Try DI!: Planning & Preparing a Differentiated Instruction
Program
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Instructor Name: |
Dr. Pamela Bernards, Ed.D. |
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Facilitator: |
Professor Steven Dahl, M.Ed. |
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Phone: |
509-891-7219 |
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Office Hours: |
8 a.m. to 5 p.m. PST Monday - Friday |
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Email: |
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Address: |
Virtual Education Software |
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23403 E Mission Avenue, Suite 220F |
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Liberty Lake, WA 99019 |
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Technical Support: |
Introduction
Welcome to Try DI!: Planning & Preparing a
Differentiated Instruction Program, an interactive computer-based
instruction course. This course is designed to provide you
an opportunity to learn about an instructional framework, Differentiated
Instruction (DI), aimed at creating supportive learning environments for
diverse learning populations. Students will be presented
a method for self-assessment of the extent to which their current instructional
approach reflects the perspective, principles, and practices of the DI
approach. The course reflects an approach that aligns the principles of DI with
the practices of DI. The concept of a “theory of action” will also be provided
within a DI context. The course has also been designed to introduce students to
a range of strategies associated with a DI approach. Strategies included in
this course have been selected on the basis that they are effective in the
widest possible range of educational K–12 settings. This course follows Why DI?: An
Introduction to Differentiated Instruction, which addressed the What, Why, and Who of a
classroom that reflects a DI approach. The focus of Try DI!: Planning & Preparing a
Differentiated Instruction Program is on the When, Where, and How of the DI approach.
Try DI!: Planning & Preparing a
Differentiated Instruction Program is an invitation to
reflect, explore, and anchor professional practices in the current literature
and growing research base in support of DI. This course is designed for anyone
working with a diverse learning population across the K–12 spectrum and will
have the most direct application to professionals serving students within a
mixed-ability classroom setting.
Course Materials (Online)
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Title: |
Try
DI!: Planning & Preparing a Differentiated
Instruction Program |
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Author: |
Steve Dahl, M.Ed. |
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Publisher: |
Virtual Education Software, inc. 2012,
Revised 2015, Revised 2018, Revised 2021 |
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Instructor: |
Dr. Pamela Bernards, Ed.D. |
|
Facilitator: |
Professor Steven Dahl, M.Ed. |
Academic
Integrity Statement
The structure and format of most
distance-learning courses presume a high level of personal and academic
integrity in completion and submission of coursework. Individuals enrolled in a
distance-learning course are expected to adhere to the following standards of
academic conduct.
Academic Work
Academic work submitted by the
individual (such as papers, assignments, reports, tests) shall be the student’s
own work or appropriately attributed, in part or in whole, to its correct
source. Submission of commercially prepared (or group prepared) materials as if
they are one’s own work is unacceptable.
Aiding Honesty in Others
The individual will encourage honesty
in others by refraining from providing materials or information to another
person with knowledge that these materials or information will be used
improperly.
Violations of these
academic standards will result in the assignment of a failing grade and
subsequent loss of credit for the course.
Level of Application
This course is designed as the second
course in a series of courses on meeting the needs of a diverse learning
population served across the K–12 continuum.
Expected Learning Outcomes
As a result of this course,
participants will demonstrate their ability to:
1.
Understand how
differentiated instruction is defined and the distinctive elements of a
classroom where DI is practiced.
2.
Outline elements of the
rationale supporting implementation of a DI approach (i.e., why DI?).
3.
Identify the essential
principles from which a DI approach is developed and implemented.
4.
Demonstrate understanding
of a teacher reflection strategy aligned with principles of DI.
5.
Understand the need for
alignment between instructional paradigm, educational priorities, principles of
differentiation, and practices selected on a daily basis.
6.
Demonstrate understanding
of a self-assessment tool used to reflect on current practice in comparison
with elements of the DI approach.
7.
Understand the importance
of having a “theory of action” as a teacher and the potential for elements
entailed in the DI approach to enhance current practice.
8.
Identify several methods
for gathering information about student-specific readiness.
9.
Understand the
relationship between instructional decision making and student motivation.
10. Identify DI strategies for designing
environments that reflect Universal Design for Learning (UDL) principles.
11. Articulate some of the challenges when
differentiating based on student readiness.
12. Demonstrate understanding of strategies
for differentiation to meet student-specific needs.
13. Articulate the advantages of
differentiating with regard to student interest.
14. Explain the relationship between
planning effective instruction and student motivation.
15. Demonstrate understanding of methods
for flexible grouping commonly used in a DI classroom.
16. Identify general considerations to make
when differentiating based on student-specific variables in the areas of
interest and learning profiles.
17. Explain the general parameters
necessary for creating a positive learning environment.
18. Outline a variety of teaching decisions
that could be made in response to observations of students struggling to
maintain progress.
19. Articulate a number of
instructional management strategies for improving the learning environment.
20. Understand the significance of creating
opportunities for students to reflect on and represent progress, achievement,
and understanding.
21. Outline the relevance of the DI approach
to the topics of “traditional grading,” “competition,” “fairness,” and
“equity.”
22. Articulate difference between
“assessment for learning” and “assessment of learning” within a DI approach.
23. Outline the range of assessment choices
and barriers most often encountered when implementing a differentiated
classroom.
24. Identify possible steps of a course of
action for teachers transitioning from a non-DI (i.e., “one size fits all”)
approach to a DI (i.e., “whatever it takes”) approach.
25. Understand the functionality of an
observation tool that reflects both the theories and practices with a DI
approach.
Course Description
This course, Try DI!: Planning & Preparing a
Differentiated Instruction Program, has been divided into four chapters. As
the second course in a multi-course series on Differentiated Instruction, the
emphasis is on providing examples of strategies and methods associated with a
DI approach. The course has been organized to ensure that each strategy, or
idea on “how to” implement DI, is an extension of the DI approach as a whole
and not just presented as a disjointed list of ideas to try. The first course
in the series, Why DI?:An
Introduction to Differentiated Instruction, focused on the What, Why, and Who of a
classroom that reflects a Differentiated Instruction approach. Try DI!: Planning
& Preparing a Differentiated Instruction Program, will indirectly
address the conditions, or When, Where, and How of the DI approach. Because DI is not a recipe for teaching or
a prescriptive model, the structure of the course reflects a range of entry
points for educators to consider as they reflect on the considerations teachers
make when differentiating.
Chapter 1: How DI Provides Teachers a Theory of Action
Chapter 2: How DI Equips Teachers to Become Students of Their Students
Chapter 3: How DI Provides a Framework for Creating a Community of Learners
Chapter 4: How DI Promotes Equity & Excellence
In Chapter
1: How DI Provides Teachers a Theory of Action, we will begin by reviewing
the rationale for Differentiated Instruction presented in the first course in
this series, Why DI?:An
Introduction to Differentiated Instruction. Using the terminology from the
first course, a framework for reflecting on how best to create a differentiated
classroom will be provided. Principles that best describe a non-prescriptive DI
approach across the K–12 spectrum will be outlined. Using these principles, a
tool for reflection will be presented for educators to employ as they consider
elements of effective instruction from within a DI perspective. The concept of
a “theory of action” will be presented and the connections to this concept will
be explored in relation to the DI approach. At the conclusion of Chapter 1,
course participants will complete a reflection activity.
In Chapter
2: How DI Equips Teachers to Become Students of their Students, we will
articulate the connection between instructional planning and student readiness.
Several methods for identifying student-specific interests will be provided.
The relevance of these student-specific variables will be expounded on as a
means for creating conditions for teacher-student collaboration. The connection
between instructional decision-making and student motivation will be emphasized.
DI teaching strategies will be outlined in support of the principles of DI
explored in Chapter 1.
In Chapter
3: How DI Provides a Framework for
Creating a Community of Learners, we will explore the advantages of
differentiating with student interests and learning profiles in mind. The
curricular, instructional, and environmental variables teachers consider in a
DI classroom will be explored. The importance of creating a positive classroom
work environment will be discussed. Several methods for grouping students
flexibly in a DI classroom will be provided. With an emphasis on the teacher’s
awareness of each student’s readiness to benefit from instructional planning, a
variety of methods for matching tasks, activities, and learning environment to
students will be reviewed. We will also identify the advantages of the DI
approach when designing learning environments that reflect the Universal Design
for Learning (UDL) backward design approach.
In Chapter
4: How DI Promotes Equity and Excellence, we will explore the significance
of creating opportunities for students to represent and reflect on their own
progress, achievement, and understanding within a DI classroom. In order to do this, the topics of “traditional grading,”
“competition,” “fairness,” and “equity” will be explored from a DI perspective.
The difference between “assessment for learning” and “assessment of learning”
and the importance of assessment being motivating to students will also be
considered. An outline of the range of barriers most often encountered when
implementing a differentiated classroom will be provided. Course participants
will also reflect on the best course of action for teachers in the initial
stages transitioning from a “one size fits all” approach to a “whatever it takes”
approach. A multi-purpose reflection tool will be provided
that ties together many of the key objectives from
the course. A reflection exercise will also provide a sense of professional
development direction.
General
Each chapter contains additional “handouts”
that cover specific topics from the chapter in greater depth. They are provided
for you to read, ponder, and apply to the setting in which you work. Some of
the handouts are directly related to the concepts and content of the specific
chapter, while others are indirectly related to provide
extended learning connections.
Student Expectations
As a student you will be
expected to:
·
Complete all four information sections showing a
competent understanding of the material presented in each section.
·
Complete all four section examinations, showing a
competent understanding of the material presented. You
must obtain an overall score of 70%
or higher, with no individual exam score below 50%, to pass this course. *Please note: Minimum exam
score requirements may vary by college or university; therefore, you should
refer to your course addendum to determine what your minimum exam score
requirements are.
·
Complete a review of any
section on which your examination score was below 50%.
·
Retake any examination,
after completing an information review, to increase that examination score to a
minimum of 50%, making sure to also be achieving an overall exam score of a
minimum 70% (maximum of three attempts). *Please
note: Minimum exam score requirements may vary by college or university;
therefore, you should refer to your course addendum to determine what your
minimum exam score requirements are.
·
Complete a course
evaluation form at the end of the course.
Examinations
At the end of each course section, you
will be expected to complete an examination designed to assess your knowledge.
You may take these exams a total of three times. Your last score will save, not
the highest score. After your third
attempt, each examination will lock and not allow
further access. The average from your exam scores will be printed on your certificate. As this is a self-paced computerized
instruction program, you may review course information as often as necessary.
You will not be able to exit any examinations until you have answered all questions. If you try to exit the exam before you complete
all questions, your information will be lost. You are expected to complete the
entire exam in one sitting.
Facilitator Description
Try DI!: Planning & Preparing a
Differentiated Instruction Program has been developed with
the widest possible audience in mind because the core principles of a
differentiated approach can be applied K–12. The
primary goal of the course is to provide an overview of DI principles as well
as DI strategies that will help teachers to implement a “theory of action.” The
course will invoke a metaphor for teaching that is woven throughout the course
and extends as the course unfolds. The course offers a variety of opportunities
for reflection and culminates with an observation tool that will help
professionals to align their theories with the actions they take in the
classroom.
Steve Dahl, the instructor of record,
has served as a district-level and regional-level administrator overseeing a
variety of federal programs, such as Special Education and Title 1. He has
served as an adjunct faculty member for Western Washington University’s
Woodring College of Education, teaching both graduate and undergraduate courses
for general education pre-service teachers. He has a master’s degree in special
education and has completed post-master’s coursework to obtain a Washington
State Administrator credential, which certifies him to oversee programs ranging
from preschool settings through 12th grade (as well as post-secondary
vocational programs for 18–21-year-old students). He has 21 years of combined
experience in resource-room special education classrooms, inclusion support in
a comprehensive high school, and provision of support to adults with
disabilities in accessing a wide range of community settings. He most recently
served for 4 years as a special programs
administrator, overseeing multiple programs ranging from institutional
education settings (juvenile detention) and K–12 social emotional programs
designed to support students whose disability interferes with their academic
learning. He currently serves as director of learning solutions for Strivven Media, creators of VirtualJobShadow.com and VJS
Junior, K–12 career exploration platforms. Please contact Professor Dahl if you have
course content or examination questions.
Instructor Description
Pamela Bernards
has 30 years of combined experience in diverse PK–8 and high school settings as
a teacher and an administrator. In addition to these responsibilities, she was
the founding director of a K–8 after-school care program and founder of a
pre-school program for infants to 4-year-olds. As a principal, her school was
named a U.S. Department of Education Blue Ribbon School of Excellence in 1992,
as was the school at which she served as curriculum coordinator in 2010. She
currently serves as a principal in a PK3–Grade 8 school. Areas of interest
include curriculum, research-based teaching practices, staff development,
assessment, data-driven instruction, and instructional intervention
(remediation and gifted/talented). She received a doctorate in Leadership and
Professional Practice from Trevecca Nazarene University. Please contact
Professor Dahl if you have course content or examination questions.
Contacting the Facilitator
You may contact the facilitator by
emailing Professor Dahl at steve_dahl@virtualeduc.com
or calling him at 509-891-7219, Monday through Friday, 8:00 a.m. – 5:00 p.m.
PST. Phone messages will be answered within 24 hours. Phone conferences will be
limited to ten minutes per student, per day, given that this is a self-paced
instructional program. Please do not contact the instructor about technical
problems, course glitches, or other issues that involve the operation of the
course.
Technical Questions
If you have questions or problems
related to the operation of this course, please try everything twice. If the
problem persists please check our support pages for
FAQs and known issues at www.virtualeduc.com and also the Help
section of your course.
If you need personal assistance then email support@virtualeduc.com or call 509-891-7219. When contacting technical support,
please know your course version number (it is located at the bottom left side
of the Welcome Screen) and your operating system, and
be seated in front of the computer at the time of your call.
Minimum Computer
Requirements
Please refer to VESi’s website: www.virtualeduc.com or contact VESi if you have further questions about the compatibility
of your operating system.
Refer to the addendum
regarding Grading Criteria, Course Completion Information, Items to be
Submitted, and how to submit your completed information. The addendum will also
note any additional course assignments that you may be required to complete
that are not listed in this syllabus.
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Relevant Websites
https://www.air.org/sites/default/files/Station-Rotation-Practitioner-Brief-Final-July-2020.pdf
PELP Framework: http://www.hbs.edu/pelp/framework.html
ThinkDOTS©: https://www.jigsaw.org/index.html
Cipher in the Snow: http://en.wikipedia.org/wiki/Cipher_in_the_Snow
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IES
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Handout Sources
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An
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Threats
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University
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Course
content is updated every three years. Due to this update timeline, some URL
links may no longer be active or may have changed. Please type the title of the
organization into the command line of any Internet browser search window and
you will be able to find whether the URL link is still active or any new link
to the corresponding organization’s web home page.
11/9/22 JN