This course provides a solid foundation and set of principles for differentiating curriculum and instruction in any classroom at any grade level. Students will explore a variety of evidence-based strategies, tools, and curriculum models that effectively meet the diverse needs of all learners. Through readings, online class meetings and discussions, case studies, differentiated instruction examples, direct application, and reflection, students will deepen their understanding and need to differentiate. With an overarching goal of increasing achievement and developing student talents, this course includes the following major components: creating positive learning environments that support a) high-quality curriculum; b) diagnostic, formative, and summative assessments to inform instructional decision-making; and c) flexible grouping; addressing student differences in readiness, interest, and learning profile (including learning preference, intelligence preference, gender, culture, language preference, locale, and opportunities to learn) and appreciating how these differences influence the ways in which students learn and are motivated; understanding that the process of differentiation involves modifying content, process, product, learning environment, and/or affect; incorporating higher-order thinking skills, creative problem solving, project-based learning, authentic/respectful tasks, collaborative learning, and other evidence-based strategies to promote student achievement and talent development; understanding how differentiation of curriculum and instruction fits within specific educational interventions and models, such as scaffolding, flexible grouping, Response to Intervention (RTI), and Multi-Tiered System of Support (MTSS).
Total Credits: 3