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)
|
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 |
|
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%, and
successfully complete ALL writing assignments 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 all course
journal article and essay writing assignments with the minimum word count shown
for each writing assignment.
·
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.
However, this is not your final grade since your required writing assignments
have not been reviewed. Exceptionally written or poorly written required
writing assignments, or violation of the academic integrity policy in the
course syllabus, will affect your grade. 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.
Writing Assignments
All assignments are reviewed and may impact
your final grade. Exceptionally or poorly
written assignments, or violation of the Academic Integrity Policy (see course
syllabus for policy), will affect your grade. Fifty percent of your grade is
determined by your writing assignments, and your overall exam score determines
the other fifty percent. Refer to the Essay Grading Guidelines, which were sent as an attachment with your
original course link. You should also
refer to the Course Syllabus Addendum, which was sent as an attachment with
your original course link, to determine if you have any writing assignments in
addition to the Critical Thinking Questions (CTQ) and Journal Article
Summations (JAS). If you do, the Essay Grading Guidelines will also apply.
Your writing assignments must meet the
minimum word count and are not to include the question or your final citations
as part of your word count. In other words, the question and citations are not
to be used as a means to meet the minimum word count.
Critical Thinking
Questions
There are four CTQs that
you are required to complete. You will need to write a minimum of 500 words
(maximum 1,000) per essay. You should explain how the information that you
gained from the course will be applied and clearly convey a strong
understanding of the course content as it relates to each CTQ. To view the
questions, click on REQUIRED ESSAY and choose the CTQ that you are ready to
complete; this will bring up a screen where you may enter your essay. Prior to
course submission, you may go back at any point to edit your essay, but you
must be certain to click SAVE once you are done with your edits.
You must click SAVE
before you write another essay or move on to another part of the course.
Journal Article Summations
You are required to
write, in your own words, a summary on a total of three peer-reviewed or
scholarly journal articles (one article per JAS), written by an author with a
Ph.D., Ed.D. or similar, on the topic outlined within each JAS section in the
“Required Essays” portion of the course (blogs, abstracts, news articles, or
similar are not acceptable). Your article choice must relate specifically to
the discussion topic listed in each individual JAS. You will choose a total of
three relevant articles (one article per JAS) and write a thorough summary of
the information presented in each article (you must write a minimum of 200
words with a 400 word maximum per JAS). Be sure to
provide the URL or the journal name, volume, date, and any other critical
information to allow the facilitator to access and review each article.
To write your summary,
click on REQUIRED ESSAYS and choose the JAS that you would like to complete. A
writing program will automatically launch where you can write your summary. When
you are ready to stop, click SAVE.
Prior to course submission you may go back at any point to edit your summaries but you must be certain to click SAVE once you are
done with your edits. For more information on the features of this assignment,
please consult the HELP menu.
You must click SAVE
before you write another summary or move on to another part of the course.
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.
Bibliography (Suggested
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PELP Framework: http://www.hbs.edu/pelp/framework.html
ThinkDOTS©:
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Center for the Advancement of Teaching. https://drakeinstitute.osu.edu/instructor-support/teaching-portfolio-development/philosophy-teaching-statement
University of Minnesota: Center for
Innovation in Education. https://cei.umn.edu/writing-your-teaching-philosophy
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
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11/9/22 JN