Try DI!: Planning & Preparing a Differentiated Instruction
Program
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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 Try DI!: Planning & Preparing a Differentiated Instruction
Program, an interactive computer-based instruction course. This course is
designed to provide you an opportunity to learn about
an instructional framework, Differentiated Instruction (DI), aimed at creating
supportive learning environments for diverse learning populations. Students
will be presented a method for self-assessment of the extent to which their current instructional approach
reflects the perspective, principles, and practices of the DI approach. The
course reflects an approach that aligns the principles of DI with the practices
of DI. The concept of a “theory of action” will also be provided within a DI
context. The course has also been designed to introduce students to a range of
strategies associated with a DI approach. Strategies included in this course
have been selected on the basis that they are effective in the widest possible
range of educational K–12 settings. This course follows Why DI?: An Introduction to Differentiated
Instruction, which addressed the What,
Why, and Who of a classroom that reflects a DI
approach. The focus of Try DI!: Planning & Preparing a Differentiated Instruction
Program is on the When, Where, and How of the DI approach.
Try DI!: Planning & Preparing a Differentiated Instruction
Program is an invitation to reflect, explore, and anchor professional
practices in the current literature and growing research base in support of DI.
This course is designed for anyone working with a diverse learning population
across the K–12 spectrum and will have the most direct application to
professionals serving students within a mixed-ability classroom setting.
Course Materials (Online)
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Title: |
Try
DI!: Planning & Preparing a Differentiated
Instruction Program |
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Author: |
Steve Dahl, M.Ed. |
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Publisher: |
Virtual Education Software, inc. 2012,
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 presume 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 as the second course in a series of
courses on meeting the needs of a diverse learning population served across the
K–12 continuum.
Expected Learning Outcomes
As a result of this course,
participants will demonstrate their ability to:
1.
Understand how differentiated instruction is defined and the
distinctive elements of a classroom where DI is practiced.
2.
Outline elements of the rationale supporting implementation of a
DI approach (i.e., why DI?).
3.
Identify the essential principles from which a DI approach is
developed and implemented.
4.
Demonstrate understanding of a teacher reflection strategy
aligned with principles of DI.
5.
Understand the need for alignment between instructional paradigm, educational priorities, principles of
differentiation, and practices selected on a daily basis.
6.
Demonstrate understanding of a self-assessment tool used to
reflect on current practice in comparison with elements of the DI approach.
7.
Understand the importance of having a “theory of action” as a
teacher and the potential for elements entailed in the DI approach to enhance
current practice.
8.
Identify several methods for gathering information about
student-specific readiness.
9.
Understand the relationship between instructional decision
making and student motivation.
10.
Identify DI strategies for designing environments that reflect
Universal Design for Learning (UDL) principles.
11.
Articulate some of the challenges when differentiating based on
student readiness.
12.
Demonstrate understanding of strategies for differentiation to
meet student-specific needs.
13.
Articulate the advantages of differentiating with
regard to student interest.
14.
Explain the relationship between planning effective instruction
and student motivation.
15.
Demonstrate understanding of methods for flexible grouping
commonly used in a DI classroom.
16.
Identify general considerations to make when differentiating
based on student-specific variables in the areas of interest and learning
profiles.
17.
Explain the general parameters necessary for creating a positive
learning environment.
18.
Outline a variety of teaching decisions that could be made in
response to observations of students struggling to maintain progress.
19.
Articulate a number of instructional
management strategies for improving the learning environment.
20.
Understand the significance of creating opportunities for
students to reflect on and represent progress, achievement, and understanding.
21.
Outline the relevance of the DI approach to the topics of
“traditional grading,” “competition,” “fairness,” and “equity.”
22.
Articulate difference between “assessment for learning” and
“assessment of learning” within a DI approach.
23.
Outline the range of assessment choices and barriers most often
encountered when implementing a differentiated classroom.
24.
Identify possible steps of a course of action for teachers
transitioning from a non-DI (i.e., “one size fits all”) approach to a DI (i.e.,
“whatever it takes”) approach.
25.
Understand the functionality of an observation tool that
reflects both the theories and practices with a DI approach.
Course Description
This course, Try DI!: Planning & Preparing a Differentiated Instruction
Program, has been divided into four chapters. As the second course in a
multi-course series on Differentiated Instruction, the emphasis is on providing
examples of strategies and methods associated with a DI approach. The course
has been organized to ensure that each strategy, or idea on “how to” implement
DI, is an extension of the DI approach as a whole and not just presented as a
disjointed list of ideas to try. The first course in the series, Why DI?:An
Introduction to Differentiated Instruction, focused on the What, Why, and Who of a classroom that reflects a Differentiated Instruction
approach. Try DI!:
Planning & Preparing a Differentiated Instruction Program, will
indirectly address the conditions, or When,
Where, and How of the DI approach. Because DI is not a recipe for teaching or
a prescriptive model, the structure of the course reflects a range of entry
points for educators to consider as they reflect on the considerations teachers
make when differentiating.
Chapter 1: How DI Provides Teachers a Theory of
Action
Chapter 2: How DI Equips Teachers to Become
Students of Their Students
Chapter 3: How DI Provides a Framework for
Creating a Community of Learners
Chapter 4: How DI Promotes Equity &
Excellence
In Chapter 1: How DI
Provides Teachers a Theory of Action, we will begin by reviewing the
rationale for Differentiated Instruction presented in the first course in this
series, Why DI?:An
Introduction to Differentiated Instruction. Using the terminology from the
first course, a framework for reflecting on how best to create a differentiated
classroom will be provided. Principles that best describe a non-prescriptive DI
approach across the K–12 spectrum will be outlined. Using these principles, a
tool for reflection will be presented for educators to employ as they consider
elements of effective instruction from within a DI perspective. The concept of
a “theory of action” will be presented and the connections to this concept will
be explored in relation to the DI approach. At the conclusion of Chapter 1,
course participants will complete a reflection activity.
In Chapter 2: How DI
Equips Teachers to Become Students of their Students, we will articulate
the connection between instructional planning and student readiness. Several
methods for identifying student-specific interests will be provided. The
relevance of these student-specific variables will be expounded on as a means
for creating conditions for teacher-student collaboration. The connection
between instructional decision-making and student motivation will be
emphasized. DI teaching strategies will be outlined in support of the
principles of DI explored in Chapter 1.
In Chapter 3: How DI Provides a Framework for Creating a
Community of Learners, we will explore the advantages of differentiating
with student interests and learning profiles in mind. The curricular,
instructional, and environmental variables teachers consider in a DI classroom
will be explored. The importance of creating a positive classroom work
environment will be discussed. Several methods for grouping students flexibly
in a DI classroom will be provided. With an emphasis on the teacher’s awareness
of each student’s readiness to benefit from instructional planning, a variety
of methods for matching tasks, activities, and learning environment to students
will be reviewed. We will also identify the advantages of the DI approach when
designing learning environments that reflect the Universal Design for Learning
(UDL) backward design approach.
In Chapter 4: How DI
Promotes Equity and Excellence, we will explore the significance of
creating opportunities for students to represent and reflect on their own
progress, achievement, and understanding within a DI classroom. In order to do this, the topics of “traditional grading,”
“competition,” “fairness,” and “equity” will be explored from a DI perspective.
The difference between “assessment for learning” and “assessment of learning”
and the importance of assessment being motivating to students will also be
considered. An outline of the range of barriers most often encountered when
implementing a differentiated classroom will be provided. Course participants
will also reflect on the best course of action for teachers in the initial
stages transitioning from a “one size fits all” approach to a “whatever it
takes” approach. A multi-purpose reflection tool will be provided
that ties together many of the key objectives from the course. A reflection exercise will also provide a sense of
professional development direction.
General
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, while
others are 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 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. 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
Try DI!: Planning & Preparing a Differentiated Instruction
Program has been developed with the widest possible audience in mind
because the core principles of a differentiated approach can be applied K–12.
The primary goal of the course is to provide an overview of DI principles as
well as DI strategies that will help teachers to implement a “theory of
action.” The course will invoke a metaphor for teaching that is woven
throughout the course and extends as the course unfolds. The course offers a
variety of opportunities for reflection and culminates with an observation tool
that will help professionals to align their theories with the actions they take
in the classroom.
Steve Dahl, the instructor of record, 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 the 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
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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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. National Center for Education
Research, Institute of Education Sciences, U.S. Department of Education.
Relevant Websites
PELP
Framework: http://www.hbs.edu/pelp/framework.html
ThinkDOTS©: https://www.jigsaw.org/index.html
Cipher in the Snow
[short film]: https://www.youtube.com/watch?v=K8gilSEOteE&ab_channel=LatterDayFilms
National
Center for Accessible Educational Material [AEM]: http://aem.cast.org/
IES What Works Clearinghouse Resources
(Find What Works): https://ies.ed.gov/ncee/wwc/FWW
U.S. Department of Ed
Tech (USDET): https://tech.ed.gov/
Stopbullying.gov (www.stopbullying.gov/).
Government resources on bullying prevention and intervention.
Handout Sources
Multiple
Intelligence Theory Handout. Source: National Institute for Urban School
Improvement (NIUSI).
An Educator’s Journey Toward Multiple
Intelligences Handout. (Source: Scott Seider, assistant professor of education
at Boston University).
Threats to Student Success Handout.
(Source: Adapted from Kovalik & Olsen, 2001, pp. 2.9–2.10)
Changing
teaching practices: Using curriculum differentiation to respond to students’
diversity (printed by UNESCO in Paris, France).
The Public Education Leadership Project,
Harvard Graduate School of Education and Harvard Business School.
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
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.
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