Why DI?: An Introduction to Differentiated Instruction
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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 Why DI?: An Introduction to Differentiated
Instruction, an interactive computer-based instruction course, designed to
give you an understanding of the framework of and need for creating supportive
learning environments for diverse learning populations. In this course you will
learn what is meant by Differentiated Instruction (DI) and the common myths
associated with creating the differentiated classroom. We will discuss the
legal, theoretical, and pedagogical foundations in the field of education that
support the utilization of differentiated instructional practices and
principles. We will reflect on best practices and national trends in the design
of the educational setting to meet the needs of a diverse learning population.
Participants will learn how a differentiated approach invites educators to
consider any approach that supports student access to the general education
curriculum and success in learning.
Why DI?: An Introduction to
Differentiated Instruction will also provide
connections to a variety of concepts, variables, and resources that will assist
practitioners in aligning their own professional practices with those found in
the differentiated classroom.
This computer-based instruction course
is a self-supporting program that provides instruction, structured practice,
and evaluation all on your home or school computer. Technical support information can be found in
the Help section of your course.
Course Materials (Online)
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Title: |
Why
DI?: An Introduction to Differentiated Instruction |
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Publisher: |
Virtual Education Software, inc. 2011,
Revised 2015, Revised 2018, Revised 2021 |
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Instructor: |
Dr. Pamela Bernards, Ed.D. |
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Facilitator: |
Professor Steven Dahl,
M.Ed. |
Academic Integrity Statement
The structure and format of most
distance-learning courses presumes 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 for anyone
working with a diverse learning population across the K–12 spectrum. While the
information presented may have relevance to any student-centered educational
setting, it will have the most relevance for K–8 mixed ability classrooms.
Expected Learning Outcomes
As
a result of this course, participants will demonstrate their ability to:
- Understand how differentiated instruction is
defined.
- Articulate why differentiated instruction is not a
prescriptive approach.
- Outline the major elements within a classroom that
teachers typically differentiate.
- Explain the role of curriculum and instruction in
a differentiated classroom.
- Relate ways in which
differentiated instruction may be useful when creating a personal teaching
philosophy.
- Identify the core principles of classrooms
reflecting a differentiated instructional approach.
- Outline the current systems-level, theoretical,
legal, and pedagogical foundation for differentiation.
- Identify ways in which differentiated instruction compares and contrasts with specially designed
instruction for students with disabilities.
- Explain how assessment in a classroom best
exemplifies a differentiated approach.
- Articulate the primary methods for obtaining
information about student interests, preferences, and overall learning
profile.
- Understand the rationale for synthesis between
leading curricular design method, Understanding by Design (UBD), and the
differentiated instruction approach.
- Distinguish elements of a differentiated approach
from those of a non-differentiated, or “one size fits all” approach.
14. Analyze ways in which a differentiated
approach addresses the role of ESSA in shaping professional practice and
understanding of quality teaching.
15. Understand the systemic pressures
placed upon teachers and ways in which differentiation helps re-focus attention
on the needs of students.
16. Outline a framework for motivating all
students in a way that is respectful, student-centered, and reflective of a
differentiated approach.
17. Relate to differentiated instruction’s
concept of reciprocity of accountability for success of both teachers and
students.
18. Articulate how the current emphasis on
teacher beliefs about learning and dispositions toward students are embraced
within a differentiated approach.
19. Articulate barriers that exist for
those who are genuinely interested in implementing a differentiated approach.
20. Articulate the role of the teacher,
student, and parents in a differentiated classroom.
21. Articulate the ways in which
administrators can support teachers who are implementing a differentiated
classroom.
22. Discuss an expanded concept of
diversity and learner variance to which teachers must respond.
23. Identify characteristics of and initial
strategies for creating a culturally responsive approach to student diversity.
24. Assess current understanding of and
willingness to implement a classroom aligned with differentiated instructional
approach.
25. Understand how a differentiated
approach welcomes other approaches as broad as Universal Design for Learning
(UDL) or as specific as Explicit Instruction.
Course Description
This
course, Why DI?:
An Introduction to Differentiated Instruction, has been divided into four
chapters. The organization of the course covers the What, Why, and Who of a classroom that
reflects a Differentiated Instruction approach.
Chapter 1: The What of Differentiated Instruction
Chapter 2: The Why of Differentiated Instruction (Part 1)
Chapter 3: The Why of Differentiated Instruction (Part 2)
Chapter 4: The Who of Differentiated Instruction
In Chapter 1, we outline what a differentiated instructional
approach entails. A framework for those elements that are typically
differentiated in a differentiated classroom is provided. Characteristics and
principles that best describe the DI approach across the K–12 spectrum are outlined. General considerations of what DI is not, or
common misconceptions associated with the DI approach, are also considered.
Attention is given to ways in which the differentiated approach aligns with
current expectations of professionals and anticipated needs for classrooms in
the future.
In Chapter
2, we explore why the
differentiated approach is receiving so much attention. The historical,
theoretical, systems-level, legal, and pedagogical factors that provide a
supporting framework for implementing a differentiated instructional approach
are defined. The role that instruction and assessment play in a differentiated
classroom are discussed within a context of what are
currently believed to be optimal learning conditions for students. A synthesis
of ways in which differentiated instruction and “Understanding by Design” (UBD)
mutually reinforce each other is provided.
In Chapter
3, we explore a range of variables in support of the alignment of the
differentiated approach with the needs of professionals, the needs associated
with educational reform in general, and ultimately the needs of individual
students. Particular attention is given to the role of teacher beliefs and
dispositions toward students within a differentiated model. A metaphor for
differentiated instruction is explored which reinforces a reciprocal
responsibility for both teachers and students for creating the conditions for
mutual success. The orientation of teachers to student failure within a
differentiated approach is discussed. Barriers that exist for teachers desiring
to implement a differentiated approach are explored.
In Chapter
4, we explore who is involved in a differentiated classroom and how this
approach differs from many traditional classrooms. Clarification of the roles
of the teacher, students, and administrators in a differentiated instruction
classroom are provided. The skills, interests, dispositions, and goals of
course participants are explored within the framework of a differentiated
approach. Barriers to the implementation of a differentiated approach are
explored, allowing for discussion of your particular role
or context in education, the kind of school system you function in, and the
degree to which you would identify yourself as a teacher who differentiates.
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, but also included are handouts 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 chapter, 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. Your final grade for the course will be
determined by calculating an average score of all exams. This score will be printed on your final
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
Why DI?: An Introduction to
Differentiated Instruction has been developed with
the widest possible audience in mind because the core principles of a
differentiated approach can be applied to grades K–12. The primary goal of the
course is to provide both an accurate overview of the approach and an
opportunity for reflection to professionals who are interested in assessing how
their current practice does, or doesn’t, align with a differentiated one. Steve
Dahl 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 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 4 years as a special programs
administrator, overseeing multiple programs ranging from institutional
education settings (juvenile detention) to 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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University of Minnesota: Center for
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Differentiation Resources
by Selected State
Kentucky Department of Education
https://education.ky.gov/educational/diff/Pages/default.aspx
Secondary Differentiation Resource
https://education.ky.gov/educational/diff/Pages/differentationSecResources.aspx
Universal Design for Learning
https://education.ky.gov/educational/diff/Pages/UDL.aspx
Crosswalk between
Danielson FtF and UDL
US Department of
Education Resources
Dear Colleague Letter on Students with
Disabilities and FAPE:
Parent Center Hub
(Resources for Parents of students with disabilities)
http://www.parentcenterhub.org/brief-fape/
US Department of Ed Tech (USDET)
National Ed Tech Plan
(ETP)
IES What Works Clearinghouse Resources
(Find What Works)
https://ies.ed.gov/ncee/wwc/FWW
Supporting Child and
Student Social, Emotional, Behavioral and Mental Health Needs.
Other Helpful Websites
https://aem.cast.org/create/perceivable
All Things PLC: http://www.allthingsplc.info/blog/view/32/Student+Grouping+in+a+PLC
CDC: https://www.cdc.gov/healthyyouth/protective/school_connectedness.htm
Edutopia – (John McCarthy Resources): https://www.edutopia.org/blog/differentiated-instruction-social-media-tools-john-mccarthy
ERIC Resources: https://eric.ed.gov/?id=EJ976481
Every Student Succeeds Act: https://www.ed.gov/essa?src=rn
John McCarthy List of Tools: https://docs.google.com/spreadsheets/d/1ihsTwYr1kFx9Jb08Z2w5i1MWoxYkRXZbTP4Gcbodp6I/edit?pref=2&pli=1&gid=0#gid=0
NAEP website: https://nces.ed.gov/nationsreportcard/
College and Career Readiness
Standards, Reading:
http://www.corestandards.org/ELA-Literacy/CCRA/R/
College and Career Readiness
Standards, Writing:
http://www.corestandards.org/ELA-Literacy/CCRA/W/
College and Career Readiness
Standards, Speaking and Listening:
http://www.corestandards.org/ELA-Literacy/CCRA/SL/
College and Career Readiness
Standards, Language:
http://www.corestandards.org/ELA-Literacy/CCRA/L/
https://nasdse.org/docs/36_a7f577f4-20c9-40bf-be79-54fb510f754f.pdf
National
Center for Accessible Educational Material (AEM).
https://aem.cast.org/create/perceivable
National Center for Culturally Responsive Educational Systems (NCCRESt).
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.
7/3/24 JN