Text, logo

Description automatically generated

Why DI?: An Introduction to Differentiated Instruction

 

Instructor Name:

Dr. Pamela Bernards, Ed.D.

Facilitator:

Professor Steven Dahl, M.Ed.

Phone:

509-891-7219

Office Hours:

8 a.m. to 5 p.m. PST Monday - Friday

Email:

steve_dahl@virtualeduc.com

Address:

Virtual Education Software

 

23403 E Mission Avenue, Suite 220F

 

Liberty Lake, WA 99019

Technical Support:

support@virtualeduc.com

 


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.

 


Course Materials (Online)

Title:

Why DI?: An Introduction to Differentiated Instruction

Publisher:

Virtual Education Software, inc. 2011, Revised 2015, Revised 2018, Revised 2021

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:

  1. Understand how differentiated instruction is defined.
  2. Articulate why differentiated instruction is not a prescriptive approach.
  3. Outline the major elements within a classroom that teachers typically differentiate.
  4. Explain the role of curriculum and instruction in a differentiated classroom.
  5. Relate ways in which differentiated instruction may be useful when creating a personal teaching philosophy.
  6. Identify the core principles of classrooms reflecting a differentiated instructional approach.
  7. Outline the current systems-level, theoretical, legal, and pedagogical foundation for differentiation.
  8. Identify ways in which differentiated instruction compares and contrasts with specially designed instruction for students with disabilities.
  9. Explain how assessment in a classroom best exemplifies a differentiated approach.
  10. Articulate the primary methods for obtaining information about student interests, preferences, and overall learning profile.
  11. Understand the rationale for synthesis between leading curricular design method, Understanding by Design (UBD), and the differentiated instruction approach.
  12. Distinguish elements of a differentiated approach from those of a non-differentiated, or “one size fits all” approach.

13.  Articulate the range of barriers when implementing a differentiated classroom including the importance of selecting accessible instructional materials (AEM).

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

 


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 completed post-master’s coursework to obtain a Washington State Administrator Credential, which certifies him to oversee programs ranging from preschool settings through 12th grade (as well as post-secondary vocational programs for 18–21-year-old students). He has 21 years of combined experience in resource-room special education classrooms, inclusion support in a comprehensive high school, and provision of support to adults with disabilities in accessing a wide range of community settings. He most recently served 4 years as a special programs administrator, overseeing multiple programs ranging from institutional education settings (juvenile detention) to K–12 social-emotional programs designed to support students whose disability interferes with their academic learning. He currently serves as director of Learning Solutions for Strivven Media, creators of VirtualJobShadow.com and VJS Junior, K–12 career exploration platforms. 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.

 


Bibliography (Suggested Readings)

Abbott, J., & MacTaggart, H. (2010). Overschooled but undereducated: Society’s failure to understand adolescence. London, UK: Continuum.

Access Center. Universal design to support access to the general education curriculum. (Updated October 19, 2004). https://ccie.ucf.edu/wp-content/uploads/sites/8/2018/02/UDLBarriersExercise.pdf

Ainsworth, L. (2003). Power standards: Identifying the standards that matter the most. Advanced Learning Press.

American Institutes for Research (AIR). (2020, July). Personalizing student learning with station rotation: A descriptive study. Overdeck Family Foundation. https://www.air.org/sites/default/files/Station-Rotation-Research-Brief-Final-July-2020.pdf

Arnett, T. (2021). Breaking the mold: How a global pandemic unlocks innovation in K-12 instruction. Christensen Institute. https://www.christenseninstitute.org/wp-content/uploads/2021/01/BL-Survey-1.07.21.pdf

Bayse, D., & Grant, P. (2014). Personalized learning: A guide for engaging students with technology. ISTE. E-book downloaded from https://www.intel.com/content/dam/www/public/us/en/documents/education/k12-personalized-learning-guidebook.pdf

Bell, K. (2020). Blended learning with Google: Your guide to dynamic teaching and learning. Shake Up Learning.

Beninghof, A. (2021). Specially designed instruction: Increasing success for students with disabilities. Routledge.

Bishop, P., Downes, J., & Farber, K. (2019). Personalized learning in the middle grades: A guide for classroom teachers and school leaders. Harvard Education Press.

Bluestein, J. (2008). The win-win classroom: A fresh and positive look at classroom management. Corwin.

Blackburn, B. R. (2018). Rigor and differentiation in the classroom: Tools and strategies. Routledge.

Bondie, R., & Zusho, B. (2018). Differentiated instruction made practical: Engaging the extremes through classroom routines. Routledge.

Bourbour, C. B. (2005, February). Pupil personnel management: A problem-solving model for special education’s ‘storms.’ The School Administrator, 62(2). http://www.aasa.org/SchoolAdministratorArticle.aspx?id=8800

Brevik, L. M., Gunnulfsen, A. E., & Renzulli, J. (2018). Student teachers’ practice and experience with differentiated instruction for students with higher learning potential. Teaching and Teacher Education, 71(2018), 34–45. https://doi.org/10.1016/j.tate.2017.12.003

Bridgeland, J. M., DiIulio, J. J., Jr., & Morrison, K. B. (2006). The silent epidemic: Perspectives on high school dropouts. Civic Enterprises.

Brooks, M., & Grennon Brooks, J. (1999). The courage to be constructivist. Educational Leadership, 57(3), 18–24. http://www.ascd.org/publications/educational-leadership/nov99/vol57/num03/The-Courage-to-Be-Constructivist.aspx

Caglayan, K., Hodgman, S., Garat, M., & Rickles, J. (2021). Research brief. Barriers and supports: Teacher familiarity with digital learning tools. American Institutes for Research. https://www.air.org/sites/default/files/Barriers-and-Supports-Teacher-Familiarity-With-Digital-Learning-Tools-Feb-2021.pdf

Carroll, A., Houghton, S., Wood, R., Unsworth, K., Hattie, J., Gordon, L., & Bower, J. (2009). Self-efficacy and academic achievement in Australian high school students: The mediating effects of academic aspirations and delinquency. Journal of Adolescence, 32, 797–817. https://doi.org/10.1016/j.adolescence.2008.10.009

CAST. (2008). Guidelines for Universal Design for Learning 1.0. https://udlguidelines.cast.org/binaries/content/assets/udlguidelines/udlg-v1-0/udlg_graphicorganizer_v1-0.pdf

CAST (2011). Universal Design for Learning guidelines version 2.0. Author.

CAST. (2018) Universal Design for Learning guidelines version 2.2. https://udlguidelines.cast.org/?utm_medium=web&utm_campaign=launch&utm_source=cast-news&utm_content=body-text

Caine, R. N., Caine, G., McClintic, C., & Klimek, K. (2005). 12 brain/mind learning principles in action: The fieldbook for making connections, teaching, and the human brain. Corwin Press.

Centers for Disease Control. (2018). School connectedness resources. Retrieved from https://www.cdc.gov/healthyyouth/protective/school_connectedness.htm

Chardin, M., & Novak, K. (2020). Equity by design: Delivering on the power and promise of UDL (1st ed.). Corwin.

Corwin Visible Learning+. (n.d.). Global research database. Retrieved March 27, 2022, from https://www.visiblelearningmetax.com/Influences

Christensen, C. (2003). The innovator’s dilemma. HarperCollins.

City, E.., Elmore, R., Fiarman, S., & Teitel, L. (2009). Instructional rounds in education: A network approach to improving teaching and learning. Harvard Education Press.

Collins, J. (2001). Good to great. Harper Business.

Council of the Great City Schools. (2020a). Addressing mental health and social-emotional wellness in the COVID-19 crisis: A resource guide for school districts. https://www.cgcs.org/cms/lib/DC00001581/Centricity/Domain/313/CGCS_SocialEmot_Resources.pdf

Council of the Great City Schools. (2020b). Addressing unfinished learning after COVID-19 school closures. CGCS_Unfinished Learning.pdf

Csikszentmihalyi, M., Rathunde, K., & Whalen, S. (1993). Talented teenagers: The roots of success and failure. Cambridge University Press.

Danielson, C. (2007). Enhancing professional practice: a framework for teaching (2nd ed.). Association for Supervision and Curriculum Development.

Danielson, C. (2009). Implementing the framework for teaching in enhancing professional practice. Association for Supervision and Curriculum Development.

Danielson, C. (2009). Talk about teaching: Leading professional conversations. Sage.

Danielson, C. (2013).  Framework for teaching evaluation instrument. Association for Supervision and Curriculum Development.

Danielson Group. (2020). The framework for remote teaching. https://danielsongroup.org/the-framework-for-remote-teaching/

Danielson, M., & McGreal, T. (2000). Teacher evaluation to enhance professional practice. Association for Supervision and Curriculum Development.

Darling-Hammond, L., Bransford, J., LePage, P., & Hammerness, K. (Eds.) (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. Jossey-Bass.

Darling-Hammond, L., & Cook-Harvey, C. M. (2018). Educating the whole child: Improving school climate to support student success. https://learningpolicyinstitute.org/product/educating-whole-child-report

Darling-Hammond, L. & Oakes, J. (2019). Preparing teachers for deeper learning. Harvard University Press.

Davis, T., & Autin, N. (2020). The cognitive trio: Backward design, Formative Assessment, and Differentiated Instruction. Research in Contemporary Education, 5(2). https://files.eric.ed.gov/fulltext/EJ1275572.pdf

Diamond, A. (2009). All or none hypothesis: A global-default mode that characterizes the brain and mind. Developmental Psychology, 45, 130–138. https://doi.org/10.1037/a0014025

Diller, D. (2021). Simply small groups: Differentiating literacy learning in any setting. Corwin.

Duckworth, A., Kautz, T., Defnet, A., Satlof-Bedrick, E., Talamas, S., Lira, B., & Steinberg, L. (2021). Students attending school remotely suffer socially, emotionally, and academically. Educational Researcher, 50(7), 479–482. American Educational Research Association (AERA). https://doi.org/10.3102/0013189X211031551

DuFour, R., DuFour, R., Eaker, R., & Many, T. (2010). Learning by doing: A handbook for professional learning communities at work. Solution Tree Press. http://www.allthingsplc.info/blog/view/305/learning-in-a-plc-student-by-student-target-by-target

DuFour, R., & DuFour, R. (2016, July 8). Student grouping in a PLC [Blog post]. http://www.allthingsplc.info/blog/view/32/Student+Grouping+in+a+PLC

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

Elmore, R. (2002, January). Building capacity to enhance learning: A conversation. Principal Leadership, 2(5).

France, P. (2019). Reclaiming personalized learning: A pedagogy for restoring equity and humanity in our classrooms. Corwin.

Fuchs, L. S., & Fuchs, D. (n.d.). What is scientifically-based research on progress monitoring? National Center on Student Progress Monitoring. https://files.eric.ed.gov/fulltext/ED502460.pdf

Fullan, M., & Hargreaves, A. (1996). What’s worth fighting for in the schools. Teachers College Press.

Fulbeck, E., Atchinson, D., Giffin, J., Seidel, D., & Eccleston, M. (2020). Station rotation: Personalizing student learning with station rotation. American Institutes for Research. https://www.air.org/sites/default/files/Station-Rotation-Practitioner-Brief-Final-July-2020.pdf

Gaertner, S., & Dovidio, J. (1986). The aversive form of racism. In J. F. Dovidio and S. L. Gaertner (Eds.), Prejudice, discrimination and racism: Theory and research (pp. 61–89). Academic Press.

Gardner, Howard. (1999). Intelligence reframed: Multiple intelligences for the 21st century. Basic Books.

Gartin, B., Murdick, N., Perner, D., & Imbeau, M. (2016). Differentiating instruction in the inclusive classroom: strategies for success. Council for Exceptional Children Division on Autism and Developmental Disabilities.

Gay, G. (2000). Theory, research and practice. Teachers College Press.

Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106–116. https://www.cwu.edu/teaching-learning/sites/cts.cwu.edu.teaching-learning/files/documents/PreparingforCulturallyResponsiveTeaching,%20Geneva%20Gay.pdf

Gheyssens, E., Coubergs, C., Griful-Freixenet, J., Engels, N., & Struyven, K. (2020). Differentiated instruction: The diversity of teachers’ philosophy and praxis to adapt teaching to students' interests, readiness and learning profiles. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2020.1812739

Ginja, T. & Chen, X. (2020). Teacher educators’ perceptions and experiences towards differentiated instruction. International Journal of Instruction, 13(4). https://files.eric.ed.gov/fulltext/EJ1270682.pdf

Ginsberg, M., & Wlodkowski, R. (2000). Creating highly motivating classrooms for all students: A schoolwide approach to powerful teaching with diverse learners. Jossey-Bass.

Glasser, W. (1969). Schools without failure. Harper & Row.

Glasser, W. (1986). Control theory in the classroom. Harper & Row.

Glasser, W. (1992). The quality school: Managing students without coercion. HarperCollins.

Gregory, G., & Chapman, C. (2007). Differentiated instructional strategies: One size does not fit all (2nd ed.). Sage.

Gregory, G. (2011). Differentiated instruction. Corwin.

Guskey, T. (2007). Using assessments to improve teaching and learning. In D. Reeves (Ed.), Ahead of the curve: The power of assessment to transform teaching and learning (pp. 15–29). Solution Tree Press.

Hall, T. (2002). Differentiated instruction. National Center on Accessing the General Curriculum. https://www.dr-hatfield.com/educ342/Differentiated_Instruction.pdf

Hall, T., Vue, G., Strangman, N., & Meyer, A. (2004). Differentiated instruction and implications for UDL implementation. National Center on Accessing the General Curriculum. (Links updated 2014). ncac-differentiated-instruction-udl-2014-10.docx (live.com)

Hall, T., & Vue, G. (2004). Explicit instruction. National Center on Accessing the General Curriculum. (Links updated 2014). ncac-explicit-instruction-2014-10.docx (live.com)

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.

Hanson, H. (2014). RTI & DI (Response to Intervention & Differentiated Instruction). National Professional Resources, Inc.

Hattie, J. (2012). Visible learning for teachers: Maximizing the impact on learning. Routledge.

Hattie, J., & Zierer, K. (2019). Visible learning insights. Routledge.

Heacox, D. (2009). Making differentiation a habit: How to ensure success in academically diverse classrooms. Free Spirit.

Heintzman, L. & Hanson, H. (2009). RTI & DI: The dynamic duo. (National Professional Resources DVD/video resource). https://www.films.com/id/20034

Herburger, D., Holdheide, L., & Sacco, D. (2020). Removing barriers to effective distance learning by applying the high leverage practices. CEEDAR Center & the National Center for Systemic Improvement (NCSI). https://ceedar.education.ufl.edu/wp-content/uploads/2020/10/CEEDER-Leveraging-508.pdf

Hersi, A., & Bal, I. (2021). Planning for differentiated instruction: Understanding Maryland teacher’s desired and actual use of differentiated instruction. Educational Planning, 28(1). https://files.eric.ed.gov/fulltext/EJ1284804.pdf

Herbold, J. (2012). Curriculum mapping and research-based practice: Helping students find the path to full potential. Odyssey: New Directions in Deaf Education, 13, 40–43. https://eric.ed.gov/?id=EJ976481

Hochanadel, A., & Finamore, D. (2015). Fixed and growth mindset in education and how grit helps students persist in the face of adversity. Journal of International Educational Research, 11(1), 47–50. http://www.alearningboxblog.com/uploads/5/8/0/2/58020745/fixed_and_growth_mindset_in_education_and_how_grit_helps_in_the_face_of_adversity.pdf

Honawar, V. (2008, March 14). Teacher education community is striving to interpret candidate ‘dispositions.’ Education Week. https://www.edweek.org/policy-politics/teacher-ed-community-is-striving-to-interpret-candidate-dispositions/2008/03

Hoover, J. J., & Patton, J. R. (2005). Curriculum adaptations for students with learning and behavior problems: Differentiating instruction to meet diverse needs (3rd ed.). PRO-ED.

Hoover, J. J., & Patton, J. R. (2005, March). Differentiating curriculum and instruction for English-language learners with special needs. Intervention in School and Clinic, 40(4), 231–235. https://doi.org/10.1177/10534512050400040401

Howell, K., & Nolet, V. (2000). Curriculum-based evaluation: Teaching and decision making (3rd ed.). Thompson.

IES What Works Clearinghouse. (2007). Practice guide: Organizing instruction and study to improve student learning. https://ies.ed.gov/ncee/wwc/PracticeGuide/1

Instructional design/SAMR model/What is the SAMR model? (2018, May). Wikiversity. https://en.wikiversity.org/wiki/Instructional_design/SAMR_Model/What_is_the_SAMR_Model%3F

Jackson, R. (2009). Never work harder than your students & other principles of great teaching. Association of Supervision and Curriculum Development.

Jackson, R. (2005). Curriculum access for students with low-incidence disabilities: The promise of universal design for learning. National Center on Accessing the General Curriculum. (Links updated 2011). https://www.cast.org/products-services/resources/2005/ncac-curriculum-access-low-incidence-udl

Jacobs, H. (2004). Getting results with curriculum mapping. Association of Supervision and Curriculum Development.

Jensen, E. (2008). Brain-based learning: The new paradigm of teaching. Sage.

Kallick, B., & Zmuda, A. (2017). Students at the center: Personalized learning with habits of mind. Association for Supervision and Curriculum Development.

Kaplan, S. (2021). Differentiated instruction for advanced and gifted learners. Routledge.

Karger, J., & Hitchcock, C. (2003). Access to the general curriculum for students with disabilities: A brief legal interpretation. https://ollibean.com/access-to-the-general-curriculum-for-students-with-disabilities-a-brief-legal-interpretation-2/

Kise, J. (2021). Doable differentiation: Twelve strategies to meet the needs of all learners. Solution Tree Press.

Klinger, J., Artiles, A., Kozleski, E., Harry, B., Zion, S., Tate, W., Zamora-Durán, G., & Riley, D. (2005, September). Addressing the disproportionate representation of culturally and linguistically diverse students in special education through culturally responsive educational systems. Education Policy Analysis Archives, 13(38). https://doi.org/10.14507/epaa.v13n38.2005

Learning First Alliance. (2020). Effective professional development policy. https://learningfirst.com/effective-professional-development-policy/

Lewis, L., Parsad, B., Carey, N., Bartfai, N., Farris, E., & Smerdon, B. (1999, January). Teacher quality: A report on the preparation and qualifications of public school teachers. National Center for Education Statistics. https://nces.ed.gov/pubs99/1999080.pdf

Lipton, L., & Wellman, B. (2013). Learning-focused supervision: Developing professional expertise in standards-driven systems. MiraVia.

Loreman, T. (2007). Seven pillars of support for inclusive education: Moving from “Why?” to “How?” International Journal of Whole Schooling, 3(12). https://files.eric.ed.gov/fulltext/EJ847475.pdf

Loreman, T., Earle, C., Sharma, U., & Forlin, C. (2007). The development of an instrument for measuring preservice teachers’ sentiments, attitudes, and concerns about inclusive education. International Journal of Special Education, 22(1), 150–159. https://files.eric.ed.gov/fulltext/EJ814498.pdf

Marzano, R. J., Pickering, D. J., & Heflebower, T. (2011). The highly engaged classroom. Solution Tree.

Mastropieri, M., & Scruggs, T. (2018). The inclusive classroom: Strategies for effective differentiation (6th ed.). Pearson.

McCarthy, J. (2017). So all can learn: A practical guide to differentiation. Rowman & Littlefield.

McClane, K. (n.d.). Student progress monitoring: What this means for your child. National Center on Student Progress Monitoring. https://www.readingrockets.org/article/student-progress-monitoring-what-means-your-child

McTighe, J., & Tomlinson, C. A. (2006). Integrating UBD and DI. Association for Supervision and Curriculum Development.

Medina, J. (2008). Brain rules. Pear Press.

McTighe, J., & Willis, J. (2019). Upgrade your teaching: Understanding by design meets neuroscience. Association for Supervision and Curriculum Development.

Moosa, V., & Shareefa, M. (2019). Implementation of differentiated instruction: Conjoint effect of teachers’ sense of efficacy, perception, and knowledge. Anatolian Journal of Education, 4(1). https://files.eric.ed.gov/fulltext/EJ1244448.pdf

Moosa, V., & Shareefa, M. (2020). The most-cited educational research publications on differentiated instruction: A bibliometric analysis. European Journal of Educational Research, 9(1), 331–349. https://files.eric.ed.gov/fulltext/EJ1241203.pdf

National Center on Accessible Educational Materials. (2021). AEM in the IEP. National Center on Accessible Educational Materials. https://aem.cast.org/get-started/resources/2021/aem-in-the-iep

National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards. Authors.

Night, J., Hoffman, A., Harris, M., & Thomas., S. (2020). The instructional playbook: The missing link for translating research into practice. ASCD.

Nolet, V., & McLaughlin, M. (1997). Accessing the general curriculum: Including students with disabilities in standards-based reform. Sage.

Novak, K. (2016). UDL now! A teacher’s guide to applying universal design for learning in today’s classrooms. CAST.

Novak, K., & Rodriguez, K. (2016). Universally designed leadership: Applying UDL to systems and schools. CAST.

NYU Steinhardt, School of Culture, Education, and Human Development. (2008). Culturally responsive differentiated instruction strategies. https://impactofspecialneeds.weebly.com/uploads/3/4/1/9/3419723/culturally_responsive_differientiated_instruction.pdf

Pallegrino, J. (2006, November). Rethinking and redesigning curriculum, instruction and assessment: What contemporary research and theory suggests. A paper commissioned by the National Center on Education and the Economy for the new Commission on the Skills of the American Workforce. https://www.researchgate.net/publication/234639199_Rethinking_and_Redesigning_Education_Assessment_Preschool_through_Postsecondary

Payne, R. (2008). Under-resourced learners: 8 strategies to boost student achievement. Aha! Process.

Platt, A., Tripp, C., Ogden, W., & Fraser, R. (2000). The skillful leader: Confronting mediocre teaching. Ready About Press.

Reeves, D., & Wiggs, M. D. (2012). Navigating implementation of the Common Core State Standards. Leadership and Learning Center.

“Remote students of all races, incomes suffered during pandemic.” (2020). Stavros Niarchos Foundation, Paideia Program, University of Pennsylvania.  https://snfpaideia.upenn.edu/news/remote-students-of-all-races-incomes-suffered-during-pandemic/ 

Richards, H., Brown, A., & Forde, T. (2007, January/February.). Addressing diversity in schools: Culturally responsive pedagogy. Teaching Exceptional Children, 39(3), 64–68. https://doi.org/10.1177/004005990703900310

Rosenfeld, M., & Rosenfeld, S. (2008, May). Developing effective teacher beliefs about learners: The role of sensitizing teachers to individual learning differences. Educational Psychology, 28(3), 245–272. https://doi.org/10.1080/01443410701528436

Sedere, U. (2008, February 14). Delineating an educational policy framework for the developing nations in meeting the emerging global challenges by year 2050. Paper presented at the Annual J. E. Jayasuriya Memorial Lecture, Colombo, Sri Lanka. https://files.eric.ed.gov/fulltext/ED500041.pdf

Singh, D., & Stoloff, D. (2008, December). Assessment of teacher dispositions. College Student Journal, 42(4), 1169–1180. https://link.gale.com/apps/doc/A187324788/AONE?u=anon~ed9f6068&sid=googleScholar&xid=6de3e4e0

Smets, W., & de Grote-Hogeschool, K. (2017). High quality differentiated instruction – A checklist for teacher professional development on handling differences in the general education classroom. Universal Journal of Educational Research, 5(11), 2074–2080. https://doi.org/10.13189/ujer.2017.051124

Sousa, D. A., & Tomlinson, C. A. (2011). Differentiation and the brain: How neuroscience supports the learner-friendly classroom. Solution Tree.

Sousa, D. A., & Tomlinson, C. A. (2018). Differentiation and the brain: How neuroscience supports the learner-friendly classroom (2nd ed.). Solution Tree.

Stanovich, P., & Stanovich, K. (2003). Using research and reason in education: How teachers can use scientifically based research to make curricular and instructional decisions. National Institute for Literacy.

Stiggins, R. (1997). Student-centered classroom assessment. Prentice-Hall.

Stiggins, R. (2008, April). Assessment manifesto: A call for the development of balanced assessment systems. ETS Assessment Training Institute. https://famemichigan.org/wp-content/uploads/2018/06/Stiggins-Assessment-Manifesto-A-Call-for-the-Development-of-Balanced-Assessment-Systems.pdf

Stone, D., Patton, B., & Heen, S. (1999). Difficult conversations: How to discuss what matters most. Penguin.

Subban, P. (2006). Differentiated instruction: A research basis. International Education Journal, 7(7), 935–947. https://files.eric.ed.gov/fulltext/EJ854351.pdf

Tarc, P. (2020). Education post-Covid-19: Re-visioning the face-to-face classroom. Current Issues in Comparative Education (CICE), 22(1). https://files.eric.ed.gov/fulltext/EJ1274311.pdf

Thornton, H. (2006, Spring). Dispositions in action: Do dispositions make a difference in practice? Teacher Education Quarterly, 33(2), 53–68. https://www.jstor.org/stable/23478934

Thousand, J. S., Villa, R. A., & Nevin, A. I. (2007). Differentiating instruction: Collaboratively planning and teaching for universally designed learning. Sage.

Thousand, J. S., Villa, R. A., & Nevin, A. I. (2015). Differentiating instruction: Planning for universal design and teaching for college and career readiness (2nd ed.). Sage.

Tilly, D. (2006, Winter). Perspectives. International Dyslexia Association.

Tollefson, J. M., Mellard, D. F., & McKnight, M. A. (2007). Responsiveness to intervention: An SLD determination resource [Brochure]. National Research Center on Learning Disabilities.

Tomlinson, C. A. (1999). Differentiated instruction. Association for Supervision and Curriculum Development.

Tomlinson, C. A. (2000). Reconcilable differences? Standards-based teaching and differentiation. Educational Leadership, 58(1), 6–11. https://www.ascd.org/el/articles/reconcilable-differences-standards-based-teaching-and-differentiation

Tomlinson, C. A. (2001, February). Standards and the art of teaching: Crafting high-quality classrooms. NASSP Bulletin, 85(622), 38–47. https://www.researchgate.net/publication/254917796_Standards_and_the_Art_of_Teaching_Crafting_High-Quality_Classrooms

Tomlinson, C. A. (2017). How to differentiate instruction in mixed-ability classrooms (3rd ed.). ASCD.

Tomlinson, C. A. (2003). Deciding to teach them all. Educational Leadership, 61(2), 6–11. http://www.ascd.org/publications/educational-leadership/oct03/vol61/num02/Deciding-to-Teach-Them-All.aspx

Tomlinson, C. A. (2008). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Association for Supervision and Curriculum Development.

Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). Association for Supervision and Curriculum Development.

Tomlinson, C.A. (2021). So each may soar: The principles and practices of learner-centered classrooms. ASCD.

Tomlinson, C.A., Brimijoin, K., & Narvaez, L. (2008). The differentiated school: Making revolutionary changes in teaching and learning. Association for Supervision and Curriculum Development.

Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated classroom. Association for Supervision and Curriculum Development.

Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction and Understanding by Design: Connecting content and kids. ASCD.

Tomlinson, C. A., & Moon, T. R. (2013). Assessment and student success in a differentiated classroom. Association for Supervision and Curriculum Development.

Tomlinson, C. A., & Sousa, D. (2018). Differentiation and the brain: How neuroscience supports the learner-friendly classroom (2nd ed.). Solution Tree.

Turnbull, A., Turnbull H. R., & Wehmeyer, M. (2007). Exceptional lives: Special education in today’s schools. Pearson.

UNESCO. (2017). A guide for ensuring inclusion and equity in education. https://unesdoc.unesco.org/ark:/48223/pf0000248254

UNESCO (2020). 2020 global education monitoring report: Inclusion and education: All means all. https://gem-report-2020.unesco.org/

U.S. Department of Education. (2020). Education in a pandemic: The disparate impacts of Covid-19 on America’s students. https://www2.ed.gov/about/offices/list/ocr/docs/20210608-impacts-of-covid19.pdf

U.S. Department of Education. (2021). Supporting child and student social, emotional, behavioral, and mental health needs. https://www2.ed.gov/documents/students/supporting-child-student-social-emotional-behavioral-mental-health.pdf

Villegas, A. M., & Lucas, T. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53(13), 20–32. https://doi.org/10.1177/0022487102053001003

Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.

Wagner, T., & Kegan, R. (2006). Change leadership: A practical guide to changing our schools. Jossey-Bass.

Walpole, S., & McKenna, M. (2018). How to plan differentiated reading instruction: Resources for grades K–3 (2nd ed.). Guilford Press.

Walpole, S., McKenna, M., Philippakos, Z., & Strong, J. (2019). Differentiated literacy instruction in grades 4 and 5: Strategies and resources (2nd ed.). Guilford Press.

Wehmeyer, M., & Kurth, J. (2021). Inclusive education in a strengths-based era: Mapping the future of the field. W.W. Norton.

Wiggins, A. (2017). The best class you never taught: How spider web discussion can turn students into learning leaders. Association for Supervision and Curriculum Development.

Wiggins, A. (2020). A better way to assess discussions. Educational Leadership, 77(7), 34–38. https://www.ascd.org/el/articles/a-better-way-to-assess-discussions

Wiggins, G., & McTighe, J. (1998). Understanding by Design. Association for Supervision and Curriculum Development.

Wiggins, G., & McTighe, J. (2008). Put understanding first. Educational Leadership, 65(8), 36–41. http://www.ascd.org/publications/educational-leadership/may08/vol65/num08/Put-Understanding-First.aspx

Wiggins, G., & McTighe, J. (2008). Schooling by design. Association for Supervision and Curriculum Development.

Wiliam, D. (2011). Embedded formative assessment. Solution Tree.

Wiliam, D. (2018). Embedded formative assessment (2nd ed.). Solution Tree.

Wormeli, R. (2001). Meet me in the middle: Becoming an accomplished middle-level teacher. Stenhouse.

Wormeli, R. (2006). Fair isn’t always equal: Assessing and grading in the differentiated classroom. Stenhouse.

Wormeli, R. (2018). Fair isn’t always equal: Assessing and grading in the differentiated classroom (2nd ed.). Stenhouse.

Yamaguchi, R., & Hall, A. (2017). A compendium of education technology research funded by NCER and NCSER: 2002-2014 (NCER 2017-0001). National Center for Education Research, Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncer/pubs/20170001/

Zawislan, D. G. (2008, October 15). Connected learning: Theory in action. Paper presented at the MWERA Annual Meeting, Westin Great Southern Hotel, Columbus, OH.

Resources on Developing a Personal Teaching Philosophy (PTP)

Ohio State University: University Center for the Advancement of Teaching. https://drakeinstitute.osu.edu/instructor-support/teaching-portfolio-development/philosophy-teaching-statement

University of Minnesota: Center for Innovation in Education. https://cei.umn.edu/writing-your-teaching-philosophy

Differentiation Resources by Selected State

Kentucky Department of Education

https://education.ky.gov/educational/diff/Pages/default.aspx

Secondary Differentiation Resource

https://education.ky.gov/educational/diff/Pages/differentationSecResources.aspx

Universal Design for Learning

   https://education.ky.gov/educational/diff/Pages/UDL.aspx

 

Crosswalk between Danielson FtF and UDL

https://www.k12.wa.us/sites/default/files/public/tpep/frameworks/danielson/danielson_udl_crosswalk.pdf

 

US Department of Education Resources

Dear Colleague Letter on Students with Disabilities and FAPE:

https://sites.ed.gov/idea/files/idea/policy/speced/guid/idea/memosdcltrs/guidance-on-fape-11-17-2015.pdf

 

Parent Center Hub (Resources for Parents of students with disabilities)

http://www.parentcenterhub.org/brief-fape/

 

US Department of Ed Tech (USDET)

https://tech.ed.gov/

 

National Ed Tech Plan (ETP)

https://tech.ed.gov/netp/

 

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.

https://www2.ed.gov/documents/students/summary-supporting-child-student-social-emotional-behavioral-mental-health.pdf

 

Other Helpful Websites

https://aem.cast.org/create/perceivable

 

All Things PLC: http://www.allthingsplc.info/blog/view/32/Student+Grouping+in+a+PLC

 

CDC: https://www.cdc.gov/healthyyouth/protective/school_connectedness.htm

 

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.ed.gov/essa?src=rn

 

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:

http://www.corestandards.org/ELA-Literacy/CCRA/R/

College and Career Readiness Standards, Writing:

http://www.corestandards.org/ELA-Literacy/CCRA/W/

College and Career Readiness Standards, Speaking and Listening:

http://www.corestandards.org/ELA-Literacy/CCRA/SL/

College and Career Readiness Standards, Language:

http://www.corestandards.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).

http://aem.cast.org/

https://aem.cast.org/create/perceivable

 

National Center for Culturally Responsive Educational Systems (NCCRESt).

https://nccrest.edreform.net/

 

 

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.

 

7/3/24 JN