Teaching to Students of Different Learning Abilities

T from individually unmatchableing to bookmans of Different scholarship AbilitiesT all(prenominal)ers in todays classrooms orchestrate control for students of various learning styles and ability levels. They drive decisions based upon their noesis of and experiences with the students, patch incorporating theory and pedagogy as well as being aw ar(predicate) of local, rural plain and national policies and procedures.In this melody, students give register, reflect and respond to cultivation that is germane(predicate) to t individuallying in a mixed ability classroom. Students forget digit, prep be, analyze and reflect upon their instruction and upon their pupils responses to instruction. Participants depart focus on sagaciousness set outes for differentiating instruction in the classroom. Participants exit discuss the principles of Differentiated Instruction and how they carry out to for each one individualistic student, learn effective strategies for managing f lexible groups, and acquire ideas for providing students with a variety of options.Learning OutcomesThe student will be able to construct lessons and corporals based on differentiated instruction theory and strategiesExamine his/her individual philosophy of teaching and corporate principles of differentiated instructionInterpret state mandates, requirements and/or standards to develop lesson architectural plans in accordance with these rules and regulationsPrepargon prehend, differentiated assessments that determine with explicit content aras and learning goals at various stages of instruction contemplate student learning needs to apply differentiated instruction methods when preparing lessons for endue and Talented students, English Language Learners, Bi-lingual students and Special reproduction studentsDescribe major theories of learning that are relevant to the content of unmatchables lesson plans and the leaseion of classroom materialsOnline Learning with Full Ins tructor FacilitationOur institution maintains an online platform that automatically grades student pre- and post-assessments, observes their date in the lecture, and awards them credit when they post in the discussion area. Instructors will monitor the progress and quality of croak the students provide, including the threaded discussions, and will provide feedback and measure the midterm and final throws. weekly Online Lecture appointmentsWeek 1 textual matter bring ining ReadHall, T., Strangman, N., Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. Wakefield, MA National subject matter on Accessing the command Curriculum. Retrieved insert date from http//www.cast.org/publications/ncac/ncac_diffinstructudl.htmlAnswer Questions (Open Ended)Briefly state your philosophy of education. How is it reflected in your lesson planning and command? no(prenominal) consider the Hall, Strangman and Meyer article. How can you incorporate that learnin g into your philosophy of education?Watch photograph timesClip 1 http//www.youtube.com/ cod?v=3lzzZbPN-8splaynext_from=TLvideos=QNXm4P0EbsM Differentiated Instruction Some Ideas for the ClassroomClip 2 http//www.youtube.com/watch?v=nkK1bT8ls0Mplaynext_from=TLvideos=QNXm4P0EbsM date Create a Think-Tac-Toe (T-T-T) lesson for use in your classroom. Provide a rationale for the educational choices you made in the design of your T-T-T.Discussion control board Students must acquiesce one unique observe each work week in regards to each of the assign text variant and reply to a fellow students finds at to the lowest degree(prenominal)(prenominal) twice each week. The newsmongers should relate to the material the text meter nurtureing discusses. separately comment should be at least three fourth dimensions in length. The week ends Sunday at 900 p.m.Week 2Text discipline Readhttp//www.mcrel.org/PDF/Standards/5982TG_ModelsStandardsImplementation.pdf read pages 1-8 of this a rticleTitle National Education Standards Getting beneath the Surface. polity Information Perspective, Author(s)Barton, Paul, http//www.ets.orgParrish, P., Stodden, R. (2009). Aligning Assessment and Instruction with State Standards for Children with Significant Disabilities. program line Exceptional Children, 41(4), 46-56. Retrieved from ERIC database.Answer Questions (Open Ended) What did you learn about your states mandates, requirements and/or standards and how will this breeding drive your lesson planning and instruction?Watch Video ClipsClip 1 http//www.youtube.com/watch?v=HAMLOnSNwzA Dalton Sherman makes a keynote speech about educating students concession Locate your states department of education website to review the mandates, requirements and/or standards for addressing the needs of spare education students, English Language Learners, bilingual students, and gifted and talented pupils inwardly a general education setting. Why should this drive your instruction or why not? How does what Dalton speaks about in Texas apply to your students and your teaching location?Discussion mount Students must submit one unique comment each week in regards to each of the assigned text interpretation and reply to a fellow students comments at least twice each week. The comments should relate to the material the text tuition discusses. Each comment should be at least three sentences in length. The week ends Sunday at 900 p.m.Week 3Text Reading Read http//www.nsdc.org/ discussion/jsd/stiggins202.cfm An Interview with Rick Stiggins, by Dennis Sparks, Journal of Staff Development, Spring 1999 (Vol. 20, No. 2)http//www. selective trainingrockets.org/article/6016 Assessing Learning and Evaluating Progress By Ann Bauer and Glenda Myree Brown (2001)Answer Questions (Open Ended)What is the family relationship between pre assessment, ongoing assessment and post assessment?Watch Video ClipsClip 1 http//www.youtube.com/watch?v=njeK8BGqJq0feature=player_embeddedClip 2 share Chat with Sharon Russell Fowler regarding assessment in a mixed ability classroomAssignment Choose a learning goal. Design three assessments, one for pre-assessment, one for ongoing assessment, and one for post- assessment of mastery of the goal.Discussion Board Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 900 p.m. midterm Project collectWeek 4Text Reading Read about Gifted and Talented and ELL specialismhttp//www.nagc.org/index.aspx?id=660Teaching Gifted Kids in the Regular Classroom, Susan Winebrenner, Brooklyn, MIhttp//www.carolyncoil.com/ezine21.htm What is Curriculum Compacting by Carolyn Coil, Ed.Dhttp//www.nagc.org/index.aspx?id=387NAGC Position Statement differentiation of Curriculum and Instruct ionWatch Video ClipsClip 1 http//www.youtube.com/watch?v=9ITZxENq3CClip 2 http//www.youtube.com/watch?v=MDJst-y_ptIAssignmentYou throw off decided to use the Curriculum Compacting strategy in your classroom in order to meet the needs of your most able learners. Create a plan that identifies the topic to be compacted, the assessment and identification of targeted students and the alternate activities offered on the topic. Include a rationale that supports your decision to Curriculum Compact and how you will effectively infuse it into your classroom.Discussion Board Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 900 p.m.Week 5Text Reading Read 1Read about Special Education specialisationhttp//web.ebscohost.com/ehost /pdfviewer/pdfviewer?vid=14hid=108sid=10da0a0a-a285-47c0-8bcb-68e34677c7b7%40sessionmgr111Lawrence-Brown, D. (2004). Differentiated Instruction Inclusive Strategies for Standards-Based Learning that Benefit the Whole Class. American Secondary Education, 32(3), 34-63. Retrieved from ERIC database.Text Reading Read 2http//www.k8accesscenter.org/training_resources/differentiationmodule.asp direct the Differentiation Strategies graphWatch Video ClipsClip 1Answer Questions (Open Ended)goldilocks aster and the Three Bears can be used as a metaphor for guiding differentiated instruction. If instruction is similarly simple, students become bored. If instruction is too difficult, students become frustrated. How do you determine what materials and instructional methods are just indemnify for each student in an inclusive classroom?Assignment http//www.k8accesscenter.org/training_resources/differentiationmodule.asp Select Differentiation Scenario Using the strategies described and insigh t gained while reviewing the Differentiation Strategies Chart complete the task described on the Differentiation Scenario page.Discussion Board Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 900 p.m.Week 6Text Reading Read about Maslow, Dunn and Dunn, and RimmRead 1http//psychclassics.yorku.ca/Maslow/motivation.htm A Theory of Human Motivation H. Maslow (1943), Originally Published in Psychological revue, 50, 370-396.Read 2http//wps.prenhall.com/wps/media/objects/863/884633/Volume_medialib/dunn.pdf Dunn and DunnRead 3http//www.sylviarimm.com/parentingarticles.htmlRead Rimms Laws and select one article from the Parenting Articles tab to readWatch Video ClipsClip 1 http//teachertube.com/viewVideo.php?video_id=72041tit le=Understanding_the_Basic_Needs_of_Children__Answer Questions (Open Ended)After watching the video, describe the courage you infallible to muster to become an educator? Think of one of your students and draw his/her go of courage or circle of fear. List at least 2 factors in each quarter of the circle to support your selection of elements.AssignmentCreate a three circle Venn Diagram in which you equalise and contrast the Hierarchy of Needs, Dunn and Dunns Learning Styles, and Rimms Laws.Then select two points from each article that you recognize as being present or listless from your classroom. Cite evidence from your classes to support your ah-ha moment.Discussion Board Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sund ay at 900 p.m.Final Project DueDiscussion BoardStudents must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 900 p.m. Pacific Daylight TimeIf a student whole caboodle ahead during the six week course they should still post all week for the automatic scoring software to count the postings.Students are reminded to embarrass the announcement section of the discussion board frequently for items of interest from the faculty.Students are also reminded to use the email, not the discussion board, to ask questions or make comments directed to their facilitator. methods of instruction Percentage of Course CreditVideo Lectures 20%Textbook/Articles Readings 10%Midterm project 25%Final project 30%Discussion Board interaction (weekly submissi ons) 10%Participation 5%Grading criteria/system and evaluation activitiesA faculty member will be reviewing students answers and providing feedback. Students will be evaluated on their creativity and ability to incorporate techniques from the lecture into the discussion board, research papers, examples, lesson plans and teacher work samples.University Grading Criteria stigmatise Equivalent97- blow% A+93-96% A90-92% A-87-89% B+83-86% B80-82% B-77-79% C+73-76% C70-72% C-69% or below UAttendance/ParticipationIt is anticipate that students will attend all instructional sessions, complete all essential activities, and field assignments.Students who do not post in the discussion area during the first week of class AND do not notify the instructor in advance will be dropped from the course and may be charged a course drop fee.University Computer Lab/ program library ServicesPlease refer to Section VI in the Student Handbook.Disability ServicesPlease refer to Section VII in the Student H andbook.Due dates of major assignments and projectsMidterm Project Due realize TBAFinal Project Due Date TBAMidterm Project 1Lesson forge ActivityUsing the strategies, concepts and rubrics presented in the course, design a lesson to be taught in an elementary, secondary, or high school classroom. The lesson plan should include the surveying(a)Lesson ObjectivesCorrelation with the most recently adopted version of your states content standards preceding Knowledge/ Understandings of StudentsExplicitly note the differentiated instruction based upon the variable population in your classroom.Clearly state the basis of your differentiated approach i.e. ability, interests, speech communication acquisition, reading levels, learning styles (or other)ActivitiesExplicitly note in the lesson plan how the activities connect to the approach you used to customize instructionMaterials and Equipment (including technology)Assessment method (for example, Rubric, Checklist, Anecdotal Notes, etc.) Prior to teaching the lesson, write a reflective contention that focuses on your lesson planning. You may bring to audio or video enter the lesson to assist you in your post teaching lesson compendium. Also, using the Peer Review Checklist template, select criteria to guide a colleague in analyzing your lesson plan.After teaching the lesson, write a reflective statement on your strengths, weaknesses and how you might interpolate the lesson plan to maximize student success the next time you teach it. An audiotape, if available, of the lesson should be made to assist you in your self-analysis.Using the Self-Peer Review checklist, book a colleague review your lesson plan and provide you with indite feedback. You are also to complete the checklist. Discuss the feedback with the associate reviewer. Compare your self-analysis of your strengths and weaknesses with those of the compeer reviewer and include your reactions to this comparison in your final reflective statements. assum e a copy of your lesson plan, your reflective statements, the Self-Peer completed checklist, and the comparison of the self analysis to the peer review, to the course instructor.The assignment should be a total of 9-12 pages in length and include 3-5 filename extensions.Use APA formatUse the standard breed Page and submit to your course facilitator. every(prenominal) assignments are done in 12 pt. Times New Roman font and in APA, fifth Edition format.Add a Reference page that lists items of the authors works cited in your document. Use APA format for the items.INSERT Self and Peer Reviewer Lesson Plan Critique ChecklistScoring Rubric for AssignmentTotal place 100 PointsContent of Paper regard as 70 points Copy of your lesson plan, your reflections, and the self and peer reviewer lesson plan critique checklist, and the analysis.Quality of Writing Value 20 points Written work shows superior graduate quality in literal expression, attention to detail, and correct application o f the conventions of the English language. In students written work, paragraphing is appropriate with give the axe thesis statements and supporting details. Sentences are clear and concise. Students start sentence structure making use of subordinate clauses. Transitional rowing and phrases are used effectively. Points and ideas are well organized. Word choice is effective. English language conventions are applied aright (i.e. spelling, capitalization, punctuation, agreement, pronoun usage, sentence structure).Format Value 10 points sweep Page, Reference Page and where applicable, citations and deferred payments are used correctly and consistently, with clear efforts made to include a wide range of relevant works. For any(prenominal) work requiring citations, students refer to a wide range of satisfactory sources. All non original ideas are cited correctly and referenced in a reference list. All works in the reference list are cited in the text. Studentsshould follow the Wr iting Format and Style as require by their institution. Should the student not have a home institution, they will follow the APA Format and Style Manual, 5th Edition.FinalAssignment Critical Issues cut throughThe purpose of the assignment is to increase the knowledge base, add to the repertoire of reading theories, and increase skills of reflection and problem solving through research and reading on topics that are current, controversial, or significant in understanding the theories behindhand why some students do not achieve at a satisfactory level and why some students surpass the standards set.Select a topic that is personally intriguing and is addressed in the content of the courseCritical issues in special education theory and learningMaslows power structure of needsSylvia Rimms approach to underachieversOpportunities for gifted students to be engaged in befittingly differentiated learning experiencesModified Dunn and Dunn model of learning stylesReasons for pre-testingKnow ing how to choose appropriate assessments for evaluation and planning for instructionThe Name Card Method for working in pairsUnderstanding how to work with Gifted ChildrenUnderstanding how to work with special education childrenRead a minimum of three (3) reference sources on the selected topic.Write a 8 page report that includes Cover Page Introduction Background Information (1 page) Body of Report (6 pages)General review and summary of the articles contentPersonal reaction to the discipline that has been summarized with particular attention to synthesizing the ideas found in the research with course concepts and personal accentuate experiences (personal reaction/critique/reflections)Complete responses to each of the following(a) questions (Elementary Education Competencies and Skills)How did the information in the selected readings or online lectures increase your knowledge of emergent special education techniques specific to the identification of concepts in the course th us far?How did the information in the selected readings or online lectures increase your knowledge of the Maslow Hierarchy of needs, specific to the developmental stages and the syntactic, semantic, and graphophonemic cueing of the hierarchy?How did the information in the selected readings or online lectures increase your knowledge of the shape of constructing meaning from a variety of texts, specific to essential comprehension skills?How did the information in the selected readings or online lectures increase your knowledge of gifted children?How did the information in the selected readings or online lectures increase your knowledge of effective listening and viewing strategies?How did the information in the selected readings or online lectures increase your knowledge of the nature of assessing?How did the information in the selected readings or online lectures increase your knowledge of developing different learning experiences for each student?How did the information in the sele cted readings or online lectures increase your knowledge and better your understanding of how to set up a classroom that will effectively meet the needs of all students?Conclusion (1 page) Recommendations for using your research and knowledge base gain from the course to this point. Reference Page List of cited references, following APA format or format required of your institution.Scoring Rubric for AssignmentTotal Value 100 PointsContent of Report Value 70 points Introduction, content review and summary, personal reaction/critique, responses to questions related to Elementary Education Competencies and Skills, conclusion (recommendations for using research in the classroom).Quality of Writing Value 20 points Written work shows superior graduate quality in verbal expression, attention to detail, and correct application of the conventions of the English language. In students written work, paragraphing is appropriate with clear thesis statements and supporting details. Sentences are clear and concise. Students vary sentence structure making use of subordinate clauses. Transitional words and phrases are used effectively. Points and ideas are well organized. Word choice is effective. English language conventions are applied correctly (i.e. spelling, capitalization, punctuation, agreement, pronoun usage, sentence structure).Format Value 10 points Cover Page, Reference Page and where applicable, citations and references are used correctly and consistently, with clear efforts made to include a wide range of relevant works. For any work requiring citations, students refer to a wide range of suitable sources. All non original ideas are cited correctly and referenced in a reference list. All works in the reference list are cited in the text. Studentsshould follow the Writing Format and Style as required by their institution. Should the student not have a home institution, they will follow the APA Format and Style Manual, 5th Edition.