• Online - no travel to campus required
• Next sessions:
  EDUC 744 957 October 12 – December 6, 2009
  EDUC 744 957 January 25 – March 21, 2010
  
• 3 graduate credits

Description

Research-based instructional methods for creating differentiated instruction, focusing on how to efficiently meet the varied needs of the growing diversity in today's classrooms including English language learners, students with special needs, and students with a variety of learning styles and interests. 

This course is designed for classroom teachers and support staff at all levels including special education teachers.

Review a few comments from our past participants

Conducted online with no face-to-face class sessions, you may participate using your home or work computer without having to drive to campus.

You will connect to learning modules and class discussion via the World Wide Web and obtain readings, retrieve and submit assignments, access the university's online library resources, discuss with other participants, and have frequent personal contact with the instructor via email.

The class is highly interactive with a significant discussion component. All projects/assignments will be submitted via e-mail or presented via the course discussion board..

Required Textbooks
Readings will be assigned from the following textbooks:

1. Payne, R. (2005) A Framework for Understanding Poverty. Highlands, TX: Aha! Process, Inc.
   
   
2. Tomlinson, C. A. (2001) How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria, VA: Association for Supervision & Curriculum Development.
   
   
3. Choose one of the following to match your teaching assignment:
   
   Tomlinson, Carol Ann, and Edison, Caroline Cunningham. Differentiation in Practice: A Resource Guide for Differentiating Curriculum, Grades K-5 (2003). ASCD Publications.
   
   Tomlinson, Carol Ann, and Edison, Caroline Cunningham. Differentiation in Practice: A Resource Guide for Differentiating Curriculum, Grades 5-9 (2003). ASCD Publications.
   
   Tomlinson, Carol Ann, and Edison, Caroline Cunningham. Differentiation in Practice: A Resource Guide for Differentiating Curriculum, Grades 9-12 (2003). ASCD Publications.

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Content Outline
The learning modules are structured around an introduction, readings, activities, and reflections and include an assignment checklist, learning rubric, and interactive group discussion. Required activities include:

• Participating in online class discussions with the instructor and peers and sharing responses to readings, online resources, literature review, and field research.
• Reflecting on what is learned when viewing best practice case studies.

Differentiated Instruction Explained

• The rationale for differentiated instruction in mixed-ability classrooms
• Research findings about effective differentiation
• Research findings about student achievement and differentiation
• Readiness, interest, learning profiles shaped by learning style, gender, culture, and individuals’ preferences in reasoning
• Multiple intelligence theory and learning styles

Management Strategies for  Differentiated, Mixed-Ability Classrooms

• The learning environment in a differentiated classroom
  
• Supporting collaborative inquiry
  
• Flexible grouping strategies and cooperative learning
  (i.e., grouping by interest vs. readiness; grouping by whole group vs. small groups vs. pairs; grouping by self-selected groups vs. assigned groups)
  
• Tiered assignments
  
• Interest centers
• Contracts
  

Expanding Differentiation in the Classroom

• How to structure lessons differentiated by readiness, interest, and learning profile
  
• Differentiating content of lessons, process used in learning, and products of learning
  
• Ways to manage choice in the differentiated classroom(giving students options in the content, processes, and/or products they undertake)
  
• Gauging appropriate levels of challenge for students

Assessment in the Differentiated Classroom

Creating Quality Assessments

• Tiering Assessments
• Creating Good Test Questions

Differentiated Grading and Assessments

• Definitions
• Purpose
• Grading Scales
• Gradebook Formats for Differentiation
• Learning contracts
• Rubrics
• Student Reflections and Portfolios
• Reporting Grades

Controversial Assessment Issues

• Effort and Attendance
• Redoing Work
• What to Avoid
• Grading Challenges

Learning Outcomes
Upon completion of this course, students will:

1. Research and reflect on the impact of culture, socioeconomic class, and gender on teaching and learning.
2. Evaluate classroom scenarios and design activities and lesson plans using strategies appropriate for content, multiple intelligences, and learning styles of diverse learners.
3. Articulate techniques for differentiating content, process, and product based on student readiness, interest, and learning profile.
4. Implement key instructional strategies and explore effective classroom management.
5. Evaluate the role of ongoing assessment in successful differentiation.
6. Synthesize the relationship between daily assessment and improved student learning and examine how lessons can be modified based on assessment information.
7. Analyze personal classroom practices and viewpoints regarding differentiation.
8. Understand the rationale and essential principles of differentiation and  utilize strategies that help insure student access to the curriculum.

Alignment with State Standards
Participants in this class will gain experience that will help them meet the following Wisconsin Teaching Standards: 1,4, and 7

Prerequisites
Hardware and Software Requirements

What are the minimum technology requirements?

Complete the system checkup on this website, https://uwstout.courses.wisconsin.edu/
by clicking on the link that says: Check your system.

Review the list of compatible/recommended browsers and software programs for Learn@UWStout at the Online Help Desk.

If you have any questions about these preferences, please call one of the numbers listed below and indicate that you are a UW-Stout student needing help with Learn@UW-Stout . Help is available 7 days a week.

• 1-888-435-7589 select option 3
, or
• 1-608-264-4357 select option 3

Take a few minutes to review the Frequently Asked Questions, (FAQs).

Instructor
Mandy Hockenbrock - background information

Registration
Tuition is payable by university billing, MasterCard, or Visa.
Participants may select the payment plan option in fall and spring, but it is not available during summer session. Refund policy

Enrollment is limited to twenty participants; register online .

Check out the list of additional online classes.

Request Information Online
School of Education
Online Professional Development
University of Wisconsin - Stout
Menomonie, WI 54751
phone: 715-232-2253

Introduction Activities
After you are enrolled, review the orientation activities, Student Expectations and Responsibilities and Academic Expectations and Dishonesty Policy .