Course Description & Statement of Purpose

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					                     Differentiated Instruction in the Mixed-Ability Classroom – Level I

                                Course Description & Statement of Purpose


        The ability to differentiate curriculum for all students (those with advanced learning ability, those with
learning difficulties, and those in the middle) is imperative in the mixed ability classroom. This course will assist
classroom teachers in learning how to automatically prepare specific learning opportunities for the curriculum they
use. It will assist program coordinators as they coach teachers to utilize appropriate curriculum extensions. It will
help administrators recognize the presence of extension opportunities as they supervise teachers. All participants will
leave the class with concrete strategies and products they will be able to use with their students.



                                           Course Objectives and Outcomes

Participants will:

   1.      Be able to identify key features of an effectively differentiated classroom.

   2.      Be able to expand their repertoire of strategies for assessing student readiness, interest, and learning
           preferences.

   3.      Be able to expand their repertoire of flexible approaches to content, instruction and products while
           establishing a learner-responsive, teacher-facilitated classroom.

   4.      Be able to design and use learning strategies that allow students to work on extensions of the regular
           curriculum wherever they demonstrate they are already competent with grade level expectations.

   5.      Be able to design and use learning strategies that challenge and motivate struggling students to achieve
           proficiency with required standards.

   6.      Be able to establish clear, quality evaluation criteria for the assessment of differentiated activities.



        Outcomes will be assessed through many of the following learning strategies: Graphic Organizers,
        Concept/Definition Mapping, Content Carousels, Discussion Webs, The Frayer Model, Learning Logs,
        Curriculum Differentiation Charts, Nine-Square Extension Menus, Study Guide Unit Menus, Learning
        Contracts with Alternate Activities and/or Extension Menus, Tiered Assignments, Learning Games, etc.




                                                                                                                      1
                                                             Course Syllabus
Course Dates and Times

Lamoille Union High School – Hyde Park, VT
July 20-24, 2009
8:00 a.m. – 4:30 p.m.

Summary of Topics Covered and Activities for the Course

Session # 1:   Developing an Environment for Learning


       Reading Responsibilities:           Two of the Three Following Reading Assignments

       Teaching Gifted Kids in the Regular Classroom (Orange Book) Introduction, Chapter 1 and Chapter 2

       Teaching Kids with Learning Difficulties in the Regular Classroom (Green Book) Chapters 1and 2

       Differentiating Instruction in The Regular Classroom (Plaid Book) Chapters 1 and 2


       Assignment Choices:

                  1.     Write a two-page, word-processed reflection on what you are already doing in your classroom to differentiate
                         instruction. Use the Classroom Practices Inventory on pages 19 & 20 of Differentiating Instruction in the
                         Regular Classroom to guide your reflection.

                  2.     Write a two-page, word-processed reflection on how the first day of this class correlates with your specific
                         learning needs. Offer suggestions to your instructor on how to make a better instructional connection with you.

                  3.     Write a two-page, word-processed literature review and reaction response on one of the chapters in Teaching
                         Gifted Kids in the Regular Classroom, Teaching Kids with Learning Difficulties in the Regular Classroom or
                         Differentiating Instruction in the Regular Classroom. You may also create a Mind Map to review the content in
                         the reading chapter of your choice. Your Mind Map must be accompanied by a word-processed reaction
                         response to the content of the chapter you have read.

                  4.     Develop two Content People Searches based on a units of instruction you will develop in the fall
                         by adjusting the “Say Hello to Someone Who…” activity on pages 5 and 6 in Teaching Kids with Learning
                         Difficulties in the Regular Classroom. Plug in information that pertains to your content instead of “getting to
                         know you” information. Use the CD-Rom that accompanies this book to assist you.

                  5.     Write a two-page, word-processed reflection on the FOREWARD (page xi) by Dr. Sylvia Rimm in Teaching
                         Gifted Kids in the Regular Classroom. Include your personal and/or professional experiences with accelerated
                         learners and how these experiences do or do not correlate with Dr. Rimm’s comments.

                  6.     Create a CD of morning-welcome songs, a CD of transition/signal songs, or a CD of goodbye-farewell songs to
                         use with your class in the fall. Provide a copy for your instructor to showcase for others in upcoming classes.

                  7.     Develop an additional assignment idea shared by your instructor during class.

                  8.     Develop an idea of your own, per your instructor’s approval.



                       All assignments should include a cover page with a statement explaining why you chose this particular option
                       and how utilizing it will strengthen your ability to differentiate instruction for students in your classroom.
                                                                                                                                           2
Alternate Assignment Choices for Administrators/Coordinators/Specialists:


     Study a challenge your district faces regarding the education of academically-able
     students. Use information gained from this class to write a proposal to present to the
     Board of Education.



     Do a case study on a student from your building. Include recommendations for learning
     improvements that involve differentiation strategies learned in this class.



     Plan a workshop for parents that helps them to understand differentiated instruction and
     how it will affect their children.


     Plan a non-threatening staff development initiative that will encourage an expanded
     utilization of differentiated instructional strategies in your school setting.


     Develop an additional assignment idea shared by your instructor during class.


     Your own idea, pending approval from your instructor.




                                                                                              3
Session #2:   Adjusting the Pace of Learning By Using Learning Styles, Multiple Intelligences, Goal Setting, Thinktrix,
              Technology, Curriculum Compacting, Learning Contracts, Extension Menus, Choice Boards, Pathway
              Plans, Project Menus, Challenge Centers, Spin-offs, Content Corners Activities and Flexible Instructional
              Grouping


       Reading Responsibilities: Two of the Three Following Reading Assignments

       Teaching Gifted Kids in the Regular Classroom (Orange Book) - Chapters 3 & 4

       Teaching Kids with Learning Difficulties in the Regular Classroom (Green Book) Chapters 4 & 5

       Differentiating Instruction in the Regular Classroom (Plaid Book) Chapters 5 & 7


       Assignment Choices:

              a.   Design a learning contract with extension options for your subject/grade level. Use the explanation on pages
                   47-59 in Teaching Gifted Kids in the Regular Classroom to guide you. Utilize your CD-Rom to assist you.

              b.   Design a learning contract with a KUDO’s choice board menu. Utilize your CD-Rom to assist you.

              c.    Design a Pathways Plan for your subject/grade level. Use the explanation on pages 102 -105 in Differentiating
                   Instruction in the Regular Classroom to guide you. Utilize your CD-Rom to assist you.

              d.   Design a Project Menu for your subject/grade level. Use the explanation on pages 105 – 107 in Differentiating
                   Instruction in the Regular Classroom to guide you. Utilize your CD-Rom to assist you.

              e.   Develop a Challenge Center for your subject/grade level. Use the explanation on pages 107 – 109 in Differentiating
                   Instruction in the Regular Classroom to guide you. Utilize your CD-Rom to assist you.

              f.   Develop a nine-square, subject-specific extension menu for students who show early competency of your instructional
                   content. Utilize the CD-Rom that accompanies Teaching Gifted Kids in the Regular Classroom to assist you.

              g.   Utilize a nine-square graphic organizer to develop a KUDO’s choice board for a specific chapter or unit of study.
                   Utilize the CD-Rom that accompanies Teaching Gifted Kids in the Regular Classroom to assist you.

              h.   Develop an additional assignment idea shared by your instructor during class.

              i.   Your own idea based on information gleaned from today’s reading assignment. Schedule a conference with your
                   instructor to discuss your ideas.




                   All assignments should include a cover page with a statement explaining why you chose this
                   particular option and how utilizing it will strengthen your ability to differentiate instruction for
                   students in your classroom.




                                                                                                                                        4
Session # 3:   Varying the Depth of Learning by Using Study Guides, Curriculum Differentiation Charts,
               Predictions, Content Organization Charts, Matrix Plans, Integration Matrices, and Tiered Assignments


       Reading Responsibilities: Two of the Three Following Reading Assignments

       Teaching Gifted Kids in the Regular Classroom (Orange Book )               Chapters 6 & 7

       Teaching Kids with Learning Difficulties in the Regular Classroom (Green Book) Chapters 6 & 9

       Differentiating Instruction in the Regular Classroom (Plaid Book) Chapters 4 & 6




       Assignment Choices:


                      a.     Develop a study guide accompanied by an extension menu for a specific unit of work. Utilize the information
                             in Chapter 4 of Teaching Gifted Kids in the Regular Classroom to guide you. Include the independent study
                             agreement, evaluation contract, daily log of extension work and a menu of product choices. Use your CD-
                             Rom to assist you.

                      b.     Using your CD-Rom to assist you, develop a Curriculum Differentiation Chart with an accompanying
                             Extensions Menu for a unit of your choice. Utilize the information in pages 130 – 138 in Teaching Gifted
                             Kids in the Regular Classroom to guide you.

                      c.     Use the format of the “Predictions” handout on page 94 of Teaching Kids with Learning Difficulties in the
                             Regular Classroom to develop a list of predictions for three stories or lessons you will be teaching in the fall.
                             Some of your predictions should be accurate, others highly improbable, and others somewhere in between.
                             Use your CD-Rom to assist you.

                      d.     Help global thinkers organize their thinking by developing a set of 8 Content Organization Charts for your
                             subject area. Utilize the information on pages 140 – 142 in Teaching Kids with Learning Difficulties in
                             Regular Classroom to guide you. Use your CD-Rom to assist you.

                      e.     Differentiate a unit of study in your subject matter and grade level by developing a Matrix Plan or
                             Integration Matrix as explained on pages 74 – 84 in Differentiating Instruction in the Regular Classroom.
                             Focus on matrix plans that reflect various levels of challenge with an emphasis on higher order thinking.
                             Utilize your CD-Rom to assist you.

                      f.     Develop a tiered assignment for a unit of study you will teach in the fall that is based on challenge level,
                             complexity, resources, outcome, or process. Utilize the information in Chapter 6 of Differentiating
                             Instruction in the Regular Classroom to guide you. Create Work Cards to provide directions for your tiered
                             assignment. Strive to make your tiering invisible.

                      g.     Develop an additional assignment idea shared by your instructor during class.

                      h.     Your own idea based on information gleaned from today’s reading assignment. Schedule a conference with
                             your instructor to discuss your ideas.



                      All assignments should include a cover page with a statement explaining why you chose this
                      particular option and how utilizing it will strengthen your ability to differentiate instruction for
                      students in your classroom.


                                                                                                                                             5
Session #4:        Differentiating Instruction Using Varied Reading Strategies, Cluster Grouping, Organizational
                   Techniques, Study Skills, Portfolios, Report Card Charts, the BUG Roll, Grading Based on Rigor, Totally
                   10 Projects and SCAMPER,


       Reading Responsibilities:


       Teaching Gifted Kids in the Regular Classroom (Orange Book) Chapters 5 and 8

       Teaching Kids with Learning Difficulties in the Regular Classroom (Green Book) Chapters 11 & 12

       Differentiating Instruction in the Regular Classroom (Plaid Book) Chapters 8, 9 and 10

       Assignment Choices:


              1.   Using Bloom’s Taxonomy, create a Learning Center that will extend content, process, or product for a variety of learning
                   levels.

              2.   Using Bloom’s Taxonomy, create an Extension Menu for a unit of your choice.

              3.   Using Bloom’s Taxonomy, create a KUDO’s Choice Board for a unit you will develop in the fall.

              4.   Using Bloom’s Taxonomy, develop Content Cubes that vary the depth of learning for a unit of your choice.

              5.   Using Bloom’s Taxonomy, develop a Think Dot Activity that varies the depth of learning for a unit of your choice.

              6.   Develop a Content People Search based on a unit you will teach in the fall.

              7.   Develop a Content Corners Activity based on a unit you will teach in the fall.

              8.   Develop a Content Learning Loop based on a unit you will teach in the fall.

              9.   Develop and additional assignment idea shared by your instructor during class.

              10. Develop your own idea, pending approval from your instructor.




        All assignments should include a cover page with a statement explaining why you chose this particular option and how
        utilizing it will strengthen your ability to differentiate instruction for students in your classroom.




                                                                                                                                              6
Session #5

                         Complete tasks from Sessions One – Four


                         Final Exam: Instructor will determine based upon learning needs of the class and will inform all
                         participants of their choices prior to Day 5.



                         Activities for each session will include reading the assigned chapters from the required course texts as
                         well as attending and participating in class lectures, demonstrations, discussions, simulations,
                         curriculum planning times and review sessions.



                     Description of the Methodologies Used in Various Class Sessions

         Class meetings will involve a combination of presentation, discussion, practical application and personal reflection.
Small group activities such as Numbered Heads Together, Group Reporters, Inside-Outside Circles, Spontaneous Lectures,
Learning through Movement, Paired Reviews, and Expert Jigsaws will be woven throughout the instruction. Graphic
Organizers, Learning Loops, Chapter Tours, Discussion Webs, Socratic Seminars, etc., will also be utilized. Participants will
work with other educators of similar job description so they can assist each other in the development of appropriately
differentiated activities. Emphasis will be on making plans to carry the collegial planning format back to the home schools of
the participants.

                                  Required Texts and Other Learning Resources
              Teaching Gifted Kids in the Regular Classroom: Revised, Expanded, Updated Edition with CD-Rom
                                   Susan Winebrenner (Free Spirit Publishers, Minneapolis)

         Teaching Kids with Learning Difficulties in the Regular Classroom: Revised, Updated Edition with CD-ROM
                                  Susan Winebrenner (Free Spirit Publishers, Minneapolis)

   Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3 – 12 with CD-Rom
                                    Diane Heacox, Ed.D (Free Spirit Publishers, Minneapolis)


                                          Attendance/Participation/Products

Attendance at all sessions is required. Missing any part of the class will result in not receiving credit.

Each participant is responsible for bringing his/her own curriculum materials to each class.

Participants will create plans to differentiate their curriculum in one or more subject areas. All products will be due by the
agreed upon due date and will be mailed to the instructor as per her instructions or e-mailed in the Word Format (Windows).

                                                            Judy Rhoads
                                                           2445 Amy Lane
                                                         Aurora, IL 60506
                                                    judithlrhoads@sbcglobal.net
                                                        630-334-3356 (Cell)

                                                                                                                                    7
                                         Documentation Accepted for the Course

Participants will provide documentation of their learning through the development of appropriately differentiated lesson plans,
units and/or activities for their specific grade level and subject matter. Evidence of differentiation through readiness, interest,
learning profile, content, process or product must substantiate and document a graduate level of mastery in their curriculum
adaptation assignments.




                                                     Description of Resources


Books

Teaching Gifted Kids in the Regular Classroom: Strategies and Techniques Every Teacher Can Use to Meet the Academic Needs of the
Gifted and Talented (Revised, Expanded, Updated Edition with CD-Rom)
Susan Winebrenner (Free Spirit Publishers, Minneapolis)



Teaching Kids with Learning Difficulties in the Regular Classroom: Ways to Challenge & Motivate Struggling Students to Achieve
Proficiency with Required Standards (Revised and Updated Edition with CD-Rom)
Susan Winebrenner (Free Spirit Publishers, Minneapolis
Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3 – 12 with CD-ROM

Diane Heacox (Free Spirit Publishers, Minneapolis)

A variety of additional grade-level appropriate books and tapes focusing on differentiated instruction will be provided by the instructor




                                         Description of Equipment and Facilities

VCR/DVD – Large TV Screen Set Up                                         Very Clear Overhead & Screen (Extra Bulb)
LCD Projector                                                            Masking Tape, Scissors, Stapler, Scotch Tape
Two Flip Charts and New Water Color Markers                              Boom Box Type Tape/CD Player – relatively new
6 Packets of 3 x 5 Post It Notes – Bright Colors                         Several Packages of 4 x 6 Index Cards
10 Packages of 3 x 5 Index Cards                                         Extra Pads of Chart Paper
Daily Name Tags                                                          Overhead Marker Pens/Transparencies
Easy Access to a Copy Machine/Copy Paper                                 Access to a Computer Lab with Internet Capabilities

Large Room with Tables – Need Room for Movement.




                                                                                                                                            8
                                           Evaluation and Grading Procedures



Grading will be based upon the quality of the work with components weighted as indicated on the following evaluation rubric.
Because grades will be differentiated on the basis of quality, quantity alone will not be a significant factor for grade
differentiation.


        Final Exam:                       Instructor will determine based upon the learning needs of the class and will
                                          inform all participants of their choices prior to Session #5.




        For a grade of A:                 Students will meet all of the criteria included in the evaluation rubric.


        For a grade of B:                 Students will meet 90% of the criteria included in the evaluation rubric.


        Students will have to revise their products until at least a grade of B has been attained.


                                          The majority of the actual work on these tasks will be done in groups or
                                          alone. In all cases, work must be of the highest quality. If a student is
                                          unable to meet any of the assignment due dates determined by the instructor,
                                          extensions of up to four (4) weeks may be negotiated.


        All assignments may be e-mailed to Judy Rhoads using Windows and Word attachments.
        judithlrhoads@sbcglobal.net They may also be mailed to Judy Rhoads, 2445 Amy Lane, Aurora, IL 60506.
        Judy’s cell phone number is 630-334-3356.




                                                                                                                               9
                                                                   Scoring Rubric

                                            Differentiated Instruction in the Mixed-Ability Classroom
                                                                      Level I

                                                                Judy Rhoads, Instructor

                                                                Three Graduate Credits



Part A:                                                                                                                 Points

You have seven choices for this component of the Scoring Rubric. Your choice should be
word-processed and completed in a scholarly fashion. Hand-written assignments will not be accepted.                     10



Part B:

Providing for the learning styles of your students, develop three of the differentiation strategies presented
in this class. Your work should be word-processed and completed in a scholarly fashion. This assignment
is not for me. It is for you. Make sure your completed assignment is usable in your classroom or area of
responsibility.


1. __________________________________________________________________________________________                           20


2. __________________________________________________________________________________________                           20


3. __________________________________________________________________________________________                           20



Part C:

Attendance                                                                                                              10

Participation in all class activities and group exercises                                                               10

Final Exam                                                                                                              10

                                                                                                      Total Points   __________

                                                                                                      Grade          __________




Student Name___________________________________________________________________________________________________




                                                                                                                                  10

				
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