Syllabus
Master of Science in Education
EDU 610: Differentiation Theory and Strategies – Spring B 2016
Credits - 3
Description
This course explores the theories of differentiated instruction and the associated models such as Performance Based Education (PBE) and Mass Customized learning (MCL) and provides students with the opportunity to apply that learning through the development of a related final project. Within the course, teachers will examine a wide variety of strategies, models and techniques that can be used to incorporate differentiated strategies into the classroom. Teachers share ideas and projects, while reflecting with their colleagues in their school and their peers in the course. Requirements include reading and discussing a variety of differentiation strategies, continuous reflection with colleagues regarding ideas for applications in lessons and the creation of a final project that establishes the teacher’s commitment to differentiation in their classrooms and/or schools.
Materials
Learning Objectives and Outcomes
Achievement of competencies and learning objectives will be assessed through relevant learning activities including discussion board posts, assignments, group projects, exams and the completion of a final project.
These objectives are aligned with the ISLLC Standards for School Leaders and Maine’s Ten Standards for Initial Certification.
- The student will complete a review of important educational theories and demonstrate an understanding of how students learn.
- The student will develop an understanding of the characteristics/elements of a differentiated classroom. (Modules 1 and 2 combine to address ISLLC Standards 1D, 5A-E; 6A,C and MSIC Standards 1,2,4,5,8-10)
- The student will develop an understanding of the role technology can play in helping to differentiate instruction in the classroom. (ISLLC Standards 1B-E;2A-E,G-I;3A,C,E;5A-,D) and MSIC Standards 1,2,4-10,11)
- The student will recognize appropriate techniques for assessing students in a differentiated classroom. (ISLLC Standards 1B,C,D,E;2A-E,G-I;3A,C,E;5A-D) and MSIC Standards 1,2,4-10)
- Through the completion of the successful and accepted design of a final project, the student will demonstrate the ability to put differentiation theory to practice. (ISLLC Standards 2A-I;3A,B,D,E;5A-D) and MSIC Standards 1-10)
- The student, through readings and reflection, will examine the importance of various teaching strategies and models for differentiated instruction. (ISLLC Standards 1D, 2A,C-E,G,I;3A-C,E) and MSIC Standards 1,3,4,6-10)
- The student will develop an understanding of the interrelationship between differentiated assessments and grading. (ISLLC Standards 1B-E;2A,C-E,G;3A-D;4B-d;5A-E;6A,C and MSIC Standards 3-10)
- The student will demonstrate, through completion of a final project, a comprehensive understanding of the theory and practice of successful differentiated instruction. (ISLLC Standards 2A-I;3A,B,D,E;5A-D) and MSIC Standards 1-10
Assignments
Week 1 – After providing discussion posts focusing on introductions and expectations for the semester, the student will review Gardner’s Theory of Multiple Intelligences and complete a brief assignment on that topic. In addition, a Webliography (online article review) will be submitted.
Week 2 – In this full class discussion, students will review and discuss the assigned readings in Tomlinson. This will be followed up by a reflection on the kind of support the student will need in order to make a successful transition to establishing a DI-based classroom.
Week 3 – The focus for the week will be on the use of technology and the many ways that it can be a true ally to the innovative DI teacher. Several websites will be reviewed and discussed in smaller cluster discussion groups. A two-part exam submission will connect specific material gleaned from these reviews to the assigned readings for the week.
Week 4 – In this week’s readings, Chapman and King focus on the need for “Creating a Climate for Assessment” and also stress the importance of “Knowing the Learner”. Following a cluster group discussion on these topics, the student will also review and reflect on an assigned Webinar on Promising Practices. Finally, an ungraded opportunity will be provided for the student to reflect on the course to date.
Week 5 – The assignment for this week will be to submit a well-developed proposal for the final project. This proposal will need to be approved by the instructor prior to moving forward with it. The discussion in Week 5 will be an ungraded opportunity for students to exchange ideas and suggestions for their proposals.
Week 6 – Following a cluster discussion on the assigned chapter on assessment in the Chapman and King text, the student will select and discuss one specific model introduced in the readings.
Week 7 – By Tuesday at midnight, the student will be required to submit a short progress report about how they are progressing with the final project.
Week 8 – Final Project – The final project may be posted to the Week 8 discussion page at any time after the Project Progress Report is submitted. Students are also encouraged to review and comment on the projects submitted by their peers. The EDU 610 course evaluation survey should also be completed..
Grading Policy
Your grade in this course will be determined by the following criteria:
Grade Breakdown
| Assignment | Points |
|---|---|
| Introduction Discussion Board | 2 |
| Thoughts and Expectations Discussion Board | 2 |
| Summary of Gardner's Reflection | 4 |
| Webliography Assignment | 2 |
| Observations on Tomlinson Chapter Readings Discussion Board | 6 |
| Introducing Differentiated Instruction | 2 |
| Small Group Discussion: Technology | 6 |
| Technology & DI Essay | 15 |
| Small Group Discussion: Chapman and King | 6 |
| Promising Practices Webinar Assignment | 10 |
| Project Proposal Submission | 6 |
| Small Group Discussion: Importance of Appropriate Assessment | 6 |
| Chapman and King Assignmnet | 4 |
| Project Progress Report | 4 |
| Final Project | 25 |
| TOTAL | 100 POINTS |
Grade Scale
| Grade | Points Grade | Point Average (GPA) |
| A | 94 – 100% | 4.00 |
| A- | 90 – 93% | 3.75 |
| B+ | 87 – 89% | 3.50 |
| B | 84 – 86% | 3.00 |
| B- | 80 – 83% | 2.75 |
| C+ | 77 – 79% | 2.50 |
| C | 74 – 76% | 2.00 |
| C- | 70 – 73% | 1.75 |
| D | 64 – 69% | 1.00 |
| F | 00 – 63% | 0.00 |
Schedule
|
Week |
Topic |
Activities & Assignments |
Dates |
|
1 |
A review of Howard Gardner’s Multiple Intelligences and the impact his work has had on Differentiation |
Assignments: Introduction Discussion Thoughts and Expectations Discussion Howard Gardner Assignment Webliography Assignment Online Readings: Washington Post October, “Multiple Intelligences’ are not ‘Learning Styles,’ Education Week, “Making a Difference” New York State Education Department. “Howard Gardner’s Nine Intelligences” “Differentiating Instruction” “Differentiating Instruction: Meeting Students Where They Are” “Differentiating Education in the Classroom” ASCD Webinar Edutopia site The Howard Gardner Part 1 |
Due: Mar. 6 at 11:55 pm. EST |
|
2 |
Recipes for Success: Traits of a Differentiated Classroom and Establishing Effective Learning Communities! |
Assignments: Discussion on Tomlinson Readings Introducing Differentiated Instruction Assignment Online Readings: Carol Tomlinson Website “Inventive Differentiation” by Julie Rossbach Benjamin Bloom – Then and Now Readings from the text: How To Differentiate Instruction in Mixed-Ability Classrooms – pages 1-31. Chapter 1 – What Differentiated Instruction Is – and Isn’t (pages 1 – 7) Chapter 2 – The Rationale For Differentiated Instruction in Mixed-Ability Classrooms (pages 8 – 15) Chapter 3 – The Role of the Teacher in a Differentiated Classroom (pages 16 – 20) Chapter 4 – The Learning Environment in a Differentiated Classroom (pages 21- 26) Chapter 5 – A Look Inside Some Differentiated Classrooms (pages 27 -31) |
Due: Mar. 13 at 11:55 pm. EST |
|
3 |
Meeting the Diverse Needs of Learners Through Technology |
Assignments: Discussion – Technology- A Tool for Differentiating Instruction Two-Part Assignment – Website Reviews and Connections to Tomlinson Readings: Chapter 6 in How To Differentiate Instruction in Mixed-Ability Classrooms Review of Kathy Schrock’s website, the American Association of School Librarians “2015 Best Websites for Teaching & Learning” and Teachertube Two videos on technology |
Due: Mar. 20 at 11:55 pm. EST |
|
4 |
Differentiating instruction in the classroom can best meet the needs of your students, but how do you know if it is working effectively? |
Assignments: Chapman and King Discussion Proficiency Based Education/Mass Customized Learning Webinar review assignment Webliography submission Course Reflection Readings: Differentiated Assessment Strategies: One Tool Doesn’t Fit All: Chapter 1: One Tool Doesn’t Fit All: Introduction – pages 1-13 Chapter 2: Bringing Research and Best Practices to Differentiated Formative Assessment – pages 15-24 Chapter 3: Creating a Climate for Formative Assessment – pages 15 -38 Chapter 4: Knowing the Learner – pages 39 – 57 On-line Reading: Enhancing Student Learning by Rick Stiggins and Jan Chappuis |
Due: Mar. 27 at 11:55 pm. EST |
|
5 |
Project Development & Planning Effective Lessons Using Differentiation |
Assignment: Submission of final project proposal Readings: Differentiated Assessment Strategies: One Tool Doesn’t Fit All Chapter 5: Exploring Self-Assessment – pages 59-67 Chapter 6: Formative Assessment Before the Learning – pages 69 – 82 Chapter 7: Formative Assessment During the Learning – pages 83 – 92 Chapter 8: Formative Assessment After the Learning – pages 93 – 122 How To Differentiate Instruction in Mixed-Ability Classrooms The How-To’s of Planning Lessons Differentiated By Readiness – pages 45-51 The How-To’s of Planning Lessons Differentiated By Interest – pages 52-59 The How-To’s of Planning Lessons Differentiated By Learning Profile – pages 60- 71 Online Article From the National Association For Gifted Children |
Due: Apr. 3 at 11:55 pm. EST |
|
6 |
Developing an understanding of various strategies/models used for differentiated instruction. |
Assignments: Chapman and King- Review of one strategy/model Discussion – The Importance of Appropriate Assessment Techniques Readings Differentiated Assessment Strategies: One Tool Doesn’t Fit All Chapter 10 – Assessment for Differentiated Instruction and Flexible Grouping – pages 131 – 153 Chapter 11 – Differentiated Instructional Planning Models – pages 155 – 172 Chapter 12 – Planning for Differentiated Assessment – pages 173 -192 How To Differentiate Instruction in Mixed-Ability Classrooms Chapter 11 – Differentiating Content – pages 72-78 Chapter 12 – Differentiating Process – pages 79-84 Chapter 13 – Differentiating Products – pages 85-92 Appendices: pp. 98-106 Online Assignments: Edutopia and Teaching Monster sites |
Due: Apr. 10 at 11:55 pm. EST |
|
7 |
Assessing Student Performance |
Assignment: Final Project Progress Report Readings: Differentiated Assessment Strategies Chapter 9 – Differentiating Summative Assessments- pages 123 -129 How To Differentiate Instruction in Mixed-Ability Classrooms Chapter 14 – Grading In A Differentiated Classroom – pages 93-96 “A Final Thought” – Page 97 |
Due: Apr. 17 at 11:55 pm. EST |
|
8 |
A Final Reflection |
Assignment: Submission of Final Project Optional comments on the projects of your peers |
The final project may be submitted any time after Progress submission is completed but no later than FRIDAY, Apr. 22 at 11:55 pm. EST |
Student Resources
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Policies
Turnitin Originality Check and Plagiarism Detection Tool
The College of Professional Studies uses Turnitin to help deter plagiarism and to foster the proper attribution of sources. Turnitin provides comparative reports for submitted assignments that reflect similarities in other written works. This can include, but is not limited to, previously submitted assignments, internet articles, research journals, and academic databases.
Make sure to cite your sources appropriately as well as use your own words in synthesizing information from published literature. Webinars and workshops, included early in your coursework, will help guide best practices in APA citation and academic writing.
You can learn more about Turnitin in the Turnitin Student quick start guide.
Technology Requirements
Please review the technical requirements for UNE Online Graduate Programs: Technical Requirements
Course Evaluation Policy
Course surveys are one of the most important tools the University of New England uses for evaluating the quality of your education, and for providing meaningful feedback to instructors on their teaching. In order to assure that the feedback is both comprehensive and precise, we need to receive it from each student for each course. Evaluation access is distributed via UNE email at the beginning of the last week of the course.
Information Technology Services (ITS)
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Attendance Policy
Online students are required to submit a graded assignment/discussion prior to Sunday evening at 11:59 pm ET of the first week of the term. If a student does not submit a posting to the graded assignment/discussion prior to Sunday evening at 11:59 pm ET, the student will be automatically dropped from the course for non-participation. Review the full attendance policy.
Late Policy
Assignments: Late assignments will be accepted up to 3 days late; however, there is a 10% grade reduction (from the total points) for the late submission. After three days the assignment will not be accepted.
Discussion posts: If the initial post is submitted late, but still within the discussion board week, there will be a 10% grade reduction from the total discussion grade (e.g., a 3 point discussion will be reduced by 0.3 points). Any posts submitted after the end of the Discussion Board week will not be graded.
Please make every effort ahead of time to contact your instructor and your student support specialist if you are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.
Student Handbook Online - Policies and Procedures
The policies contained within this document apply to all students in the College of Graduate and Professional Studies. It is each student's responsibility to know the contents of this handbook.
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Academic dishonesty includes, but is not limited to the following:
- Cheating, copying, or the offering or receiving of unauthorized assistance or information.
- Fabrication or falsification of data, results, or sources for papers or reports.
- Action which destroys or alters the work of another student.
- Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
- Plagiarism, the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one's own.
Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations. Appeal of a decision may be made to the Dean whose decision will be final. Student appeals will take place through the grievance process outlined in the student handbook.