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. |
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Phone: |
509-891-7219 |
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Office Hours: |
8 a.m. to 5 p.m. PST Monday - Friday |
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Email: |
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Address: |
Virtual Education Software |
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23403 E Mission Avenue, Suite 220F |
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Liberty Lake, WA 99019 |
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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.
- Articulate
the range of barriers when implementing a differentiated classroom
including the importance of selecting accessible instructional materials
(AEM).
- Analyze ways in which a differentiated
approach addresses the role of ESSA in shaping professional practice and
understanding of quality teaching.
- Understand the systemic pressures
placed upon teachers and ways in which differentiation helps re-focus
attention on the needs of students.
- Outline a framework for motivating all
students in a way that is respectful, student-centered, and reflective of
a differentiated approach.
- Relate to differentiated instruction’s
concept of reciprocity of accountability for success of both teachers and
students.
- Articulate how the current emphasis on
teacher beliefs about learning and dispositions toward students are
embraced within a differentiated approach.
- Articulate barriers that exist for
those who are genuinely interested in implementing a differentiated
approach.
- Articulate the role of the teacher,
student, and parents in a differentiated classroom.
- Articulate the ways in which
administrators can support teachers who are implementing a differentiated
classroom.
- Discuss an expanded concept of
diversity and learner variance to which teachers must respond.
- Identify characteristics of and
initial strategies for creating a culturally responsive approach to
student diversity.
- Assess current understanding of and
willingness to implement a classroom aligned with differentiated
instructional approach.
- 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%, 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 a course
evaluation form at the end of the course.
Examinations
At the end of each chapter, 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. Your
final grade for the course will be determined by calculating an average score
of all exams. This score will be printed
on your final certificate. 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.
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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Differentiation Resources by
Selected State
Kentucky Department of Education
Elementary Differentiation Resources -
Kentucky Department of Education
Secondary
Differentiation Resource
https://www.education.ky.gov/specialed/GT/Pages/GTRsrcs.aspx
Universal
Design for Learning
Crosswalk
between Danielson FtF and UDL
US
Department of Education Resources
Dear Colleague Letter on Students with Disabilities and FAPE:
Parent
Center Hub (Resources for Parents of students with disabilities)
http://www.parentcenterhub.org/brief-fape/
US Department of Ed Tech (USDET)
National
Ed Tech Plan (ETP)
IES What Works Clearinghouse Resources
(Find What Works)
https://ies.ed.gov/ncee/wwc/FWW
Supporting Child and Student Social,
Emotional, Behavioral and Mental Health Needs.
Other
Helpful Websites
https://aem.cast.org/create/perceivable
All Things PLC:
https://allthingsplc.info/
Edutopia – (John McCarthy Resources): https://www.edutopia.org/blog/differentiated-instruction-social-media-tools-john-mccarthy
ERIC Resources: https://eric.ed.gov/?id=EJ976481
Every Student Succeeds Act: https://www.congress.gov/114/plaws/publ95/PLAW-114publ95.pdf
John McCarthy List of Tools: https://docs.google.com/spreadsheets/d/1ihsTwYr1kFx9Jb08Z2w5i1MWoxYkRXZbTP4Gcbodp6I/edit?pref=2&pli=1&gid=0#gid=0
NAEP website: https://nces.ed.gov/nationsreportcard/
College
and Career Readiness Standards, 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
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