Syllabus

ED512 – Differentiated Instruction (Online)

Arcadia University Education Department Semester Heather Hopkins E-mail: hopkinsh@arcadia.edu of heatherhopkins2011.com Phone: (215) 805-9294

Policy regarding feedback: I will return emails within 48 hours and grade your assignments within a week.

Welcome! Welcome to your Arcadia University course, ED512 – Differentiated Instruction. The general focus of the course is to introduce classroom teachers to the effectiveness and ease of differentiated instruction in an inclusive classroom. Students will use technology to promote collaborative, interdisciplinary, and multi-level instruction; students will construct these activities by using the following: word processor and presentation software. All assignments will be introduced with the intent of modeling integration into curricular areas. This course will focus on pedagogy that goes above and beyond the age-old concept of “teaching down the middle”. Tiered instruction will be taught as a method for motivating, education and assessing a variety of learners in today’s inclusive classroom. IEP’s will be discussed for a variety of disabilities and utilized to help better tailor the classroom community for all learners. A variety of perspectives and tools for the differentiated environment will be analyzed and implemented in this hands-on course. The course will focus on theory as well as practice, and challenge you through real-world problem-based scenarios. Please try to make connections between what is taking place in your classroom to the content being discussed. If you are not currently teaching, I would like you to address issues as if you were actually teaching in a classroom.

Required Materials

Required Texts: Silver, H. F., Strong, R. W., & Perini, M. J. (2001) Tools for promoting active, in-depth learning. Ho-HoKus, NJ. Thoughtful Education Press. Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria , VA. Association for Supervision and Curriculum Development. Textbooks can be ordered online through the Arcadia Book Store or used on Amazon.com. All articles are found through the Landman Library by following the search engines to access articles online on Arcadia ’s website. Some document are supplied in attached PDF files and will require Adobe to download. Materials: Since this course is being delivered online, your computer system will need to meet specific hardware and software requirements. You will find a complete listing of hardware and software needs at http://student.arcadia.edu/online . For this course, you will need to have access to Microsoft Office. Additionally, we will be using other software packages, but I’ve tried to utilize free programs. The URL’s for those programs will be provided in the course at the appropriate location. 1. Headset with microphone, or a built-in laptop microphone 2. Skype (conferencing software) - http://www.skype.com Prerequisites Please list any course or knowledge prerequisites here. Minimum Technical Skills Expected 1. 2. 3. 4. 5. The ability to use a modern web browser, like Internet Explorer or Firefox, to navigate websites. The ability to use your Arcadia e-mail address to send and receive e-mails. The ability to learn My Arcadia features found in the Tutorials section of the course, as needed. The ability to use word processing software to read, author, edit and save documents. The ability to use a search engine, like Google, to find information on the web.

Technical Support If you experience any difficulties with accessing the course or email please contact the IT helpdesk 215.572.2898. If you encounter a problem with an assignment or content in the course please contact me. Resources available In compliance with the Arcadia University policy and equal access laws, appropriate academic accommodations can be made for students eligible for such support Students are encouraged to register with the Disability Services Office. Please contact either Kathryn Duffy (215-572-2122) or Linda Pizzi

(215-572-4068) to verify your eligibility for appropriate accommodations. You can also reach the Disability Support Service’s website at http://www.arcadia.edu/academic/default.aspx?id=15850. Please speak to me about any requests for academic accommodations or other concerns as early in the semester as possible. Writing Center The Arcadia University Writing Center operates on a collaborative, peer-to-peer tutoring model aimed at making better writers, not just better writing. Through open-ended talk, inquiry and writing, we help others better understand their own idiosyncratic writing processes. We believe when students understand themselves as writers, they can adapt responsibly to a wide variety of rhetorical situations across the disciplines. Students from ALL disciplines, and at ALL stages of the writing process (prewriting, drafting, revising) come to the Writing Center to meet with trained consultants. There are also consultants on staff who have received additional training in how to support ESOL writers. You can schedule an appointment by calling (215-572-4051), dropping by the Writing Center (Landman Library, Lower Level, emailing writingcenter@arcadia.edu or fill out our scheduling form, and a consultant will email you to confirm your appointment. Here is the link http://www.arcadia.edu/writingcenter-appt-form/

Evaluation (This covers QM standard 3.2) A AB+ B BC+ C CD F 94% to 100% 90 to 93% 88-89% 84-87% 80-83% 78-79% 74-77% 70-73% 60% to 69% Failure to complete required work

Required Assignment Online Discussion Board

Problem-Based Learning

Description Discussion Questions, Journal reflections, Introduction and syllabus confirmation Independent and small

Value 40%

60%

Activities

group projects

Class participation, scholarship and academic honesty will have an effect on the final evaluation. If you experience difficulty at any point in the class (i.e. hardware problems), please notify me immediately. There will be no extensions given for the due date of any project. I will use the time on Blackboard to determine the accuracy of posting on time. For example, if a post is due at 9:00 am, 9:01 is deemed late. Conventional rules of plagiarism apply to all assignments. Anyone caught plagiarizing will receive an “F” for an assignment and will have their final course grade reduced by one letter grade. More than one incidence of plagiarism will result in an “F” for the course. If you would like to work towards an A+, please contact me personally. Introduction Course Objectives After completing the course students will have successfully met the following objectives:
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Students will be able to research information under the topic of differentiated instruction using Arcadia's library data base. Students will be able to understand an IEP and will be able to implement modifications for various types of students with disabilities and gifted ability. Students will be able to construct various types of learning centers and instruction based on the principles of differentiated instruction. Student will create a learning contract for three levels of learning styles based on general education curriculum. Students will participate in a literature circle and will create a plan for including the method in their own practice. Students will analyze behaviors through a functional approach to behavior and will design behavioral improvement plans based on three case studies. Students will create a webquest aimed at serving the needs of three levels of learners in a classroom.

Other miscellaneous, but important things to keep in mind:
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When you are responding to a peer's posting respond directly to the thread. DO NOT post a separate post to the file. All grades will come back directly to you though e-mail or through the grade center. You will be assessed using the rubric for each assignment. You must post your entire assignment to one thread. This is most important when your assignment may include several files or files from different group members. Please e-mail if you have any question. I also provide you with my personal e-mail account and cell phone number. Do not hesitate to use these as well. During the weekends, I am rarely on Arcadia email. Please call, text or email my personal account. You must use Microsoft Word when posting all documents. I will not accept late work due to the inability to open your documents if they are not in Word format.

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I will not accept late work due to technological troubles - especially if you let me know in the "eleventh hour". If you are having problems posting an assignment, get in contact with me and we will work to remedy the issue. When in doubt – email me the assignment. I will not accept late work due to technological issues or inability to post unless there is an overall Blackboard outage. If for any reason you need to watch a video through this course, you will need to upload the most recent edition of Reel Player. You must check your Arcadia e-mail at least once a day - this is very important in order for you to receive message and information about the course. The Tomlinson text is to provide you with information and direction instruction on differentiation practices. The Thoughtful Classroom text is a resource for you to gain ideas and activities as to how you can differentiate your instruction immediately and with no program changes. Please use this particular text as a resource for when you are creating learning centers, modifying curriculum, etc.

I am always happy to look over work prior to submission. If you would like to have worked reviewed and checked over to determine if there is a need for an edit, please submit to me five days prior to the due date through email. Requirements for Discussion Board Sessions 1. When quoting the work of another scholar, it is important that you cite the work correctly. In unit 2, you will be introduced to a tool, Citeulike, which will help you format your citations. However, the following are examples of what is expected when referring to the work of another scholar. Example within the context of the posting: "Constructivism is an epistemology, a theory of knowledge used to explain how we know what we know" (Lorsbach, 1997). Example at the end of the posting: Lorsbach, A. (1997). Constructivism as a Referent for Science Teaching. Retrieved January 5, 2006, from http://www.exploratorium.edu/IFI/resources/research/constructivism.html 2. You are required to respond to a minimum of three other student postings for forums that require interaction with your peers. I will be looking at the way you analyze the postings and extend the conversation. Please use this opportunity to share your own experiences, but remember to support your assertions with current research findings. At this level we can all learn a great deal by sharing our experiences. "Studies report that peer learning promotes greater conceptual and procedural gains for students, accommodates a broad range of learning styles, results in greater enjoyment of the learning task, and encourages a stronger persistence in learning" (Johnson & Johnson, 1999).”

3.

Your postings will be evaluated based upon the substantive nature and how it efficiently addresses the question at hand. Simple responses such as "I agree" are of no value and will not be counted as an acceptable posting. Try to use what I call the "no scroll" rule. If you have to scroll a great deal to read the posting, it becomes an arduous task. Please try to be succinct and to the point. Strive to respond at the synthesis or evaluation levels.

This course is being presented in an online fashion for our time together; It is important that you log in on a regular basis (daily if possible) and work on a consistent basis to complete your requirements. You will need to be self-motivated and try to stay as organized as possible; developing a schedule would be a good idea. I also suggest you log on in the beginning of the week and copy all assignments to a Word document. This will allow you to construct a quality answer, spell check, grammar check, and copy and paste into the forum. Requirements for Discussion Board Sessions: 1. You are required to answer each question that is posted by the professor in the Discussion Board area. Please make sure that you support your comments with research from the field. Citations are to be provided in APA Format and at the end of each post as well as within the body of your answer. If you require assistance with APA Format you can go to the following website: http://owl.english.purdue.edu/owl/resource/560/01/ Example: Within the context of the posting: "Constructivism is an epistemology, a theory of knowledge used to explain how we know what we know" (Lorsbach, 1997). At the end of the posting: You must use APA Format - Lorsbach, A. (1997). Constructivism as a referent for science teaching. Retrieved January 5, 2006, from http://www.exploratorium.edu/IFI/resources/research/constructivism.htm You can use the following sources to better understand APA format: http://owl.english.purdue.edu/owl/resource/560/01/ http://www.apastyle.org/ ***I will refer to the aforementioned sources when I grade your APA format.***** 2. You may be required to respond student postings. I will be looking at the way you analyze the postings and extend the conversation. Please use this opportunity to share your own experiences, but remember to support your assertions with current research findings. At this level we can all learn a great deal by sharing our experiences.

"Studies report that peer learning promotes greater conceptual and procedural gains for students, accommodates a broad range of learning styles, results in greater enjoyment of the learning task, and encourages a stronger persistence in learning" (Johnson & Johnson, 1999). 3. Your postings will be evaluated based upon the substantive nature and how it efficiently addresses the question at hand. Simple responses such as "I agree" are of no value and will not be counted as an acceptable posting. Try to use what I call the "no scroll" rule. If you have to scroll a great deal to read the posting, it becomes an arduous task. Please try to be succinct and to the point. Strive to respond at the synthesis or evaluation levels. Discussion Etiquette In this course, I welcome the creation of a dialogue that is open, thoughtful, and founded on the basis of research in the field. At times, some of you will not agree on the positions that are taken in the forum. This diversity is welcomed. However, each student must exercise respect for the thoughts and comments that are posted by their peers. If any posted comments are inappropriate or of an offensive nature, they will be removed from the forum and I will address the issue with the author of the content. Please follow the following guidelines:
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Never post, transmit, promote, or distribute content that is known to be illegal. Never post harassing, threatening, or embarrassing comments. If you disagree with someone, respond to the subject, not the person. Never post content that is harmful, abusive, racially, ethnically, or religiously offensive, vulgar or otherwise potentially offensive.

Unit Schedule

Due Dates: Unit 1 – 1/29 by 9:00 am Unit 2 – 2/5 by 9:00 am Unit 3 – 2/12 by 9:00 am Unit 4 – 2/19 by 9:00 am Unit 5 – 2/26 by 9:00 am Unit 6 – 3/19 by 9:00 am (this is a two week unit; Spring Break is 3/9-3/17) Unit 7 – 3/26 by 9:00 am Unit 8 – 4/2 by 9:00 am

Unit 9 – 4/9 by 9:00 am Unit 10 – 4/16 by 9:00 am Unit 11 – 4/23 by 9:00 am Unit 12 – 5/6 (MONDAY) by 9:00 am Unit 1 - Introductory Topics
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Tsw introduce themselves in the discussion board link Tsw acknowledge that they have read and understand the syllabus Tsw review tutorials on how to use Blackboard Tsw search for information through search engines provided by Landman Library. Tsw write a summary on an article about differentiated instruction that has been obtained from Arcadia ’s online databases Tsw create four activities that meet the needs of four of the eight multiple intelligences. Use Bloom’s taxonomy in your explanation. ****TSW – “The Students Will”

Reading Assignments
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(Landman) Bordelon, D. E. & Banbury, M. M. (2005). Pursuing the parameters: Validating the multiple intelligences inventory for teachers. Assessment for Effective Intervention, 30, 33-51. (Landman) Hearn, D. & Stone, S. (1995). Multiple intelligences and underachievement: Lessons from individuals with learning disabilities. Journal of Learning Disabilities, 28, 439-448.

In the menu of our course site, click on the link "Blackboard Tutorials." These video tutorials will teach you the skills necessary to participate in this course. In order to view these tutorials, you should have the Flash plug-in installed. You will also need headphones or speakers to listen to the audio files. Assignment 1: Introduce Yourself! Since this course is totally online, it will be important for us to "virtually" get to know everyone. Therefore, you will need to construct an introduction to yourself and post it to the Discussion Board for this assignment. Your post should contain the following information:
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Name Where are you teaching and what grade level or specialty? If you are not teacher, what do you do besides go to Arcadia? How do you feel about differentiated instruction? Do you currently use differentiated instruction in your classroom? If not (or if you do not currently teach), how would you like to use differentiated instruction in your classroom? What would you like to learn from this course? Read and Reply to two other learner's postings

Assignment 2: Syllabus & Course Description You will need to read through the syllabus and course outline in the Course Information section. If you have any questions you should put this in your post. If you have read the syllabus and course outline and have no questions, please simply submit a post that says that you have read the syllabus and course outline and have no questions. Assignment 3: Conducting an Online Search You will also need to view the video tutorial on utilizing Arcadia ’s online databases. Afterward, conduct your own search for an article that focuses on differentiated instruction. Write a reflection of the article and post this reflection. You must cite the article, formally, using APA format. Assignment 4: Utilizing Multiple Intelligences and Bloom’s Taxonomy For this assignment you will need to read the information provided on multiple intelligences and bloom’s taxonomy. The information can be found on the websites below:
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http://www.coun.uvic.ca/learn/program/hndouts/bloom.html http://www.tecweb.org/styles/gardner.html

The following website includes a plethora of information on multiple intelligences. Feel free to peruse the content and take from it what is useful to you. http://www.thirteen.org/edonline/concept2class/mi/index.html After reading the aforementioned information you are to create four mini-activities based on one of the lessons provided for you (in the course documents file; under the syllabus). You may also use your own lesson. If you select to do this you will need to do one of three things: provide a PDF file of the text book pages, describe the lesson or submit the formal lesson plan. This can be done at any point in the course when you are asked to complete projects based on lessons. The four activities you created should address the needs of four types of learners found under Gardner ’s multiple intelligences. In addition, you should include words from Bloom’s taxonomy to guide your activities. Each activity should be described in a separate paragraph. Unit 2 Objectives for Unit 2
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Tsw discuss the classification of a high incident disability and how to best accommodate and educate this population in an inclusive setting Tsw work collaboratively to create a learning activity for a student with a high incidence disability

Required Reading

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(PDF) Hallahan, D. P. & Kauffman, J. M. (2006). Exceptional learners: An introduction to special education. Boston, MA: Pearson Education, Inc. (PDF) Janney, R. & Snell, M. E. (2004). Accommodating curricular and instructional practices in the classroom & Steps for making individualized adaptations In Janney, R. & Snell, M. E., Modifying schoolwork (2nd Ed). Baltimore, MD: Paul H. Brookes. (PDF) Raymond, E. B. (2008). Learners with learning disabilities In Raymond, E.B., Learners with mild disabilities: A characteristic approach (132-155). Boston, MA: Pearson. (Text) Tomlinson , C.A. (2001). How to differentiate instruction in mixed-ability Ccassrooms. Alexandria , VA. Association for Supervision and Curriculum Development.

PBL Group Assignment 1: Creation of an accommodated activity for a student with a high incidence disability View the annotated IEP file and the example IEP file. The annotated IEP file is to help you understand the parts of an IEP. When you open the example IEP pay close attention to the present levels sections, the reading goals, and the specially designed instruction. In addition you will need to view the modified curriculum worksheet and one of the lessons included in this course (of course you can also use your own lesson - just follow the protocol). Your group will fill out the first tier on the modified worksheet for the student you are to accommodate the lesson. There are other tiers on the worksheet, but you do not need them for this assignment. After you have read over the materials you are to come together as a group and complete the modified curriculum worksheet for the student described in the IEP. Please remember that part of this project is submitting any worksheets or behavior charts for the student, if you make reference to the need of such documents. For example, if you think the student would require a graphic organizer different than one you would give to the whole class, you have to submit this with your project. Unit 3Required Reading

(attached PDF) Hammil, L. & Everington, C. (2002). Teaching students with moderate to severe disabilities: An applied approach for inclusive environments. Upper Saddle River , NJ . Merill Prentice Hall. (1-24)

Objectives for Unit 3
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Tsw discuss the classification of a low incident disability and how to best accommodate and educate this population in an inclusive setting Tsw work collaboratively to create a learning activity for a student with a low incidence disability.

PBL Group Assignment 3: Creation of an accommodated activity for a student with a low incidence disability View the annotated IEP from Unit 2 and attached example IEP. The aforementioned resource will help you to understand the parts of the IEP, if you are not already familiar. You need to open up the IEP for the student with a low incidence disability from the documents

of this unit. Pay close attention to the present levels sections, all goals, and the specially designed instruction. You will also want to remember that this student does not have academic needs - his entire day is based on a functional curriculum. Everything this student does needs to be situated around his vocational, social and life skills goals. The trick is figuring out how to provide opportunity for functional skills in an inclusive classroom. In addition you will need to open up the modified curriculum worksheet and one of the lessons provided for you (or you can use your own lesson - just follow the protocol). Your group will fill out the first tier on the modified worksheet for the student you are to accommodate the lesson. There are other tiers on the worksheet, but you do not need them for this assignment. After you have read over the materials you are to come together as a group and complete the modified curriculum worksheet for the student described in the IEP. Unit 4 Required Reading

(Landman) Craig, J., Butler , A., Cairo , L. III, Wood , C., Gilchrist, C., Halloway, J., Williams, S. & Moats, S. (2005). A case study of six high performing schools in Tennessee. Institute of Education Science. Washington , D.C. (Landman) Manning, S. (2006). Recognizing gifted students: A practical guide for teachers. Kappa Delta Pi Record 42(2), 64-68.

Objectives for Unit 4
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Tsw discuss the classification of gifted ability and how to best accommodate and educate this population in an inclusive setting Tsw work collaboratively to create a learning activity for a student with gifted ability.

PBL Group Assignment 4: Creation of an accommodated activity for a student with gifted ability View the annotated G-IEP and parent information found in the unit file as a PDF document. This will help you to understand how GIEP is different from a typical IEP and how the aspect of the parent is crucial in formulating programming. You need to open up the G-IEP for the student with a gifted ability in the folder for this unit. In addition you will need to open up the modified curriculum worksheet and either one of the lessons from the course (in the course information folder) or your own lesson. Your group will fill out the first tier on the modified worksheet for the student you are to accommodate the lesson. There are other tiers on the worksheet, but you do not need them for this assignment. After you have read over the materials you are to come together as a group and complete the modified curriculum worksheet for the student described in the G-IEP. Unit 5 Required Reading
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(Landman) Baglierie, S. & Knopf, J.H. (2004). Normalizing difference in inclusive teaching, Journal of Learning Disabilities 37(6), 525-529. (Landman) George, P.S. (2005). A rationale for differentiating instruction in the regular classroom, Theory into Practice 44(3), 185-193

(Landman) Lawrence-Brown, D. (2004). Differentiated instruction: Inclusive strategies for standards-based learning that benefit the whole class, American Secondary Education 32(3), 3463.

Objectives for Unit 5
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Tsw brainstorm as to how to utilize differentiated instruction in the diverse classroom. Tsw view a video of several different classrooms where differentiated instruction is taking place. Tsw will list evidence of differentiated instruction from the video.

Individual Assignment 1: Types of differentiated instruction You are to view the video of several classrooms where differentiated instruction is implemented. Following this exercise, you are to list the types of differentiated instructional techniques employed in the video and write two to three paragraphs as to your impressions of the techniques used. What would be the challenges in these approaches? What would make teaching easier when employing such pedagogy? How would you better meet the needs of all learners? What, if anything, is at stake? Also, in order to support your thoughts and reflections please cite readings from the course or your own research in your reflection. This should be posted to the discussion board provided for you in the unit folder. Unit 6 Reading:

(PDF) Holliman, L. (1996). The complete guide to classroom centers: Hundreds of ideas that really work! Cypress , CA . Creative Teaching Press, 4-37.

Objectives for Unit 6
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Tsw work collaboratively with group mates to identify learning issues for this unit’s problem. Tsw work in a self-regulated manner to complete their part of the problem’s solution. Tsw work collaboratively to present a solution to this unit’s problem

PBL Group Activity 5 – Learning Centers Using the knowledge gained from last week’s video, the reading for this week and previous weeks you are to create five learning centers for the eleventh grade class list provided for you in the folder for this unit. If you would like to do this project with an elementary focus you are welcome to do so. You can modify the list for the 11th grade classroom for an elementary classroom. The focus in your “class list” should be the variety of needs. Please note that the PDF file reading is geared towards elementary teachers. Your job is to take what you learned from the video and the information in the PDF file to create centers geared towards the grade level of whom will use learning centers. This can be hard to imagine at the secondary level, but the art class and science classroom in the video from the last unit are good places to start your thinking. You are to also utilize the class list that is given to you in the folder for this unit. This will help you to have a better idea as to who is in your class and the types of needs you will have to accommodate. Your group will have to turn in an in-depth description of all five centers,

your list of the students in each group who will go through the centers, and your rationalization for the groups (interest, readiness, ability, etc.). You will post your finished product to the link for this project in the unit folder. Unit 7 Required Reading:
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(Landman) Lipsky, D.K. (2005). Are we there yet?. Learning Disability Quarterly 28(2), 156-159. (Landman) Strong, R., Thomas, E. & Perini, M. (2004). Creating a differentiated mathematics classroom, Educational Leadership 61(5), 73-78. (Landman) Tomlinson , C.A. (2005). Grading and differentiation: Paradox or good practice?, Theory Into Practice 44(3), 262-269. (Landman) Tomlinson , C.A. (2004). Sharing responsibility for the differentiated instruction, Roeper Review 26(4), 188-190. (Landman) VanScriver, J.H. (2005). Motherhood, apply pie, and differentiated instruction, Phi Delta Kappan 86(7), 534.

Objectives for Unit 7
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Tsw view a video where a variety of differentiated instructional techniques are implemented. Tsw view and analyze a set of learning contracts Tsw create a set of learning contracts for one of the lessons provided for you or your own lesson

Individual Assignment: Learning Contracts You are to view the video to watch how various teachers implement differentiated instruction. One of the situations will model learning contracts. After the video, open up the example of learning contracts. This should help you to better understand what a learning contract can look like in an actual classroom. You are to open up one of the lessons provided for you or of your own creation/use in your classroom . Create a learning contract for this lesson. Post the learning contract to the link provided for you in the unit. Unit 8 Required Reading:

(Landman) Heydon, R. (2003). Literature circles as differentiated instructional strategy for including ESL students in mainstream classrooms, Canadian Modern Language Review 59(3), 463-475. (Landman) King-Sears , M.E. (2005). Scheduling for reading and writing small-group instruction using learning center designs, Reading & Writing Quarterly 21(4), 401-405.

Please read the information from the website below. There is a lot of helpful information and tools. The website has possible worksheets and guides to use in your class. In the unit file there are also PDF files attached with an explanation of the literature circles, worksheets and outlines.

http://www.abcteach.com/directory/basics/reading/literature_circles/
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Tsw read research and tutorials on literature circles and small group language arts instruction. Tsw read the literature selection provided for you in the PDF file. This is an excerpt from a novel. Tsw participate in a literature circle with their PBL group.

PBL Group Activity 6: Literature Circles You are to read the excerpt from aforementioned novel. This is found in the unit and is a PDF file. You are then to open the various “job sheets” from the documents in the unit folder. You and your group are to divide up the literature circle jobs, complete the jobs and participate in a sharing activity on Skype. Remember that you are the expert of your job. Although you are to share what you did, your job is to initiate conversations surrounding your particular aspect of the literature circle. After, you should write a one to two paragraph reflection as to your experience and how you could utilize this type of reading in your classroom. Please think outside of the box. Even if you do not teach reading or English, how can this process be tailored to fit what you do in your classroom (think "flex grouping" and "student choice"). Also, how does the process change for the worse or better if you take out the criteria of student selected material? Unit 9 Required Reading:

(Landman) Gunter, P.L., Denny, R. K. & Venn, M. L. (2000). Modification of instructional materials and procedure for curricular success of student with emotional and behavioral disorders, Preventing School Failure 44(3), 116-121. (PDF) Raymond, E. B. (2008). Learners with emotional and behavioral disorders In Raymond, E.B., Learners with mild disabilities: A characteristic approach (132-155). Boston, MA: Pearson.

Click on the link below to read about behavior disorders - this is an entire site you can look through to gain more knowledge. Attached in the unit is a PDF of an outline of emotional support issues. http://www.behaviordisorder.org/ There are also other links within this website you may find useful. Objectives for Unit 9
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Tsw read information and case studies on behavioral and emotional disorders. Tsw view a functional behavioral assessment and plan for a student. Tsw view several behavioral and social skills monitoring charts. Tsw develop a plan for one of the case studies presented.

Individual Assignment 3: Develop a plan for an emotional support case study You are to choose one of the case studies from the three case studies provided for you in the unit folder. Using different ideas from the reading, the website, and the example monitoring charts, develop a plan

to meet the emotional, behavioral or social needs of this student. How would you control or work to eliminate the problem behavior? What forms of positive reinforcement would you put in place? What method of data collection would you create and implement? Do you need to find a replacement behavior? If so, what is it? Please describe the aforementioned in-depth using the rubric as your guide. Unit 10 Individual Assignment 4: Develop a plan for grading Require Reading:  (PDF)Heacox, D. (2002). What about grading? In Heacox, D. Differentiating instruction in the regular classroom: How to reach and teach all learners, grades 3-12. Minneapolis, MN: Free Spirit.

Objectives for Unit 10   TSW read information on the process of assessing students work and ability in a differentiated classroom. TSW create a system for evaluating a project.

You are to create a measurable goal for a classroom of students based on either one of the lessons provided for you or your own. After you have created the goal, create multiple paths to assessing this goal. You should create three various ways to assess the goal by supplying a description of the three assignments and example of your three evaluations (you may want to submit your rubrics if that is how you will be assessing the performance). Unit 11 Individual Assignment 5: Develop a plan for teaching and integrating social skills instruction Required Reading:   (PDF)Smith, T. E. C., Gartin, B. & Murdick, N. L. (2012). Strategies for teaching social skills to adolescents with disabilities In Smith, T. E. C., Gartin, B. & Murdick, N. L. Including adolescents with disabilities in general education classrooms. Boston, MA: Pearson. (PDF)Miller, M. A., Fenty, N., Scott, T. M. & Park, K. L. (2011). An examination of social skills instruction in the context of small-group reading, Remedial and Special Education, 32(5), 371381.

Unit Objectives:   TSW read information on social skills training, instruction and embedded instruction. TSW create a plan for embedding social skills instruction into the general education classroom.

The first reading provides several strategies for implementing social skills training in the general education classroom. Use one of the lessons provided for you (or one of your own). Provide a paragraph explanation as to the overall gist of the lesson (how the lesson will be delivered, what students are expected to learn, etc.). Then provide a detailed narrative as to how you would embed

social skills instruction in the lesson. You will also need to provide explanation as to how you will formally assess the social skills piece of the lesson. This should be exemplified in some sort of chart or rubric so students can also self reflect on their ability to incorporate social skills. Unit 12 Individual Assignment 6: Creating school culture for differentiation Required Reading  There is no required reading for this unit, but you will need to use ideas from the Thoughtful Classroom text for the course.

Objectives for the unit:   The students will reflect on the ideas and concepts presented in the course. The students will develop a staff development presentation on differentiating instruction.

One aspect of your graduate studies is to allow you to hone your skills as educational leaders. It is important for you to relay the new knowledge you have gained to your colleagues who may not have full understanding of various concepts and techniques you have acquired in your studies. Social constructivism implies that we learn best when we engage in conversations with our peers about knowledge we are seeking to have. For this unit you will develop a narrated power point, Prezi or Keynote presentation with the goal of instructed staff on how to use educational practices related to differentiated instruction.

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