Why DI?: An
Introduction to Differentiated Instruction
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Instructor
Name: |
Dr.
Pamela Bernards, Ed.D. |
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Facilitator: |
Professor
Steven Dahl, M.Ed. |
|
Phone: |
509-891-7219 |
|
Office
Hours: |
8
a.m. to 5 p.m. PST Monday - Friday |
|
Email: |
|
|
Address: |
Virtual
Education Software |
|
|
23403
E Mission Avenue, Suite 220F |
|
|
Liberty
Lake, WA 99019 |
|
Technical
Support: |
Introduction
Welcome to Why DI?: An Introduction to Differentiated Instruction, an
interactive computer-based instruction course, designed to give you an
understanding of the framework of and need for creating supportive learning
environments for diverse learning populations. In this course you will learn
what is meant by Differentiated Instruction (DI) and the common myths
associated with creating the differentiated classroom. We will discuss the
legal, theoretical, and pedagogical foundations in the field of education that
support the utilization of differentiated instructional practices and
principles. We will reflect on best practices and national trends in the design
of the educational setting to meet the needs of a diverse learning population.
Participants will learn how a differentiated approach invites educators to
consider any approach that supports student access to the general education
curriculum and success in learning.
Why DI?:
An Introduction to Differentiated Instruction will also provide
connections to a variety of concepts, variables, and resources that will assist
practitioners in aligning their own professional practices with those found in
the differentiated classroom.
This computer-based instruction course is a self-supporting
program that provides instruction, structured practice, and evaluation all on
your home or school computer. Technical
support information can be found in the Help section of your course.
|
Title: |
Why DI?: An
Introduction to Differentiated Instruction |
|
Publisher: |
Virtual
Education Software, inc. 2011, Revised 2015, Revised 2018, Revised 2021,
Revised 2025 |
|
Instructor: |
Dr.
Pamela Bernards, Ed.D. |
|
Facilitator: |
Professor
Steven Dahl, M.Ed. |
Academic Integrity
Statement
The structure and format of most distance-learning courses presumes 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 for anyone working with a diverse
learning population across the K–12 spectrum. While the information presented
may have relevance to any student-centered educational setting, it will have
the most relevance for K–8 mixed ability classrooms.
Expected Learning
Outcomes
As a result of this course,
participants will demonstrate their ability to:
- Understand how
differentiated instruction is defined.
- Articulate why differentiated instruction is not
a prescriptive approach.
- Outline the
major elements within a classroom that teachers typically differentiate.
- Explain the
role of curriculum and instruction in a differentiated classroom.
- Relate ways in
which differentiated instruction may be useful when creating a personal
teaching philosophy.
- Identify the
core principles of classrooms reflecting a differentiated instructional
approach.
- Outline the
current systems-level, theoretical, legal, and
pedagogical foundation for differentiation.
- Identify ways
in which differentiated instruction compares and
contrasts with specially designed instruction for students with
disabilities.
- Explain how
assessment in a classroom best exemplifies a differentiated approach.
- Articulate the
primary methods for obtaining information about student interests,
preferences, and overall learning profile.
- Understand the
rationale for synthesis between leading curricular design method,
Understanding by Design (UBD), and the differentiated instruction
approach.
- Distinguish
elements of a differentiated approach from those of a non-differentiated,
or “one size fits all” approach.
14. Analyze ways in which a differentiated
approach addresses the role of ESSA in shaping professional practice and
understanding of quality teaching.
15. Understand the systemic pressures
placed upon teachers and ways in which differentiation helps re-focus attention
on the needs of students.
16. Outline a framework for motivating all
students in a way that is respectful, student-centered, and reflective of a
differentiated approach.
17. Relate to differentiated instruction’s
concept of reciprocity of accountability for success of both teachers and
students.
18. Articulate how the current emphasis on
teacher beliefs about learning and dispositions toward students are embraced
within a differentiated approach.
19. Articulate barriers that exist for
those who are genuinely interested in implementing a differentiated approach.
20. Articulate the role of the teacher,
student, and parents in a differentiated classroom.
21. Articulate the ways in which
administrators can support teachers who are implementing a differentiated
classroom.
22. Discuss an expanded concept of
diversity and learner variance to which teachers must respond.
23. Identify characteristics of and initial
strategies for creating a culturally responsive approach to student diversity.
24. Assess current understanding of and
willingness to implement a classroom aligned with differentiated instructional
approach.
25. Understand how a differentiated
approach welcomes other approaches as broad as Universal Design for Learning
(UDL) or as specific as Explicit Instruction.
Course Description
This course, Why DI?: An Introduction to Differentiated
Instruction, has been divided into four chapters. The organization of the
course covers the What, Why, and Who
of a classroom that reflects a
Differentiated Instruction approach.
Chapter
1: The What
of Differentiated Instruction
Chapter
2: The Why
of Differentiated Instruction (Part 1)
Chapter
3: The Why
of Differentiated Instruction (Part 2)
Chapter
4: The Who
of Differentiated Instruction
Course Overview
In Chapter 1, we
outline what a differentiated
instructional approach entails. A framework for those elements that are
typically differentiated in a differentiated classroom is provided. Characteristics
and principles that best describe the DI approach across the K–12 spectrum are
outlined. General considerations of what DI is not, or common misconceptions
associated with the DI approach, are also considered. Attention is given to
ways in which the differentiated approach aligns with current expectations of
professionals and anticipated needs for classrooms in the future.
In Chapter 2, we
explore why the differentiated
approach is receiving so much attention. The historical, theoretical,
systems-level, legal, and pedagogical factors that provide a supporting
framework for implementing a differentiated instructional approach are defined.
The role that instruction and assessment play in a differentiated classroom are
discussed within a context of what are currently believed to be optimal
learning conditions for students. A synthesis of ways in which differentiated
instruction and “Understanding by Design” (UBD) mutually reinforce each other
is provided.
In Chapter 3, we
explore a range of variables in support of the alignment of the differentiated
approach with the needs of professionals, the needs associated with educational
reform in general, and ultimately the needs of individual students. Particular
attention is given to the role of teacher beliefs and
dispositions toward students within a differentiated model. A metaphor for
differentiated instruction is explored which reinforces a reciprocal
responsibility for both teachers and students for creating the conditions for
mutual success. The orientation of teachers to student failure within a
differentiated approach is discussed. Barriers that exist for teachers desiring
to implement a differentiated approach are explored.
In Chapter 4, we
explore who is involved in a differentiated classroom and how this approach
differs from many traditional classrooms. Clarification of the roles of the
teacher, students, and administrators in a differentiated instruction classroom
are provided. The skills, interests, dispositions, and goals of course
participants are explored within the framework of a differentiated approach.
Barriers to the implementation of a differentiated approach are explored,
allowing for discussion of your particular role or
context in education, the kind of school system you function in, and the degree
to which you would identify yourself as a teacher who differentiates.
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, but also included are handouts 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
Why DI?: An Introduction to Differentiated Instruction has been developed with
the widest possible audience in mind because the core principles of a
differentiated approach can be applied to grades K–12. The primary goal of the
course is to provide both an accurate overview of the approach and an
opportunity for reflection to professionals who are
interested in assessing how their current practice does, or doesn’t, align with
a differentiated one.
Steve Dahl 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 a master’s degree in special education and has served as an adjunct faculty at university level in
addition to teaching high school special education. Most recently, he served as
a national level organizational change consultant with the Center for
Educational Effectiveness. 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.
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Kentucky
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Elementary
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Secondary Differentiation Resource
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Universal Design for Learning
Crosswalk between Danielson FtF and UDL
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Dear Colleague Letter on
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US Department of Ed Tech
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Other Helpful Websites
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John McCarthy List of Tools: https://docs.google.com/spreadsheets/d/1ihsTwYr1kFx9Jb08Z2w5i1MWoxYkRXZbTP4Gcbodp6I/edit?pref=2&pli=1&gid=0#gid=0
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Reading:
College and Career Readiness Standards,
Writing:
College and Career Readiness Standards,
Speaking and Listening:
https://www.thecorestandards.org/ELA-Literacy/CCRA/SL/
College and Career Readiness Standards,
Language:
https://www.thecorestandards.org/ELA-Literacy/CCRA/L/
National
Association of State Directors of Special Education (2007). A 7-step process
for creating standards-based IEPs.
https://nasdse.org/docs/36_a7f577f4-20c9-40bf-be79-54fb510f754f.pdf
National
Center for Accessible Educational Material (AEM).
https://aem.cast.org/create/perceivable
National Center for Culturally
Responsive Educational Systems (NCCRESt).
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 line of any Internet browser search window and
you will be able to find whether the URL link is still active or any new link
to the corresponding organization’s web home page.
9/29/25 JN