Instructional Practices for Differentiated Instruction – EDUC 307

CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 07/28/2020

Course Description

This course provides professional development for preservice and inservice teachers in differentiated instruction.

Prerequisites

(EDUC 205 and Background Check Receipt with a score of 5) or (EDUC 220 and Background Check Receipt with a score of 5)

Rationale

Differences in intelligence, development, social preferences, and physical and spiritual maturity cause students to have disparate needs and learning styles. Therefore, effective instruction must provide learners with multiple options for processing information and understanding ideas. Through the concept of differentiated instruction, introduced in this course, teachers are equipped to address the learning diversity found in today’s classrooms.

Measurable Learning Outcomes

Upon successful completion of this course, the candidate will be able to:

  1. Analyze our Christian role in reaching all learners and the uniqueness that makes up the body of Christ. (PRE-B, C5)
  2. Articulate how student readiness, profile, and interests affect content, process, and product. (PRE-B2)
  3. Demonstrate an understanding of how assessment is utilized in differentiated instruction. (PRE-B3)
  4. Analyze and demonstrate how technology is utilized as a tool for teaching, learning, research, and communication. (PRE-A1, B2)
  5. Design lessons and units that successfully integrate differentiated instruction with the teaching/learning process. (PRE-A1, B2, B3)

Course Assignment

Textbook readings and lecture presentations/notes

Course Requirements Checklist

After reading the Syllabus and Student Expectations, the student will complete the related checklist found in Module/Week 1.

Discussion Board Forums (4)

There will be 4 Discussion Board Forums throughout the course. The purpose of Discussion Board Forums is to generate interaction in regard to relevant, course topics. The candidate is required to post 1 thread of at least 250 words by 11:59 p.m. (ET) on Thursday of the assigned module/week. The candidate will then post a reply of at least 150 words to 1 other candidates’ thread by 11:59 p.m. (ET) on Monday of the same module/week, except for Discussion Board Forum 4, in which reply is due by 11:59 p.m. (ET) on Friday of Module/Week 8. Each thread must include at least 1 citation in APA format. (MLO: A, B, C, D)

Differentiated Unit Plan Topic

The candidate will submit a 1-page document explaining the ideas for the Differentiated Unit Plan. The document must include a unit theme, character principle, proposed grade level, subject, and primary SOL for subject. This assignment is due by 11:59 p.m. (ET) on Monday of Module/Week 2. (MLO: A, E)

Assignment Progression Quiz

The candidate will read the Assignment Progression Chart and complete a quiz. This assignment is due by 11:59 p.m. (ET) on Monday of Module/Week 2. (MLO: E)


Learning Objective and Assessment Assignment

In preparation for creating a detailed lesson plan in the following week, the candidate will complete the excercises to write daily learning objectives that correlate with appropriate evaluation/assessments. The focus of the objectives and assessments will correlate with the Differentiated Unit Plan Topic assignment. This assignment is due by 11:59 p.m. (ET) on Monday of Module/Week 3. (MLO: D, E)

Lesson Plan Part 1: General Plan

The candidate will create a detailed lesson plan on a core subject area and grade level. The assignments in this course build on each other, so the information you use in this plan will stem from your Unit Plan Topic Assignment. This lesson plan will then fit within your Differentiated Unit Plan 1 and 2 assignments. This assignment is due by 11:59 p.m. (ET) on Monday of Module4/Week 4. (MLO: A, D, E)

Lesson Plan Part 2: Differentiated

The candidate will add a plan for differentiation to the general Lesson Plan created in the previous week. Incorporate specific differentiated instruction within the teaching of the concept as well as the practice of it. When creating your Class Description/Diversity, ensure that the class (grade level, type of school, number of students, disability categories, placement, and any other relevant data) is clearly described. It should also include a description of the characteristics of the varying abilities and disabilities. The description of the class should have a student who is ESL as well as a disability. This assignment is due by 11:59 p.m. (ET) on Monday of Module/Week 5. (MLO: C, E)

Textbook Quizzes

The candidate will complete 5 quizzes based on assigned textbook readings. Students may utilize the textbook or other resources when completing each quiz. These assignments are due by 11:59 p.m. (ET) on Monday of the same module/week, except for Textbook Quiz 5, which is due on Friday of Module/Week 8 by 11:59 p.m. (ET). (MLO: A, B C,E)

Differentiated Unit Plan Part 1: General Plan

The candidate will complete a differentiated unit plan including 5 daily lesson plans, for a core subject. Also, create a class description and make sure to include a student with ESL and a student with a disability. Candidates will also provide sample forms and assignments that correlate with the lessons. Utilize the scoring rubric as well as the Differentiated Sample Unit Plan Part1 provided to guide you. The assignment is due by 11:59 p.m. (ET) on Monday of Module/Week 6 and should be submitted in Blackboard. (MLO: B, D, E)


Differentiated Unit Plan Part 2: Accommodations

The candidate will create 10 accommodations for the Differentiated Unit Plan Part 2: Accommodations that will individualize the lessons for students with various disabilities. Utilize the Sample Differentiated Unit Plan Part 2 to help guide you, as well as the rubric which explains specific expectations and details that need to be included in the final plan. This assignment is due by 11:59 p.m. (ET) on Friday of Module/Week 7 and should be submitted in Blackboard. (MLO: C, E)