Course Description: This course is a 3 credit introductory course in Differentiation. It is designed to deepen your knowledge in theory and apply it to your practice in the classroom. It provides knowledge and support in designing lessons and management systems within your classroom. It incorporates strategies that will help meet the needs of ALL students with the most challenging students in mind. This course provides a variety of grouping techniques adapted to meet different learning styles through the use of brain-based and knowledge-building activities, supported by positive feedback and encouragement to deepen student engagement. The strategies are easy to use, highly adaptable, and work across all grade levels and content areas. The course provides national, state, and expert current research based DI strategies that are proven to work in the classroom. It also allows teacher to work collaboratively with their colleagues to share best practices from the classroom perspective. Objectives of the Course: § Understand the Differentiated Instruction theory § Know the DI strategies and use them in Practice to meet the needs of diverse learners § Reflect and share experiences using the DI strategies and how to use in practice in the classroom § Share developed tiered assignments Outline of Content: Week 1: Learning about Differentiation Introduction and overview of Differentiation (DI) Surviving a Differentiated classroom: tips for managing a DI Classroom DI strategies: Assignment: Due week 2: Try one or 2 strategies learned in week one. Write Strategy assignment on one of the strategy tried. Answer the questions in your DI Journal on Managing the DI classroom. Week 2: Assessment for grouping and Tiered Assignment/ Centers Assessing for learning style, interest, and, Readiness Flexible groups based on assessments Define and Plan a tiered assignment/centers Assignment: Due week 3 Create and write one tiered lesson and write a strategy assignment on the Tiered lesson. Answer the questions in your DI Journal in one of the areas assessment, learning profile, student interest, or student readiness. Week 3: Low prep high impact strategies and Advanced DI strategies Cubing/think dots Tick Tac Toe Hardest first RAFTS Assignment: In class: Class presentations: Share one effective DI strategy. Answer the questions in your DI Journal in the sections preparations and putting it all together. Topics may change based on the needs and makeup of the class. The following texts are required: Kingore, Bertie. (2007). Reaching All Learners: Making Differentiation Work. Austin, Texas; ISBN: 0-9787042-3-1 Book will be available for purchase through instructor on 1st day of class (approx $35.00). The Differentiated Instruction Journal for Reflection, Discussion and Planning (Part of the DI coaching System--for Teachers) by Betty Hollas; ISBN: 978-1-934026-94-6; Book will be available for purchase through instructor on 1st day of class (approx $6.00). Suggested books:Making the Most of Small Groups, Debbie Diller How to Differentiate Instruction in Instruction in Mixed-Ability Classrooms, Carol Ann Tomlinson Differentiation: From Planning to Practice, Grades 6-12, Rick Wormelli Differentiation Through Learning Styles and Memory, Marilee B. Sprenger Grading criteria should also align with standard(s) addressed. See Overall Course Grading Point Sheet attached.
1. Class Participation/Attendance 20 points
2. Reflective-Journal (10 pts. each) 30 points
3. Reflection Assignment (10 pts. each) 30 points
4. Classroom Presentation 20 points
Course Grade:
90 - 100 points = A
80 - 89 points = B
70 - 79 points = C
69 and below = Incomplete Overall Course Grading Point Sheet **
Category
Exemplary
Proficient
Minimal
Incomplete
Points
Reflective Journal
Completes all 3 journal Entries on time with thoughtful insight and how it applies to student learning. (30 pts.)
Completes all 3 journal Entries on time. Some connection to student learning and use in the classroom. (25 pts.)
Completes all 2 journal Entries on time with thoughtful insight and how it applies to student learning. (20 pts.)
Completes all 1 journal Entries on time with little connection to student learning and use in the classroom. (8pts.)
Strategy Assignment
New learning is clear. Reflection addresses all discussion points. Supporting evidence is clearly articulated. (10 pts.)
New learning is clear. Reflection addresses some of the discussion points. Supporting evidence is clearly articulated. (8 pts.)
New learning is clear. Reflection addresses some of the discussion points. Supporting evidence is missing. (6 pts.)
New learning is clear. Reflection & evidence is not present. (2 pts.)
Strategy Assignment
New learning is clear. Reflection addresses all points. Supporting evidence is clearly articulated. (10 pts.)
New learning is clear. Reflection addresses some of the discussion points. Supporting evidence is clearly articulated. (8 pts.)
New learning is clear. Reflection addresses some of the discussion points. Supporting evidence is missing. (6 pts.)
New learning is clear. Reflection & evidence is not present. (2 pts.)
Strategy Assignment
New learning is clear. Reflection addresses all discussion points. Supporting evidence is clearly articulated. (10 pts.)
New learning is clear. Reflection addresses some of the discussion points. Supporting evidence is clearly articulated. (8 pts.)
New learning is clear. Reflection addresses some of the discussion points. Supporting evidence is missing. (6 pts.)
New learning is clear. Reflection & evidence is not present. (2 pts.)
Class Presentation Description Added Value
Clearly Presents and identifies how strategy will be used. Presentation demonstrates added advantage to using tools to accomplish task/student learning. (20 pts.)
Clearly Presents and identifies how strategy will be used. Presentation demonstrates using appropriate tools to accomplish task/student learning. (15 pts.)
Clearly Presents and identifies how strategy will be used. Presentation doesn’t demonstrate best feature(s) to accomplish task. (10pts.)
Does not clearly identify how strategy will be used. Sample is missing. (5 pts.)
Attendance & Participation
Student was in attendance for entire class & participated in classroom activities and discussions. (20 pts.)
Student was in attendance for 13-14.99 hours of class & participated in classroom activities and discussions. (10 pts.)
Student was in attendance for 11-12.99 hours of class & participated in classroom activities and discussions. (5 pts.)
Student was in attendance for 10 hours or less and participated in classroom activities and discussions. (0 pts.)
Total points: 100 possible points
Class Discussion/Participation Self-Evaluation Rubric Participant:_ Session #:_ Date:_ Submit one form following each day to assess “active participation in all class sessions”.
Proficiency Levels
Description
Your Score
Advanced Proficient (3.5 points)
• Very attentive to classroom activities. •Highly engaged in the learning process. •Numerous efforts to answer questions posed by the instructor and others. •Consistent high participation in group discussion activities. • Demonstrates excellent quality in discussion activities.
Proficient (3 points)
• Attentive to classroom activities. • Engaged in the learning process. • Makes several efforts to answer questions posed by the instructor and others. • Strong participation in group discussion activities. • Demonstrates very good quality in discussion activities.
Basic (2 points)
• Somewhat attentive to classroom activities. • Minimally engaged in the learning process. • Makes a few efforts to answer questions posed by the instructor and others. • Minimal participation in group discussion activities. • Demonstrates adequate quality in discussion activities.
Minimal (1 points)
• Little attention to classroom activities. • Reluctant engagement in the learning process. • Efforts to answer questions posed by the instructor and others are rare. • Reluctant participation in group discussion activities. • Demonstrates poor quality in discussion activities.
Uninvolved (0 points)
• Indicates no interest in being involved in classroom activities. •Demonstrates no engagement in the learning process. • Makes no effort to answer questions posed by the instructor and others. •Demonstrates no quality in discussion activities. • Consistent absenteeism.
For each question, provide clear responses and prepare to present this content in class for discussion. Feedback and grades will be assigned using the Strategy/ Discussions Rubric. 1. Strategy Used (name and brief description): 2. Describe the context in which this strategy was used. Describe how this strategy was used. Include all of: Grade Subject Length of Time this Strategy Took Learning Targets or standards working on Number of students/classes involved Type if Instruction used: whole groups, small group, partners, type of grouping: Explain the rational for the grouping To what degree was it a situation where this strategy had a reasonable chance to succeed? Any other relevant information regarding the context 3. Describe the degree to which this strategy involved students in their learning. 4. What feedback did you give students as a result of using this strategy? To what degree was the feedback descriptive and helpful in moving the student(s) forward to the next level of learning? How did you provide this feedback? 5. How did you share/discuss this trial with other educators? What was their response? 6. What did you learn from using this strategy? What you would do differently next time? What advice do you have for others who may use this strategy? 7. Overall effectiveness of this strategy with regard to students’ engagement and building students’ confidence in their learning. If you are using this strategy for a second or third time, explain here how it was different from the previous trials:
Strategy/Discussion Rubric Name: _ Date_
Prof. Level
Reflection
Score
Advanced Proficient 4 10 points
All questions are answered completely and thoughtfully.
Writing is professional and graduate level.
Clearly and thoroughly addresses how descriptive feedback was provided for students.
Proficient 3 8 points
All questions are answered and adequate reflection is apparent.
Writing is clear and professionally done.
Provides explanation of how some descriptive feedback was provided for students.
Basic 2 6 points
Some key questions are left unanswered or have weak reasoning or weak description.
Writing is vague and lacking substance.
Refers to feedback process, but feedback to students is weak or vague.
Minimal 1 2 points
Either reflection or class presentation is missing or done with very low quality.
Several key questions are left unanswered or have weak reasoning or weak description.
Writing is off-topic, too brief to fully carry meaning, or very difficult to connect to the purpose of the reflection.
Does not provide description of how feedback was provided for students.
Comments: Class Presentation Rubric Name: _ Date_
Prof. Level
Presentation
Score
Advanced Proficient 4 20-18 points
Presenter provides a very clear and brief summary of the written reflection.
Presenter provides engaging questions or comments for the audience that lead to a rich discussion.
Proficient 3 17-15 points
Presenter provides a clear summary of the written reflection.
Presenter provides some questions or comments for the audience that lead to a discussion of some benefit to the group.
Basic 2 14- 12 points
Presenter provides a description of the reflection that is either too vague and brief or too detailed to qualify as a summary.
Presenter’s efforts to engage the audience are weak or vague.
Minimal 1 11 points and below
Either reflection or class presentation is missing or done with very low quality.
Presenter talks about the written reflection, but misses key points.
Presenter makes little or not attempt to engage the audience or prompt discussion.
Comments: Graduate Studies in Education courses address one or more of the Interstate New Teacher Assessment and Support Consortium (INTASC) standards or your professional state standards. These standards, as applied to teachers taking graduate level courses, are intended to provide the extension, expansion, and deepening of the knowledge and experiential bases developed in initial teacher preparation programs. The ten INTASC standards are: 1. The teacher understands the central concepts, tools for inquiry, and structures of the disciplines he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils 2. The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development. 3. The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities. 4. The teacher understands and uses a variety of instructional strategies, including the use of technology to encourage children’s development of critical thinking, problem solving, and performance skills. 5. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. 6. The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom. 7. The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals. 8. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil. 9. The teacher is a reflective practitioner who continually evaluates the effect of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally. 10. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well being and who acts with integrity, fairness and in an ethical manner. Viterbo standard: 11. The teacher demonstrates personal qualities and values which reflect the Franciscan values identified in the Viterbo University teacher education conceptual framework. Americans with Disabilities Act: If you are a student with a disability and require auxiliary aids, services or other accommodation for this class, please see the instructor to discuss your accommodation needs.
Differentiation: Theory into Practice
Franklin Course
EDUC 884-047
3 Credits
Date/Time:
Friday, January 28, 2011 (4:30 - 8:30 pm) & Saturday, January 29, 2011 (8:00 am - 4:30 pm)
Friday, February 18, 2011 (4:30 - 8:30 pm) & Saturday, February 19, 2011 (8:00 am - 4:30 pm)
Friday, March 11, 2011 (4:30 - 8:30 pm) & Saturday, March 12, 2011 (8:00 am - 4:30 pm)
Location:
Fridays: Pleasant View Elementary
Saturdays: Franklin High School - LMC
Cost/ Credits:
Franklin sponsored credit course $100 tuition fee & $20 materials fee ($120 total)
Viterbo Credit $90 per credit ($270 total) PLUS Franklin sponsored credit course $100 tuition fee & $20 materials fee ($120 total)
Course Wiki: FPSDI@wikispaces.com
Instructors:
Aida Cruz-Farin
Aida.farin@franklin.k12.wi.us
414-525-5008
Christy Ruffing
Christy.ruffing@franklin.k12.wi.us
414-817-5933
Heather Gawlitta
Heather.Gawlitta@Franklin.k12.wi.us
414-304-3455
Course Description:
This course is a 3 credit introductory course in Differentiation. It is designed to deepen your knowledge in theory and apply it to your practice in the classroom. It provides knowledge and support in designing lessons and management systems within your classroom. It incorporates strategies that will help meet the needs of ALL students with the most challenging students in mind. This course provides a variety of grouping techniques adapted to meet different learning styles through the use of brain-based and knowledge-building activities, supported by positive feedback and encouragement to deepen student engagement. The strategies are easy to use, highly adaptable, and work across all grade levels and content areas. The course provides national, state, and expert current research based DI strategies that are proven to work in the classroom. It also allows teacher to work collaboratively with their colleagues to share best practices from the classroom perspective.
Objectives of the Course:
§ Understand the Differentiated Instruction theory
§ Know the DI strategies and use them in Practice to meet the needs of diverse learners
§ Reflect and share experiences using the DI strategies and how to use in practice in the classroom
§ Share developed tiered assignments
Outline of Content:
Week 1: Learning about Differentiation
Introduction and overview of Differentiation (DI)
Surviving a Differentiated classroom: tips for managing a DI Classroom
DI strategies:
Assignment: Due week 2: Try one or 2 strategies learned in week one. Write
Strategy assignment on one of the strategy tried. Answer the questions in your DI Journal on
Managing the DI classroom.
Week 2: Assessment for grouping and Tiered Assignment/ Centers
Assessing for learning style, interest, and, Readiness
Flexible groups based on assessments
Define and Plan a tiered assignment/centers
Assignment: Due week 3 Create and write one tiered lesson and write a strategy assignment on
the Tiered lesson. Answer the questions in your DI Journal in one of the areas assessment,
learning profile, student interest, or student readiness.
Week 3: Low prep high impact strategies and Advanced DI strategies
Cubing/think dots
Tick Tac Toe
Hardest first
RAFTS
Assignment: In class: Class presentations: Share one effective DI strategy. Answer the questions
in your DI Journal in the sections preparations and putting it all together.
Topics may change based on the needs and makeup of the class.
The following texts are required: Kingore, Bertie. (2007). Reaching All Learners: Making Differentiation Work. Austin, Texas; ISBN: 0-9787042-3-1 Book will be available for purchase through instructor on 1st day of class (approx $35.00).
The Differentiated Instruction Journal for Reflection, Discussion and Planning (Part of the DI coaching System--for Teachers) by Betty Hollas; ISBN: 978-1-934026-94-6; Book will be available for purchase through instructor on 1st day of class (approx $6.00).
Suggested books: Making the Most of Small Groups, Debbie Diller
How to Differentiate Instruction in Instruction in Mixed-Ability Classrooms, Carol Ann Tomlinson
Differentiation: From Planning to Practice, Grades 6-12, Rick Wormelli
Differentiation Through Learning Styles and Memory, Marilee B. Sprenger
Grading criteria should also align with standard(s) addressed. See Overall Course Grading Point Sheet attached.
1. Class Participation/Attendance 20 points
2. Reflective-Journal (10 pts. each) 30 points
3. Reflection Assignment (10 pts. each) 30 points
4. Classroom Presentation 20 points
Course Grade:
90 - 100 points = A
80 - 89 points = B
70 - 79 points = C
69 and below = Incomplete
Overall Course Grading Point Sheet **
(30 pts.)
(25 pts.)
thoughtful insight and how it applies to student learning.
(20 pts.)
(8pts.)
Assignment
(10 pts.)
(8 pts.)
(6 pts.)
(2 pts.)
Assignment
(10 pts.)
(8 pts.)
(6 pts.)
(2 pts.)
Assignment
(10 pts.)
(8 pts.)
(6 pts.)
(2 pts.)
Description
Added Value
Presentation demonstrates added advantage to using tools to accomplish task/student learning.
(20 pts.)
Presentation demonstrates using appropriate tools to accomplish task/student learning.
(15 pts.)
Presentation doesn’t demonstrate best feature(s) to accomplish task.
(10pts.)
(5 pts.)
(20 pts.)
(10 pts.)
(5 pts.)
(0 pts.)
100 possible points
Class Discussion/Participation
Self-Evaluation Rubric
Participant:_ Session #:_ Date:_
Submit one form following each day to assess “active participation in all class sessions”.
Advanced Proficient
(3.5 points)
• Highly engaged in the learning process.
• Numerous efforts to answer questions posed by the instructor
and others.
• Consistent high participation in group discussion activities.
• Demonstrates excellent quality in discussion activities.
Proficient
(3 points)
• Engaged in the learning process.
• Makes several efforts to answer questions posed by the
instructor and others.
• Strong participation in group discussion activities.
• Demonstrates very good quality in discussion activities.
Basic
(2 points)
• Minimally engaged in the learning process.
• Makes a few efforts to answer questions posed by the
instructor and others.
• Minimal participation in group discussion activities.
• Demonstrates adequate quality in discussion activities.
Minimal
(1 points)
• Reluctant engagement in the learning process.
• Efforts to answer questions posed by the instructor and others
are rare.
• Reluctant participation in group discussion activities.
• Demonstrates poor quality in discussion activities.
Uninvolved
(0 points)
• Demonstrates no engagement in the learning process.
• Makes no effort to answer questions posed by the instructor
and others.
• Demonstrates no quality in discussion activities.
• Consistent absenteeism.
Comments/Evidence:
Strategy Assignment/Discussion Guide
For each question, provide clear responses and prepare to present this content in class for discussion. Feedback and grades will be assigned using the Strategy/ Discussions Rubric.
1. Strategy Used (name and brief description):
2. Describe the context in which this strategy was used. Describe how this strategy was used. Include all of:
Grade
Subject
Length of Time this Strategy Took
Learning Targets or standards working on
Number of students/classes involved
Type if Instruction used: whole groups, small group, partners, type of grouping: Explain the rational for the grouping
To what degree was it a situation where this strategy had a reasonable chance to succeed?
Any other relevant information regarding the context
3. Describe the degree to which this strategy involved students in their learning.
4. What feedback did you give students as a result of using this strategy? To what degree was the feedback descriptive and helpful in moving the student(s) forward to the next level of learning? How did you provide this feedback?
5. How did you share/discuss this trial with other educators? What was their response?
6. What did you learn from using this strategy? What you would do differently next time? What advice do you have for others who may use this strategy?
7. Overall effectiveness of this strategy with regard to students’ engagement and building students’ confidence in their learning. If you are using this strategy for a second or third time, explain here how it was different from the previous trials:
Strategy/Discussion Rubric
Name: _ Date_
Advanced Proficient
4
10 points
Proficient
3
8 points
Basic
2
6 points
Minimal
1
2 points
Class Presentation Rubric
Name: _ Date_
Advanced Proficient
4
20-18 points
Proficient
3
17-15 points
Basic
2
14- 12 points
Minimal
1
11 points and below
Comments:
Graduate Studies in Education courses address one or more of the Interstate New Teacher Assessment and Support Consortium (INTASC) standards or your professional state standards. These standards, as applied to teachers taking graduate level courses, are intended to provide the extension, expansion, and deepening of the knowledge and experiential bases developed in initial teacher preparation programs. The ten INTASC standards are:
1. The teacher understands the central concepts, tools for inquiry, and structures of the disciplines he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils
2. The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development.
3. The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.
4. The teacher understands and uses a variety of instructional strategies, including the use of technology to encourage children’s development of critical thinking, problem solving, and performance skills.
5. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
6. The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom.
7. The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.
8. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.
9. The teacher is a reflective practitioner who continually evaluates the effect of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally.
10. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well being and who acts with integrity, fairness and in an ethical manner.
Viterbo standard:
11. The teacher demonstrates personal qualities and values which reflect the Franciscan values identified in the Viterbo University teacher education conceptual framework.
Americans with Disabilities Act:
If you are a student with a disability and require auxiliary aids, services or other accommodation
for this class, please see the instructor to discuss your accommodation needs.