ED 225 Differentiated Instruction

GENERAL INFORMATION:

Course title : ED 225 Differentiated Instruction

Campus : National, Chuuk, Kosrae, Yap

Initiator: Susan Moses

Date: February 2018

Course description: This course builds on concepts taught in ED 211 and provides an introduction to the theory and practice of differentiated classroom as applied to FSM classrooms. The course provides practical ideas for implementing a differentiated classroom environment including teaching methods, grouping strategies, management, and assessment strategies. The student teaches at least two differentiated lessons in an elementary classroom. Student professionalism is measured.

 

COURSE HOURS/CREDITS:

Hours per Week

 

No. of Weeks

 

Total Hours

 

Semester Credits

Lecture

X

16

=

48/16

=

3

Laboratory

X

=

/48

=

Lecture/Lab

X

=

/16

=

Workshop

X

=

/32

=

Total Semester Credits

3

PURPOSE OF COURSE:

[ X ] Degree requirement

[ ] Degree elective

[ ] Certificate

[ ] Other

PREREQUISITES: ED 110 Introduction to Teaching; ED 211 Classroom Methods; and PY 201 Human Growth and Development

PSLOS OF OTHER PROGRAMS THIS COURSE MEETS:

PSLO#

Program

None

1) INSTITUTIONAL STUDENT LEARNING OUTCOMES

[X ]

1. Effective oral communication: capacity to deliver prepared, purposeful presentations designed to increase knowledge, to foster understanding, or to promote change in the listeners’ attitudes, values, beliefs, or behaviors.

[X]

2. Effective written communication: development and expression of ideas in writing through work in many genres and styles, utilizing different writing technologies, and mixing texts, data, and images through iterative experiences across the curriculum.

[X ]

3. Critical thinking: a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.

[X]

4. Problem solving: capacity to design, evaluate, and implement a strategy to answer an open-ended question or achieve a desired goal.

[ ]

5. Intercultural knowledge and competence: a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.

[ ]

6. Information literacy: the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand.

[ ]

7. Foundations and skills for life-long learning : purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills, and competence.

[ ]

8. Quantitative Reasoning: ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations; comprehends and can create sophisticated arguments supported by quantitative evidence and can clearly communicate those arguments in a variety of formats.

2) PROGRAM STUDENT LEARNING OUTCOMES (PSLOs): The student successfully

completing the AA in Pre-teacher Preparation will be able to:

1. Demonstrate basic knowledge and concepts related to elementary education;

2. Task analyze FSM and State curriculum standards, develop lesson plans, deliver lessons

using a variety of strategies, develop instructional materials, manage student behavior, and

assess student learning in an elementary classroom; and

3. Demonstrate professionalism.

3) COURSE STUDENT LEARNING OUTCOMES (CSLOs) (General): The student will be

able to:

1. Demonstrate knowledge and understanding of the goals of a differentiated classroom in an

FSM classroom.

2. Develop unit and daily lesson plans to meet the diverse needs of all students in the core

content areas of the FSM and State curriculum standards and benchmarks.

3. Demonstrate instructional strategies, activities, and use of materials based on an awareness

and understanding of how FSM children at different ages learn.

4. Demonstrate strategies for assessing and meeting the diverse instructional needs of all

students in the core content areas of the FSM and State curriculum standards and

benchmarks.

5. Demonstrate strategies for managing a diverse classroom.

4) COURSE STUDENT LEARNING OUTCOMES (CSLOs) (Specific): The student will be

able to:

CSLO (General) 1: Demonstrate knowledge and understanding of the goals of a differentiated classroom in an FSM school.

Specific Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

1.1 Develop a set of personal goals for a differentiated classroom in an FSM school.

2,4

1

1.1 Write a paper that summarizes the student’s personal goals for a differentiated classroom in an FSM school. A scoring rubric will be used.

CSLO (General) 2: Develop unit and daily lesson plans to meet the diverse needs of all students in the core content areas of the FSM and State curriculum standards and benchmarks in FSM classrooms.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

2.1 Design and develop unit and daily lesson plans to meet the diverse needs of all students in the areas of Language Arts (including Reading), Math, Science, and Social Studies appropriate for classrooms in the FSM.

2,4

1,2,3

2.1 Design and develop unit and daily lesson plans in the areas of Language Arts (including Reading), Math, Science, and Social Studies appropriate for use in classrooms in the FSM. A scoring rubric will be used.

CSLO (General) 3: Demonstrate instructional strategies, activities, and use of materials based on an awareness and understanding of how FSM children at different ages learn.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

3.1 Based on an understanding of the growth and development of FSM children and adolescents ages 6-13, design instructional strategies, activities, and materials appropriate for use in classrooms in the FSM.

3.2 Demonstrate instructional strategies for meeting the diverse instructional needs of all students in the areas of Language Arts (including Reading), Math, Science, and Social Studies

3.3 Group students for instruction in the areas of Language Arts (including Reading), Math, Science, and Social Studies.

4

1*,4

3,4

1,2,3

1,2,3

1,2,3

3.1 Develop instructional strategies, activities, and materials based on key tenets of developmental and learning theories, such as Piaget, Erikson, Vygotsky, Maslow, Gardner, Skinner, and information processing for use in classrooms in the FSM. A scoring rubric will be used.

3.2 Demonstrate instructional strategies in the areas of Language Arts (including Reading), Math, Science, and Social Studies to meet the diverse instructional needs of students who vary in language and cultural backgrounds, special needs, developmental levels, and home backgrounds. At least two lessons are delivered in an actual classroom. A scoring rubric will be used.

3.3 Given results from the administration of Reading and Math screening instruments and identification of themes in the areas of Science and Social Studies, organize elementary students into instructional groups. A scoring rubric will be used.

CSLO (General) 4: Demonstrate strategies for assessing the diverse instructional needs of all students in the core content areas of the FSM and State curriculum standards and benchmarks in an FSM classroom.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

4.1 Demonstrate strategies for assessing the skill needs of all students in the areas of Language Arts (including Reading), Math, Science, and Social Studies based on the FSM and State curriculum standards and benchmarks.

1,3 4

1,2,3

4.1 In role-play situations and in an actual classroom (See 3.1) demonstrate strategies for assessing students’ skill needs in the areas of Language Arts (including Reading), Math, Science, and Social Studies based on the FSM and State curriculum standards and benchmarks. A scoring rubric will be used.

CSLO (General) 5: Demonstrate strategies for managing a differentiated classroom in the FSM

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

5.1 Demonstrate strategies for establishing, teaching, and enforcing classroom rules and routines in an FSM classroom.

1,4

1,2,3

5.1 In role-play situations and in an actual classroom (See 3.1) demonstrate strategies for establishing, teaching, and enforcing classroom rules and routines. A scoring rubric will be used.

5.2 Develop a classroom schedule for an FSM classroom.

1,4

1,2

5.2 Develop a written schedule suitable for use in an FSM classroom. A scoring rubric will be used.

5.3 Develop a classroom layout suitable for an FSM classroom.

1,4

1,2

5.3 Develop a written classroom layout suitable for a differentiated classroom in the FSM. A scoring rubric will be used.

5.4 Demonstrate “least intrusive” strategies for handling minor off-task behavior.

1,4

1,2

5.4 In role-play situations and in an actual classroom (See 3.1) demonstrate “least intrusive” strategies for handling minor off-task behavior. A scoring rubric will be used.

5.5 Demonstrate strategies for handling off-task student behavior patterns.

1,4

1,2

5.5 In role-play situations, demonstrate strategies for handling off-task student behavior patterns. A scoring rubric is used.







5) COURSE CONTENT:

1. Goals of a differentiated classroom in an FSM school

2. Stages of child and adolescent development and theories of learning as related to learning in

an FSM classroom

3. Curriculum planning for FSM classrooms

4. Instructional strategies, activities, and materials in content areas to meet diverse student needs

5. Assessment of student learning in an FSM classroom

6. Strategies for managing an FSM classroom

6) METHOD(S) OF INSTRUCTION:

[X ] Lecture [X ] Cooperative learning groups

[ ] Laboratory [X ] In-class exercises

[ ] Audio visual [X ] Demonstrations by the instructor

[ ] Other

7) REQUIRED TEXT(S) AND COURSE MATERIALS:

Tomlinson, C.A. (2014). The differentiated classroom: Responding to the needs of all learners.

Alexandria, VA: Association for Supervision and Curriculum Development (or more recent

edition)

8) REFERENCE MATERIALS:

FSM and State curriculum standards and benchmarks

9) INSTRUCTIONAL COSTS:

None

10) EVALUATION: Summative evaluation is accomplished by having the students write a

reflection paper and submit a portfolio of all of assignments, exams, lesson plans, and

associated materials developed in the course. Both the reflection paper and the portfolio are

scored with rubrics. Student professionalism is measured through the completion of the

Professionalism Rubric at least twice during the semester.

11) CREDIT BY EXAMINATION:

None

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