Chapman University Extended Education -- Graduate Elective Credit

 EDUC 9276B:  Differentiated Instructional Strategies:  Theory Into Practice

Franny McAleer, Instructor

Chapman University, Extended Education, Orange, CA

franny@learnerslink.com  724-413-6001 (cell)

Course Overview:  Students differ in their readiness to learn, interests and learning profiles.  In this course we will look at differentiating the content, process, product and learning environment based on these differences.  We will study the principles and strategies used in differentiated classrooms to promote active learning and students as decision makers and problem solvers.  You will develop instructional strategies to use in your classroom that are based on these seven key factors making learning fun and meaningful.  The option for graduate credit is composed of four assignments.

1. Assignment 1:  Professional Development Sessions:  Attend and participate in professional development program presented by Franny McAleer, Chapman Instructor.

2. Assignment 2:   Independent, individual, research (50 pages) on the topic of differentiating instruction from professional books, journals, internet articles, etc.  A brief summary, reflection, should be included in the journal (assignment 2)

3. Assignment 3:  Journal to record what you learn during the sessions and how you applied the strategies in your classroom

4. Assignment 4:  One page reflection of key understandings gained during this course

*About Chapman Credits:  Chapman University graduate-level extension courses are designed to serve the needs of those requiring professional upgrading and to enable teachers and administrators to meet requirements for salary increment steps and for re-certification.  Individuals desiring to include this course in a Master's Degree program offered at another institution should secure the approval of that institution first.  (Chapman University is accredited.)

Upon completion of the course a sealed grade mailer will be sent to each participant containing the final grade from Chapman University.                                           

Final grades will be determined with the following grading scale:  10 -90 = A   89-80 = B   79-70 = C

 EDUC 9276B:  Differentiated Instructional Strategies:  Theory Into Practice

Print or download and work on your computer.  You may email your work to franny@learnerslink.com.

Assignment # 1 -- Professional Development Sessions (40 points) 

Attend and participate in the professional development program presented by Franny McAleer, Chapman University Instructor.

Assignment #2 -- Professional Research, Reading and Review  (10 points)

Independent, individual research expands your understanding of differentiating instruction based on your interest.  You should read approximately 50 pages on the topic from professional books, journals,  internet articles, etc.  A brief summary, reflection, should be included in your journal (assignment 2).

You have many choices for reading in this course and may select a book, journal or internet articles, or curriculum materials.  To meet the requirement for three credits you should plan to read approximately 50 pages and complete this review assignment.  The textbook or articles should reflect the goals for the course and the course content and should discuss relevant learning theory or practice. 

After reading the book or articles, write a short review in the journal (Assignment 2) that answers the following questions:

1. How did the information in this book or article help me understand more about differentiating instruction?

2. Did I change/modify my teaching practices or thinking based on this reading? If so, how?

Assignment # 3 -- The Journal  (40 points)

Your journal/notebook is the vehicle that you will use to record what you learn about differentiating instruction.  It should include:

1.                  Notes from the three professional development sessions

2.                  Reading summaries/reflections

3.                  Application of the strategies in your classroom

Your journal may be done or the computer or a scrapbook format.  The framework on pages 5 – 15 is a sample journal framework.  This is an opportunity for you to individualize the course and design a journal to show what you have learned and have fun too.

How long should the journal be?  Your journal/notebook should be at least 10 pages in length.  These pages can combine text, sketches, pictures, and other graphic organizing tools.  Please send in copies rather than the originals of your work unless you provide a SASE for the return of the originals.  Each book chapter or article should have a bibliographical reference at the beginning of the journal page.  You can also send the journal via email.

The following is a list of differentiation strategies that you may want to research. 

            Beginning Stage - Easiest to Dos

1.      Principles of differentiating instruction

2.      Awareness of the Foundation - Readiness, Interests, and Learning profiles

3.      Awareness of the Foundation - Content, Process, Product, Learning environment

4.      Learning profiles, North, South, East, West

5.      Questioning techniques, Six Hats

6.      Bloom’s taxonomy of higher order questioning

7.      Flexible grouping

8.      Choice of books and supplemental materials

9.      Homework options

10.  Use of reading buddies

11.  Various journal prompts

12.  Exit cards

13.  Student/Teacher goal setting

14.  Varied computer programs

15.  Varied modes of expression, i.e. Multiple Intelligences

16.  Scaffolding

17.  Think-Pair-Share by readiness, interest, learning profiles

18.  Competition options

19.  Building a sense of community

20.  Mentorships

Intermediate Stage

1.      Independent projects and research

2.      Content specific strategies

3.      Learning centers

4.      Learning stations

5.      Pre-assessment

6.      Most difficult first

7.      Product grids or menus

8.      Varied organizers

9.      Group investigations

10.  Simulations

11.  Think-Tac-Toe

12.  Student self-evaluation and rubric

Advanced Stage – Most Difficult

1.      Alternative assessments

2.      Tiered assignments

3.      Curriculum compacting

Assignment # 4 -- End of Course Reflection  (10 points)

“Practice without reflection is not practice at all.”

Reflection is one way to dialogue with yourself about a learning experience.  The purpose of this short reflection is to help establish what you have learned while studying and researching for this course. Your reflection should answer the following questions.

1.                  Did I accomplish what I set out to accomplish?

2.                  What did I learn that was useful to me as an educator?

3.                  How did this learning change my thinking or practice?

4.                  What more would I like to learn about the subject?

Journal

EDUC 9276B:  Differentiated Instructional Strategies:   Theory Into Practice

Name _________________________________________________________________

Address _______________________________________________________________

Grade and Subject Taught _______________________________________________

Home or Cell Phone _____________________________________________________

Email address __________________________________________________________

This table is a framework that you could use throughout this course; however, you also have the option of developing your own creative journal format.  This table combines all of the course requirements, Professional Research, Reading and Review,  Journal, and End-of-Course Reflection in one document.  Once you complete the requirements, please email them to franny@learnerslink.com.