaching/management strategy that promotes student engagement and understanding.
(WTS # 4)
5. Design a differentiated unit that includes tiered lessons, pre-assessment activities, flexible grouping,
and routines that support differentiation. (WTS # 7)
Textbooks:
Tomlinson, C.A. (2001) How to differentiate instruction in mixed-ability classrooms. (2nd Ed.).
Alexandria, Virginia: ASCD.
Tomlinson, C.A., & McTighe, J. (2006). Integrating differentiated instruction & understanding by
design: Connecting content and kids. (2nd Ed.). Alexandria, Virginia: ASCD.
Additional readings are posted on D2L.
Differentiated Instruction Syllabus
Griffin Summer 2010
4
GETTING SETUP FOR THE COURSE
NEWS
USING DESIRE2LEARN (D2L)
The readings and course web pages will all be
posted on D2L, and you will be able to read
them or download them from the website. To
use D2L:
1. Log in to http://www.uww.edu/desire2learn
2. Check that you meet the system requirements
for using D2L. Make changes as necessary.
Read about the recommended browsers.
3. Enter your username (your email user ID) and
password. If you had a password for a
previous class, this may still be in effect. To
change your password, go to the SelfService Change site. You will be asked to do
this periodically.
4. Click on the course, SPECED 7??.
5. To access each day’s module, click on
Content, Day __. All aspects of the course
can be accessed from the links along the top
of each screen in the course (Drop Box,
Discussion, Survey, etc.). Always start with
the Overview page for the day.
Technology problem-solving is a necessary
evil of distance education. Limited assistance
can be provided by the instructor for
difficulties in accessing the class web page and
D2L components.
For technical support, please call 262-4724357 or email helpdesk@uww.edu. On the UWW D2L homepage, before you sign in from the
UW-W D2L link, there are links for Student
Documentation. For D2L support: email to: d2lsupport@uww.edu.
EMAIL
Each of you has a UW-W email account. The
UW-W email addresses are posted under the
Classlist link. D2L will use your UW-W email
address, so make sure you check that. It is best
to communicate with me through the account
griffinm@uww.edu.
Differentiated Instruction Syllabus
Griffin Summer 2010
On the first page of the course, I will post
important messages. Make sure to check NEWS
each time you log on to the course
USING D2L COMPONENTS
Instructions for using Content, Groups, Classlist,
Survey, Discussion, and Quiz are available at the
Desire2Learn site. Use the Help link in upper
right corner. The Help function in D2L provides
additional information on how to use these
functions.
COMPUTER REQUIREMENTS
You will need access to a computer with:
* adequate memory (1 GB or more
recommended)
* Pentium (windows XP or higher
recommended) or PowerMac (OSX) processor
(1 GHz or or higher recommended)
* hard drive space for your sole use (at least
enough to load the latest version of Microsoft
Office)
* access to the Internet, broadband connection
(DSL, cable or satellite)
* a web browser with JavaScript, Java, cookies
enabled and Flash Player 6, at least
 Macintosh: Firefox 2 or higher
 Windows: Firefox 2 or high, Internet
Explorer 7 or higher
 Adobe Acrobat Reader 8.0 or higher
* Microsoft Office (Word, Excel, Access,
PowerPoint). If your school has a license for
Microsoft Office, you are allowed to load it on
your home computer at no charge. UW-W
also has a discounted version available for
students. Make sure you have the latest
version.
Next, you’ll find a summary of the topics,
readings, projects and due dates for this course
and a list of projects categorized by type of
learning outcome. We are completing a threecredit course in three weeks, so each day is
intense and addresses a new topic.
5
Class Schedule, Topics, Readings, Products, and Due Dates
Week One
Topics
Readings
Day 1
 Tomlinson: Chapters 1-5
 Dweck Handout
Introduction to Differentiation
Day 2
Foundations of Differentiation
Day 3
Planning a Focused Curriculum with
UbD: Stage 1
Day 4
Planning a Focused Curriculum with
UbD: Stage 2: Part 1
Day 5
Collaborative Work Day:
Stage 1 & Stage 2: Part 1
Peer Feedback
Week Two
Day 6
Stage 1 and
Stage 2: Part 1
DUE 9:00am
Day 7
Day 8
Day 9
Day 10
Topics
 Choice of 13 Readings
 Tomlinson Handout
 Tomlinson & McTighe:
Chapter 4
 Tomlinson & McTighe:
Chapters 1 and 3
 Wiggins & McTighe:
The Logic of Backward Design
 Tomlinson & McTighe:
Chapter 5
 Andrade & Du 2005
 McMillan & Hearn 2008
Use Understanding by Design
(Expanded 2nd Ed.) as a
resource. Find at Content:
Day1: Resources
Readings
Gathering Instructionally Relevant
Information about Students
 Tomlinson: Chapters 8-10
 Tomlinson & McTighe:
Chapter 2
Curricular Elements for
Differentiation
 Tomlinson: Chapters 11-13
 Tomlinson & McTighe:
Chapter 9
Knowledge Check
Pre-Assessment and Checking for
Understanding
Planning a Focused Curriculum
with Concept-Based Instruction:
Stage 3
 Required Readings:
See list in Day 9 Overview.
 Tomlinson: Appendix
 Tomlinson & McTighe:
Chapter 7
Products
DUE On Day of Class
unless otherwise noted.
Sully Survey
Getting to Know You
Tomlinson Study Survey
Article Summary and
Two Posts
Glossary for
Differentiation
Discussion: Stage 1
Discussion: Stage 2
Products
DUE On Day of Class
unless otherwise noted.
Equalizer Application
Equalizer Survey
Interest Survey
Learning Preference
Survey
Application Activities
Open from 8:00a.m. to
6:00 p.m.
Pre-Assessment Survey
Discussion Topic
Between now and Day 11, go to Discussion Board.
Sign up for a learning strategy that you would like to use in your unit. This will be your focus for Stage 3.
Planning Differentiated Instruction Syllabus
Griffin
6
Topics
Week Three
Day 11
Stage 2: Part 2
DUE 9:00 a.m.
Day 12
Readings
Discussion Topic
Individual Exploration of Learning
Processes
Individual Exploration of Learning
Processes
Day 13
Tomlinson:
Chapters 6 and 7
Tomlinson & McTighe:
Chapter 6
Tomlinson:
Chapter 14
Tomlinson & McTighe:
Chapter 8
Strategies for Managing a
Differentiated Classroom
Day 14
Stage 3 DUE
9:00 a.m.
Day 15
Unit
DUE 8:00 a.m
Products
DUE On Day of Class
unless otherwise noted.
Grading in a Differentiated
Classroom
Email Stage 3 for
feedback (optional)
Email Stage 3 for
feedback (optional)
Email Stage 3 for
feedback (optional)
Management Survey
Grading Survey
Discussion: 3 Posts
Publication of Units and Wrap Up
Anonymous Survey
GRADING
Grading Scale:
93%  = A; 89-92% = AB; 83-88% = B; 78-82% = BC; 73-77% = C; CD = 72-69%; D = 62-68%
Differentiated Knowledge and Dispositions
Product
Point Value
D2L Repository
Day/Date Due
Sully Reflection
Tomlinson Reading Guide
Article Summary and Two Posts
Equalizer Application
Curricular Elements
Knowledge Check
Differentiated Skills
Product
5
10
10
25
Survey
Survey
Discussion
Drop Box
Drop Box
Exam
Day 1
Day 1
Day 2
Day 6
Day 7
Day 8
Point Value
D2L Repository
Day/Date Due
20
16
4
25
5
5
Drop Box
Drop Box
Drop Box
Drop Box
Discussion
Survey
Day 6
Day 6
Day 11
Day 14
Day 8
Day 8
15
10
UbD: Stage 1
UbD: Stage 2; Part 1
UbD: Stage 2; Part 2
UbD: Stage 3
Interest Survey
Learning Preferences Survey
Collegial Sharing: Collated survey results will be posted.
Product
Point Value
D2L Repository
Orientation
5
Stage 1
5
Stage 2
3
Using the Equalizer
5
Pre-Assessment
5
Managing a Diff. Classroom
5
Grading in a Diff. Classroom
5
Peer Feedback to Unit Plans
NA
UW-W College of Education Conceptual Framework:
Planning Differentiated Instruction Syllabus
Griffin
Discussion
Discussion
Discussion
Survey
Survey
Survey
Survey
Discussion
Day/Date Due
Day 1
Day 3
Day 4
Day 6
Day 9
Day 13
Day 14
On-Going
7
The College of Education conceptual framework, The Teacher is a Reflective Facilitator, is the underlying structure
in our teacher preparation program at UW-Whitewater that gives conceptual meanings through an articulated
rationale to our operation. It also provides direction for our licensure programs, courses, teaching, candidate
performance, faculty scholarship and service, and unit accountability. In short, our teacher education program is
committed to reflection upon practice; to facilitation of creative learning experiences for pupils; to constructivism in
that all learners must take an active role in their own learning; to information and technology literacy; to diversity;
and to inquiry (research/scholarship) and assessment.
University Policies
The University of Wisconsin – Whitewater is dedicated to a safe, supportive and non-discriminatory learning
environment. It is the responsibility of all undergraduates and graduate students to familiarize themselves with
University policies regarding Special Accommodations, Misconduct, Religious Beliefs Accommodation,
Discrimination and Absences for University Sponsored events. (For details please refer to the Undergraduate and
Graduate Timetables; the Rights and Responsibilities” section of the Undergraduate Bulletin; the Academic
Requirements and Policies and the Facilities and Services sections of the Graduate Bulletin; and the “Student
Academic Disciplinary Procedures” [UWS Chapter 14]; and the “Student Nonacademic Disciplinary Procedures”
{UWS Chapter 17].
Reasonable Modifications Requests
Students in need of some reasonable modification of the instructional context are to meet with the instructor to
discuss the needed modification. If the modification requires the assistance of personnel, equipment, or materials
that are beyond those readily provided by the instructor, then the student is to be referred to Disabled Student
Services. Upon referral to Disabled Student Services, the student must:
A. Sign a request for services based on the presence of a disability;
B. provide appropriate diagnostic information that establishes that s/he is a qualified individual with a
disability; and
C. request in writing the reasonable modification(s) sought to accommodate the qualifying disability.
Disabled Student Services arranges (in consultation with instructional staff) to provide appropriate
reasonable modifications (John D. Truesdale, memorandum, August 15, 1996)
Code of Ethics
UWS 14.03 Academic misconduct subject to disciplinary action.
http://facstaff.uww.edu/poormanp/academicmisconductpolicies.html
1. Academic misconduct is an act in which a student:
a. Seeks to claim credit for the work or efforts of another without authorization or citation;
b. Uses unauthorized materials or fabricated data in any academic exercise;
c. Forges or falsifies academic documents or records;
d. Intentionally impedes or damages the academic work of others;
e. Engages in conduct aimed at making false representation of a student's academic performance; or
f. Assists other students in any of these acts.
2. Examples of academic misconduct include, but are not limited to: cheating on an examination; collaborating with
others in work to be presented, contrary to the stated rules of the course; submitting a paper or assignment
as one's own work when a part or all of the paper or assignment is the work of another; submitting a paper
or assignment that contains ideas or research of others without appropriately identifying the sources of
those ideas; stealing examinations or course materials; submitting, if contrary to the rules of a course, work
previously presented in another course; tampering with the laboratory experiment or computer program of
another student; knowingly and intentionally assisting another student in any of the above, including
assistance in an arrangement whereby any work, classroom performance, examination or other activity is
submitted or performed by a person other than the student under whose name the work is submitted or
performed.
Planning Differentiated Instruction Syllabus
Griffin
8
Wisconsin Standards for Teacher Development and Licensure
Standard #1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches
and can create learning experiences that make these aspects of subject matter meaningful for students.
Knowledge
 The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to
the discipline(s) s/he teaches. The teacher understands how students' conceptual frameworks and their misconceptions for an
area of knowledge can influence their learning.
Dispositions
 The teacher appreciates multiple perspectives and conveys to learners how knowledge is developed from the vantage point of
the learner.
Performances
 The teacher effectively uses multiple representations and explanations of disciplinary concepts that capture key ideas and links
them to students' prior understandings.
 The teacher can evaluate teaching resources and curriculum materials for their comprehensiveness, accuracy, and usefulness in
representing particular ideas and concepts.
Standard #3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities
that are adapted to diverse learners.
Knowledge
 The teacher understands and can identify differences in approaches to learning and performance, including different learning
styles, multiple intelligences, and performance modes, and can design instruction that helps use students' strengths as
Dispositions

The teacher believes that all children can learn at high levels and persists in helping all children achieve success.
Performances
 The teacher identifies and designs instruction appropriate to students' stages of development, learning styles, strengths, and
needs.
 The teacher makes appropriate provisions (in terms of time and circumstances for work, tasks assigned, communication and
response modes) for individual students who have particular learning differences or needs.
Standard #4: The teacher understands and uses a variety of instructional strategies to encourage students' development of critical
thinking, problem solving, and performance skills.
Knowledge
 The teacher understands principles and techniques, along with advantages and limitations, associated with various instructional
strategies (e.g. cooperative learning, direct instruction, discovery learning, whole group discussion, independent study,
interdisciplinary instruction).
 The teacher knows how to enhance learning through the use of a wide variety of materials as well as human and technological
resources (e.g. computers, audio-visual technologies, videotapes and discs, local experts, primary documents and artifacts,
texts, reference books, literature, and other print resources).
Dispositions
 The teacher values the development of students' critical thinking, independent problem solving, and performance capabilities.
 The teacher values flexibility and reciprocity in the teaching process as necessary for adapting instruction to student responses,
ideas, and needs.
Performances
 The teacher carefully evaluates how to achieve learning goals, choosing alternative teaching strategies and materials to achieve
different instructional purposes and to meet student needs (e.g. developmental stages, prior knowledge, learning styles,
learning differences, and interests).
 The teacher uses multiple teaching and learning strategies to engage students in active learning opportunities that promote the
development of critical thinking, problem solving, and performance capabilities and that help students assume responsibility
for identifying and using learning resources.
 The teacher varies his or her role in the instructional process (e.g. instructor, facilitator, coach, audience) in relation to the
content and purposes of instruction and the needs of students.
 The teacher develops a variety of clear, accurate presentations and representations of concepts, using alternative explanations
to assist students' understanding and presenting diverse perspectives to encourage critical thinking.
Planning Differentiated Instruction Syllabus
Griffin
9
Standard #7:
The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
Knowledge
 The teacher knows how to take contextual considerations (instructional materials, individual student interests, needs, and
aptitudes, and community resources) into account in planning instruction that creates an effective bridge between curriculum
goals and students' experiences.
 The teacher knows when and how to adjust plans based on student responses and other contingencies.
Dispositions
 The teacher values both long-term and short-term planning.
 The teacher believes that plans must always be open to adjustment and revision based on student needs and changing
circumstances.
 The teacher values planning as a collegial activity.
Performances
 As an individual and a member of a team, the teacher selects and creates learning experiences that are appropriate for
curriculum goals, relevant to learners, and based upon principles of effective instruction (e.g. that activate students' prior
knowledge, anticipate preconceptions, encourage exploration and problem-solving, and build new skills on those previously
acquired).
 The teacher plans for learning opportunities that recognize and address variation in learning styles, learning differences, and
performance modes.
 The teacher creates lessons and activities that operate at multiple levels to meet the developmental and individual needs of
diverse learners and help each progress.
Planning Differentiated Instruction Syllabus
Griffin
10