2022-2023

Section

AGES4

Class Time & Place

Asynchronous

Campus

Online

Instructor

Dr. Christian A. Kirby

Email Address

ckirby@piedmont.edu

Office

Online

Phone

404-323-8577

Office Hours

Online Office Hours:

Mondays, Wednesdays via Zoom appointment 5:00 PM - 7:00 PM.

You can contact me via cell if you are unable to meet during these times so that we can schedule an appointment.

Textbooks and Class materials

1. TEXT AND SUPPLEMENTARY READINGS:

 

Cash, R. M. (2017). Advancing differentiation: Thinking and learning for the 21^st century.  

         Minneapolis, MN: Free Spirit Publishing Inc.

 

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.). Thousand Oaks,     

        CA: Corwin A SAGE Company.

 

American Psychological Association. (2020). Publication manual of the American 

     Psychological Association (7^th ed.). Washington, D. C.: American Psychological    

    Association.

 

Supplemental readings will be required as needed throughout the course.  These readings will include research, professional documents, and personal reading.  Also copying some materials to share with the class may be required.

 

Other Key Resources

 

UbD --You can find UbD units on all content areas at different grade bands.  Some are good, and some just ok. 

https://digitalcommons.trinity.edu/educ_understandings/index.2.html 

  

Here is the UbD "bible." 

 https://jefeus.weebly.com/uploads/4/8/3/7/4837811/understanding_by_design_guide_to_creating_high_quality_units.pdf 

   

  

UDL-

http://udlguidelines.cast.org/ 

UDL: The UDL Guidelines 

The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. 

udlguidelines.cast.org 

    

Tiering---->  This has many examples of tiered tasks at different grade bands and in various content areas. 

  https://www.doe.in.gov/highability/tiered-curriculum-project 

Tiered Curriculum Project | IDOE - Indiana 

Tiered Curriculum Project Posted: Wed, 09/28/2011 - 2:44 pm Updated: Wed, 03/18/2020 - 2:00 pm This project was completed by Cheryll Adams, Rebecca Pierce and Felicia Dixon, Ball State University. 

www.doe.in.gov 

   

http://2differentiate.pbworks.com/w/page/860120/Tiered%20Instructions 

  

  TN Curriculum--- Examples at each grade band.  

  

K-2	access_differentiation_handbook_k-2	https://www.tn.gov/content/dam/tn/education/training/access_differentiation_handbook_k-2.pdf
3-5	access_differentiation_handbook_3-5	https://www.tn.gov/content/dam/tn/education/training/access_differentiation_handbook_3-5.pdf
6-12	access_differentiation_handbook_6-12	https://www.tn.gov/content/dam/tn/education/training/access_differentiation_handbook_6-12.pdf

  

  

  

Kentucky Curriculum-->  Here are some more ideas broken down by Elementary and Secondary.  In a course on "differentiated instruction," it is essential to model differentiation.  

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

Differentiation - Kentucky Department of Education 

Differentiation Central —This website defines differentiated instruction, provides samples of how differentiation looks in the classroom, and has a list of activities at all grade levels available to teachers.. Differentiation Daily —This website features differentiated activities created by teachers. There are numerous lessons for all subjects and ability levels. 

education.ky.gov 

  

  

Engagement Strategies---> Here is a database of engagement strategies.

 http://images.pcmac.org/SiSFiles/Schools/AL/MobileCounty/RobbinsElementary/Uploads/DocumentsSubCategories/Documents/Instructional_Strategies_to_Increase_Student_Engagement.pdf 

  

  

  

Creativity Instructional Methods--->  

https://www.mycoted.com/Category:Creativity_Techniques 

Grading Scale

To promote fair and consistent assessments, the following grading guidelines will be applied on the total points:

A	100%	to	90%
B	less than 90%	to	80%
C	less than 80%	to	70%
D	less than 70%	to	60%
F	less than 60%	to	0

Grading System

INCOMPLETES – A candidate may receive an incomplete (I) for reasons such as illness or other extenuating circumstances upon approval of the course instructor and the dean. Assignment of an incomplete grade is appropriate only when a substantial amount of work (at least one-half) in the course has been completed. An incomplete is not granted just to extend time to complete work that should have been completed in a timely manner. For additional information regarding incompletes, see the Piedmont College catalog.

WITHDRAWALS- If the candidate’s illness is extended, causing more than two class absences, the candidate may need to request in writing a medical withdrawal. If the Registrar approves the request, a candidate may receive a “W” for the course.

For additional information regarding withdrawals, see the Piedmont College catalog.

 

Grading Scale:

A    90 to 100         B 80 to < 90                 C 70 to < 80       F    0 to < 70

 

Grading System:

             Micro Literature Review 15%

            Engagement, Discussion, & Practice 45%

            Interactive Case Study and Field Experience 35%

            Professional Learning Event Presentation 5%

         

               Refer to the rubrics in Canvas regarding how the assignments are assessed.

 

 

Attendance

Attendance Policy:

Active, weekly participation is required as a minimum standard to register attendance in an online or hybrid course. Logging onto a course, in the absence of active participation, is not sufficient to register attendance. The student has to complete at least one required discussion thread to be counted as in attendance. When posting to a discussion thread please take note of the following. “Note: The settings for this forum may require that you make your initial posting prior to viewing the posts of your classmates. However, this does not prevent you from editing your initial post thereafter. As plagiarism is not tolerated, please note that Canvas maintains a clear indication that discussion forum posts have been edited. Discussion forum settings, therefore, are not exculpatory when reviewing allegations of plagiarism or other forms of academic misconduct. “  

 

Each module should be completed at the indicated week that it is scheduled.

 

Additional Attendance Requirements (if applicable):

If you become so sick that you are not able to log in at all during the week of the module, you should contact Dr. Brown to discuss your situation.  Be sure to keep up with your doctor's documentation for this type of extended illness. 

 

Withdrawal Policy: Within the first several days of a term, students may add and drop courses with the permission of their advisor. The ranges for drop/add vary depending on the term (Fall, Spring, or Summer) and duration of the class (8 week or 16 week). Students should check the academic calendar for specific information. After this time, students may withdraw from a class. Please refer to the College Catalog at https://www.piedmont.edu/catalog for the particulars regarding the withdrawal policy.

Class Policies

1. COURSE POLICIES & PROCEDURES:

 

*All course participants are expected to actively participate:  Each student should complete each module during the week that it is scheduled. The module will close as indicated by the dates listed on the modules.  

 

As a candidate progresses through the program of study, they are developing a professional reputation.  Upon completion of a program of study, candidates often request that a reference be provided to a school system for employment or for admission to an advanced degree program.  Almost every reference asks the recommender about a candidate’s attendance, promptness, punctuality, dependability, and exercise of professional judgment in absences.  Thus, a candidate should work toward developing an exemplary reputation regarding attendance and punctuality.   Furthermore, candidates for all professional educational roles are expected to model the dispositions of professional educators.  The GAPSC guidelines state: “Candidates’ work with student, families, and communities reflects the dispositions expected of professional educators” as delineated in professional, state, and institutional standards.  Candidates recognize when their own dispositions may need to be adjusted and are able to develop plans to do so.” 

 

Use APA style (7th ed.).  All papers for the course are to be typed using size 12 print and Times New Roman typeface.  Papers should be double-spaced, error-free, and grammatically correct (including punctuation, spelling, capitalization, etc.).  Make good use of writing references such as dictionaries, writing handbooks, and computer spelling and grammar checks. 

 

The Learning Center exists to help our students reach their various academic goals. The Learning Center offers academic support in all areas, including accounting, foreign languages, math, science, and writing. Our tutors are selected by department chairs, trained in the art of tutoring, and monitored to provide the individualized attention our students need to achieve their personal best. We offer by-appointment or walk-in hours during both working and after-business hours. For more information, please visit: https://www.piedmont.edu/learning-center

or call 706-778-8500, ext. 1503 (Demorest) or 706-543-6973 (Athens). 

 

Accessibility and Accommodations:  It is the College’s goal that learning experiences be as accessible as possible.  Should you choose to disclose a disability, contact your professor and Disability Support so that possible accommodations can be discussed.  Accommodations are designed to minimize the impact of a disability and ensure access to programs for all students with disabilities. Piedmont College, professors and staff make every effort to provide reasonable and appropriate accommodations.  The Director of Disabilities Support can be reached at disabilityservices@piedmont.edu or 706-778-8500, ext. 1504.

 

Statement on Academic Integrity: Students must be familiar with the College Academic Integrity Policy. Plagiarism, the intentional or unintentional use of another’s words or ideas as one’s own, will not be tolerated.  Instructors must send any Academic Integrity concerns directly to the dean who is responsible for the discipline in which the course is taught.  See Catalog at https://www.piedmont.edu/catalog for complete policy.

 

Student Email Policy: All Piedmont College students are required to use their Piedmont Lions email account (see Catalog at https://www.piedmont.edu/catalog for complete policy). Since the Lions account is the official communications channel of the College, students are responsible for all information distributed to them through their account. Students are expected to check it daily.

 

Withdrawal Policy: Within the first several days of a term, students may add and drop courses with the permission of their advisor. The ranges for drop/add vary depending on the term (Fall, Spring, or Summer) and duration of the class (8 week or 16 week). Students should check the academic calendar for specific information. After this time, students may withdraw from a class. Please refer to the College Catalog at https://www.piedmont.edu/catalog for the particulars regarding the withdrawal policy.

 

 

Course Outline/Schedule

1. INSTRUCTIONAL METHODS, DESCRIPTION OF ASSIGNMENTS, AND FIELD EXPERIENCES:

 

Other assignments or activities may be required as deemed necessary to assure the mastery of the course objectives as stated.

 

Course Outline/Schedule (daily work, homework, due dates, etc.):

{Please note the class is designed in a 15-week model.}

 

Topic Schedule

Course Outline/Schedule (daily work, homework, due dates, etc.):   Topic Schedule Module Essential Questions   Aug. 17 Module 1 The Basics   Course Outcomes 1 & 4 ·       Why differentiate instruction? ·       What are the key principles of differentiated instruction? ·       Who are we as designers of differentiated instruction? ·       What should inform planning for differentiated instruction? Aug. 24 Module 2 Content, Process, &  Product Differentiation   Course Outcome 1 ·      How can teachers meet the varied needs of learners? ·      How can teachers differentiate by content, process, and product? ·      Who are we as designers of differentiated instruction?     Aug. 31 Module 3 Differentiation by Readiness   Course Outcomes 2, 3, 4, & 5   ·       How might the needs of a learner influence the development of instructional activities? ·       How can teachers differentiate by readiness? ·       Who are we as designers of differentiated instruction? ·       How should a teacher’s decision making be influenced by students’ academic, economic, developmental, and cultural factors?   Sep. 7 Module 4 Differentiation by Learning Profiles   Course Outcomes 2, 3, 4, 5, & 6   ·      Who are our learners? ·      How can teachers differentiate by learning profiles? ·      How can knowledge of our students inform planning for differentiated instruction? ·      Who are we as designers of differentiated instruction? ·      What student academic, economic, developmental, and cultural factors should be considered when making instructional delivery decisions?   Sep. 14 Module 5 Differentiation by Interest   Course Outcomes 2, 3, 4, & 5   ·       How can teachers differentiate by interests? ·       How can students’ interests inform planning for differentiated instruction? ·       What student academic, economic, developmental, and cultural factors should be considered when making instructional delivery decisions?   Sep. 21 Module 6 Thinking Styles & Triarchic Intelligence   Course Outcomes  3, 5, & 6   ·      What connections do teachers need to consider when planning lessons to meet the diverse needs of our learners? ·      How might students' diversity in thinking influence a teacher's instructional planning? ·      How might the thinking styles of a teacher influence the development and implementation of instructional activities? ·      Who are we as designers of differentiated instruction? ·      What student academic, economic, developmental, and cultural factors should be considered when making instructional delivery decisions?   Sep. 28 Module 7 The Equalizer Course Outcomes 2, 3, & 6   ·      What considerations need to be used when planning instruction? ·      What are different ways to differentiate instruction? ·      How can using the Equalizer help teachers with their instructional planning for diverse students? ·      What student academic, economic, developmental, and cultural factors should be considered when making instructional delivery decisions?     Major Assignment Micro Literature Review is due.   Oct. 5 Module 8 Tiering Instruction   Course Outcomes 2, 3, 4, 5, & 6   ·      How can knowledge of our students inform planning for differentiated instruction? ·      What are the best ways to tier instruction based on class profile data? ·      How do teachers support diverse learners when implementing differentiated instruction? ·      What student academic, economic, developmental, and cultural factors should be considered when making instructional delivery decisions?   Oct. 12 Module 9 UDL Exceptional Learners, ELL,   Course Outcomes 2, 4, & 6   ·      What connections do teachers need to consider when planning lessons to meet the diverse needs of our learners? ·      How do teachers support diverse learners when implementing differentiated instruction? ·      What student academic, economic, developmental, and cultural factors should be considered when making instructional delivery decisions?   Oct. 19 Module 10 UbD & Instructional Planning   Course Outcomes 2, 3, 4,  & 6   ·      How can teachers use backward planning to address the diverse needs of my students? ·      What connections do teachers need to consider when planning lessons to meet the diverse needs of our learners?   Oct. 26 Module 11 Gifted Learners, Rigor, & Compacting   Course Outcomes 2, 3, 4, & 6   ·      How can teachers provide rigor for diverse students?  ·      How do teachers support diverse learners when implementing differentiated instruction? ·      What student academic, economic, developmental, and cultural factors should be considered when making instructional delivery decisions?   Nov. 2 Module 12 Task Rotations & Instructional Planning   Course Outcomes 2,  4, & 6   ·      How can teachers use research-based strategies to support differentiated instruction? ·      What should teachers consider when designing and equitable learning environment? ·      What student academic, economic, developmental, and cultural factors should be considered when making instructional delivery decisions?   Nov. 9 Module 13 Management & Flexible Grouping   Course Outcomes 2, 3, 4, 5, & 6   ·      What should teachers consider when designing and equitable learning environment? ·      What should inform teachers’ flexible groupings? ·      What student academic, economic, developmental, and cultural factors should be considered when making instructional delivery decisions?   Nov. 16 Module 14  Case Study Exploration and Field Experience Interviews   Course Outcomes 1,2, 3, 4, 5, & 6   ·      How can teachers use research-based strategies to support differentiated instruction? ·      How do teachers apply best practices in real classroom setting? ·      How do students’ academic, economic, developmental, and cultural factors influence teachers’ instructional delivery decisions? Major Assignment Interactive Case Study and Field Experience is due.   Nov. 30 Module 15 Professional Learning Event   Course Outcome 7   ·      How can teachers exhibit their synthesis and application of best practices in Differentiated Instruction in a professional setting to others? ·      Who are we as designers of differentiated instruction?     Major Assignment Professional Presentation is due.     ·          Engagement, Discussion, & Practice:   *During each module you will be engaging in discussions, creating products related to the topic of the module, sharing with peers, critiquing peer products, etc. *All activities must be completed. These endeavors are evaluated by an engagement rubric. *Discussion thread posts can be made via typing or uploading video talking responses. Please take note of the following aspect of posting in the discussion forum.   Note: The settings for this forum may require that you make your initial posting prior to viewing the posts of your classmates. However, this does not prevent you from editing your initial post thereafter. As plagiarism is not tolerated, please note that Canvas maintains a clear indication that discussion forum posts have been edited. Discussion forum settings, therefore, are not exculpatory when reviewing allegations of plagiarism or other forms of academic misconduct.     Major Assignments:   (Feb. 24—Module 7) Micro Literature Review ·      Your Micro Literature Review is due. You must follow the procedures and protocols outlined in the assignment write up.  Be sure to review work through the lens of the rubric before you submit it. Resources that might be useful to consult as you edit and format your work are listed below. Academic  Writer  https://www.galileo.usg.edu/express?link=acaw-pie1 APA Style Guides https://apastyle.apa.org/instructional-aids/handouts-guides   Differentiated Instruction in Your Content Area  Micro-Literature Review     1.     In this class, we will read much about differentiated instruction from a general point of view. 2.     The purpose of this assignment is for you to learn more about the research on differentiated instruction in your content area shows us. 3.     For this assignment, you will identify two peer-reviewed scholarly articles and write a summary/synthesis of those articles. 4.     The articles you identify must describe an empirical research study (quantitative or qualitative).  5.     Thus, literature reviews, meta-analyses, and practitioner-oriented journal articles should not be selected and summarized for this assignment. 6.     You should choose articles that are relevant to your specific teaching field and differentiated instruction. 7.     The connecting theme of the two articles will inform your practice in differentiating instruction in your content field. 8.     Your micro-literature review should be 2 - 4 pages max (I will stop reading and not grade beyond four pages).      Your article summary should include the following information:     1.     An introduction paragraph that provides background on the topic/theme of the two articles.  2.     A description of how you identified the articles.  Describe the process for how you identified the articles so clearly that I could follow your directions and locate the articles myself.  Include this information:    ·                What database did you use to conduct your search?  ·                What search terms did you use?  ·                What parameters/limitations did you use in your search (e.g., peer-reviewed, full text only, published in the last ten years, written in English)?   ·                Explain why you selected the two particular articles for your review (quality? relevance?) 3.     A succinct summary of all two articles.  For each article, include the following information:    o   Who were the participants?    o   What data were collected?    o   What were the significant findings of the study?    o   What big takeaways can be made from the study (i.e., did it answer any questions or provide implications for teaching?)?     o   Each article summary should be an individual paragraph.     4.     Provide a synthesis paragraph, or paragraphs, that describe(s):    o   consistencies between the two articles  o   inconsistencies  o   big findings from the studies  o   questions that you still have  o   how you can integrate the results of this study into your daily practice     5.     Complete the following table and include it in your paper.  The information in each cell should be the bare minimum needed to convey the indicated information (i.e., don't write a paragraph when a single sentence will suffice).   For cells that require numerous bits of information (e.g., participants info, major findings), provide a neat bulleted list. Delete the information that is in parentheses below to make your table cleaner.     Authors and Publication Year   Participants (number, age, gender, and any other relevant information)  Research Methods (what did the researchers do?)  Major Findings  (Article 1 info in this row)        (Article 2 info in this row)              Criteria   5.0 pts  Hitting the Target  Both articles are from sources that meet the assignment criteria.  3.0 pts  Approaching the Target  One article is from a source that meets the assignment criteria  0.0 pts  Not Focusing on the Target  No Micro-Literature Review is submitted. Or Neither article is from a source that meets the assignment criteria.  Conclusions  5.0 pts  Hitting the Target  The conclusions are clearly supported by the writer with relevant evidence.  3.0 pts  Approaching the Target  The submission contains conclusions that can be supported by the evidence presented.  2.0 pts  Pivoting Toward the Target  The submission contains some evidence of the conclusions, although the evidence might not fully support those conclusions.  0.0 pts  Not Focusing on the Target  No Micro-Literature Review is submitted. Or No conclusions are present.  Questions  15.0 pts  Hitting the Target  The submission fully and appropriately addresses all the questions in the assignment instructions.  9.0 pts  Approaching the Target  The submission addresses all the questions in the assignment instructions. However, a few may not have been addressed fully.  6.0 pts  Pivoting Toward the Target  The submission appropriately addresses very few of the questions in the assignment instruction.  0.0 pts  Not Focusing on the Target  No Micro-Literature Review is submitted. Or The submission does not answer the questions in the assignment instructions.  Insights  15.0 pts  Hitting the Target  The submission describes what the reviewer learned from the review of each article and how this might impact his or her practice.  9.0 pts  Approaching the Target  The submission describes what the reviewer learned from the review of each article but does not describe how this might impact his or her practice.  6.0 pts  Pivoting Toward the Target  The submission only describes what the reviewer learned from one article and how that might impact his or her practice.  0.0 pts  Not Focusing on the Target  No Micro-Literature Review is submitted. Or The submission does not describe what the reviewer learned from the review of each article.  Grammar/ Conventions  5.0 pts  Hitting the Target  The Micro-Literature Review contains no or minimal errors. The author has excellent use of punctuation, spelling skills, sentence and paragraph structure, word choice, etc.  3.0 pts  Approaching the Target  The Micro-Literature Review contains errors which appear sporadically. The author has good use of punctuation, spelling skills, sentence and paragraph structure, etc.  2.0 pts  Pivoting Toward the Target  The Micro-Literature Review is plagued with many errors. The author has very basic use of grammar and conventions. Some of the errors may influence the reader’s comprehension. Or The author needed to have proofed his or her submission. The quality is not up to the standards of graduate work.  0.0 pts  Not Focusing on the Target  No Micro-Literature Review is submitted        (April 21 - Module 14) Interactive Case Study and Field Experience is due. You are expected to implement some of your creations in your real P-12 practice.   Your Interactive Case Study is due. This assignment requires you to create an illustrative case study documenting your work and insights with applying the principles, processes, and concepts of differentiated instruction to your practice. This is an assignment in which you will be developing with the work you engage in this semester.  In each module you will be exploring things relative to the case you are developing.  Your work will culminate with you submitting the Case Study Write-Up.  You will be expected to identify practices correctly and concepts related to differentiated instruction. Refer to the Outline for the Case Study Write-Up for details about what you will submit. Be sure to review the rubric for this assignment to ensure you are meeting expectations. At various points in the class, you will be asked to submit examples of things you tried or plan to try. Sometimes we will discuss potential actions or past actions in our discussions. You will also be required to submit components for review.  For example, you will complete the Learner Profile Card.  That information can be used in creating the teacher component of the context. Another week, you are asked to submit a class profile.  Any relevant item submitted prior to this final case study write-up can be used in this culminating assignment. Revisions to previously submitted components are allowed if warranted for its submission in the case study assignment.   A minimum of 4 applications to practice examples must be included. This assignment also requires other components like the Teacher Profile and the Class Profile.  Course Participants must address all the components of the Case Study Assignment writeup directions.  Refer to the case study template located in Canvas and provided below. [Be sure to review your work through the lens of the rubric before you submit it.]   One Major Assignment for EDS 8845                   This assignment addresses outcomes—1, 2, 3, 4, 5, and 6.    Outline for the Case Study Write-Up Title:   Introduction: What does this case study demonstrate to the reader?  Context: 1.    Teacher Profile: In this section, you will provide information about you as the teacher. This profile includes relevant information about a) years of experience, b) insights from the EDSE 8845 profile data, c)learning preferences of the teacher, d) thinking styles of the teacher, e) personality type (from the  16 personalities exploration) and f) background with differentiated instruction before this semester.  Other components could include—feelings and views on differentiated instruction and additional relevant information you feel the reviewer needs to understand you as the teacher. 2.    Class Profile: In this section, you will provide information about the learners for whom you are providing the differentiation: There will be many different resources presented to you. You will decide how to gather the data and compile it into the comprehensive profile for your group of learners.  A detailed class profile should be completed using what we discuss and learn in our course. 3.    System Variables: In this section, discuss any relevant variables related to the system—school, county, content team, grade-level team, department, etc.  that impact your teaching situation.   4.    SWOT Analysis: You will examine your context and write a summary articulating the strengths, weaknesses, threats, and opportunities as they relate to you providing differentiated instruction. This SWOT analysis can help you make decisions about what you might need to embrace from the course to help you meet the needs of all your learners. 5.      Goals: In this section, you should articulate your goals for what you wish to accomplish this semester in differentiated instruction.    Be sure to articulate why these goals are chosen. Your goals might help you determine what teacher actions to embrace in your explorations this semester.   6.     Discuss the student factors, research, principles of differentiated instruction, assessment data, and other considerations that affected your decision-making process relating to designing the learning environment, planning, and implementation of differentiated instruction best practices.     Teacher Explorations, Application, and Synthesis: How did you apply the course content to your practice with the identified learners in the classroom profile mentioned earlier in this template?  What were the challenges? What were the issues? What did you try? Why? What are the concrete examples of the application to your content?  What were the results?  What worked well?  What didn’t?  What did you learn? What are the implications for future practices?   Conclusions: What have you learned about yourself as a planner and implementer of differentiated instruction? How has this assignment affected your understanding and skills related to TKES standard 4?   References:     Hitting the Target 8 points Approaching the Target 6 points Aiming at the Target   4 points Not Seeing the Target   0 points Organization The author placed details in a logical order in a manner that effectively keeps the interest of the reader. The author placed details in a logical order. There is little sense that the author organized the writing. No Case Study is submitted   Hitting the Target 30 points Approaching the Target 20 points Aiming at the Target   10 points Not Seeing the Target   0 points Relevant Details The author provided relevant, telling, quality details to give the reviewer important information that goes beyond the obvious or predictable. The author provided supporting details and information that are relevant. However, some important components may be missing. The author provided very few supporting details and information that was relevant. No Case Study is submitted   Hitting the Target 8 points Approaching the Target 6 points Aiming at the Target   4 points Not Seeing the Target   0 points Precision of language The author consistently uses precise language and differentiated instruction vocabulary words, concepts, and phrases to elaborate on ideas and thoughts. The author sometimes uses differentiated instruction vocabulary words, concepts, and phrases in its explanations of ideas, thoughts, and summaries. However, there are some instances where key vocabulary words, concepts, or phrases are missing in writing. The author uses vague language to describe thoughts and ideas.   0r   The author uses differentiated instruction vocabulary words, concepts, or phrases incorrectly in its explanations of ideas, thoughts, and summaries. No Case Study is submitted   Hitting the Target 30 points Approaching the Target 20 points Aiming at the Target   10 points Not Seeing the Target   0 points Analysis There is an abundance of evidence of critical thought and analysis. There is sufficient evidence of critical thought and analysis There is no or very limited evidence of critical thought and analysis. No Case Study is submitted   Hitting the Target 8 points Approaching the Target 6 points Aiming at the Target   4 points Not Seeing the Target   0 points Grammar/Conventions The author has excellent use of punctuation, spelling skills, sentence and paragraph structure, word choice, etc. The case study contains no or minimal errors. The author has good use of punctuation, spelling skills, sentence and paragraph structure, etc. The case study contains some minimal errors which appear sporadically. The author has very basic use of grammar and conventions. The submission is plagued with errors that influence reader comprehension.    Or   The author needed to have proofed his or her submission. The quality is not up to the standards of graduate work. No Case Study is submitted.         (April 28- Module 15 ) Professional Learning Event Presentation ·      Professional Presentation In module 14 you will be interviewing teachers, administrators and curriculum specialists about current issues and trends in differentiation.  As a curriculum and instructional specialist, you should be able to use your knowledge about differentiated instruction, experiences with applying the course content this semester, and research skills to come up with ideas for addressing areas of concerns that emerged from your interviews of  teachers, administrators, and county curriculum specialists regarding needs related to TKES standard 4. In module 15 you will make a presentation of your findings and responses. Specifically, your 10-15-minute presentation will address the following.   1.     What did you learn as a result of engaging in the case study where you applied the course content? 2.     What did you learn from interviewing teachers, administrators, and  county curriculum specialists about the needs related to TKES standard 4.  3.     How could you use your knowledge, experiences, and research skills to address the areas of need identify in the interviews. 4.     Think of this as presenting at conference for other educators. Your presentation should be a video of you presenting. You must include the PowerPoint presentation that you are using to aide your presentation.  Your presentation cannot be more than 15 minutes in length.    These tips on making presentations might be helpful as you create your presentation. https://www.makeuseof.com/tag/10-tips-for-preparing-a-professional-presentation/   https://24slides.com/presentbetter/preparing-conference-presentation/   https://www.tropicalmba.com/presentation/   https://www.ethos3.com/2015/12/the-complete-guide-to-creating-a-captivating-professional-presentation/   https://www.inc.com/geoffrey-james/how-to-fix-your-presentations-21-tips.html   EDS 8845  Professional Presentation  Rubric   Relevant Content 15.0 pts Hitting the mark The presentation had an exceptional amount of valuable and relevant information to address the problem. 12.0 pts Approaching the Target The presentation had a sufficient amount of relevant information to address the problem. 8.0 pts Aiming at the target The presentation had moments where useful information was presented, but as a whole sufficient contain to address the problem was lacking. 0.0 pts Not aiming at the target The presentation contained little to no beneficial material. Visual Aids 10.0 pts Hitting the mark Appropriate visual aids are used; visual aids serve as a complement to the Presenter and the message to be delivered; The visual aids were designed effectively; Presenter uses a visual aid easily 8.0 pts Approaching the Target Appropriate visual aids are used; There are a few weaknesses in design; There are a few difficulties with the use of a visual aid. 4.0 pts Aiming at the target The choice of the visual aid is poor; There are weaknesses with the design; There are difficulties with the use of a visual aid. 0.0 pts Not aiming at the target Inappropriate choice of visual aid; design detracts from the Presenter’s ability to deliver the message. There is an inability of the Presenter to use a visual aid. Expertise in Differentiated Instruction 15.0 pts Hitting the mark The Presenter demonstrates expertise in skill and knowledge in differentiated instruction to address school or district needs. Able to skillfully apply best practices from the literature to address the problem. 12.0 pts Approaching the Target The Presenter demonstrates the ability to use skill and knowledge in differentiated instruction to address school or district needs. Able to apply best practices from the literature to address the problem. 8.0 pts Aiming at the target The Presenter struggles with demonstrating skill and knowledge in differentiated instruction to address school or district needs.   It is not clear that the literature supports the practices used to address the problem.   0.0 pts Not aiming at the target The Presenter does not demonstrate skill or knowledge in differentiated instruction to address school or district needs. Or The Presenter is unable to apply best practices from the literature to address the problem.   Delivery 8.0 pts Hitting the mark The Presenter is fluent and poised.  Uses Language comfortably and appropriately 6.0 pts Approaching the Target Some degree of nervousness apparent; minor problems with language usage; Presenter may speak too slowly or quickly, too loudly or softly; 4.0 pts Aiming at the target Presenter seems uncomfortable; several problems with language usage; Presenter speaking much too swiftly or slowly, too loudly or softly; 0.0 pts Not aiming at the target The Presenter is unable to deliver presentation coherently   Reading Schedule:     Module Readings   Module 1 The Basics   Course Outcomes 1 & 4 Cash---Chapter 1 Thousand –Chapter 1 Other Readings--- as listed on the modules overview page each week. Module 2 Content, Process, &  Product Differentiation   Course Outcome 1 Cash---Chapter 3 Thousand –Chapter 3 Other Readings---as listed on the modules overview page each week. Module 3 Differentiation by Readiness   Course Outcomes 2, 3, 4, & 5   Cash---Chapter 2 Thousand –Chapters 5 & 6 Other Readings--- as listed on the modules overview page each week.   Module 4 Differentiation by Learning Profiles   Course Outcomes 2, 3, 4, 5, & 6   Cash---Chapter 4 Thousand –Chapter 4, 7 Other Readings---as listed on the modules overview page each week.          Module 5 Differentiation by Interest   Course Outcomes 2, 3, 4, & 5   Cash---Chapters 5 and 6 Other Readings---   Module 6 Thinking Styles & Triarchic Intelligence   Course Outcomes  3, 5, & 6   Cash---Chapter 7 Thousand –Chapter 8 Other Readings--- as listed on the modules overview page each week.      Module 7 The Equalizer Course Outcomes 2, 3, & 6   Cash---Chapter 8 Thousand –Chapter 2 Other Readings--- Module 8 Tiering Instruction   Course Outcomes 2, 3, 4, 5, & 6   Cash---Chapter 9 Thousand –Chapter 9 Other Readings--- as listed on the modules overview page each week.        Module 9 UDL Exceptional Learners, ELL,   Course Outcomes 2, 4, & 6   Thousand –Elementary School  Teachers read Chapter 10                     Middle School Teachers read Chapter 12                     High School Teachers read Chapter 13  For those not teaching in P-12 read the one that is in the grade band for your certification Other Readings as listed on the modules overview page each week.     Review the ones below related to your content field and any of the other links that interest you.     ·                Darrow, A. A. (2015). Differentiated instruction for students with disabilities: Using DI in the music classroom. General Music Today, 28(2), 29-32. ·https://www.shmoop.com/teachers/curriculum/differentiation.html  Creating Curriculum: Differentiation ·https://www.sess.ie/sites/default/files/Resources/science/textbook.pdf  (Science Differentiation in Action) ·https://www.sess.ie/sites/default/files/Resources/Cirricular_Material/PP_Science.pdf (Post Primary Science…Guidelines for Teachers of Students with MILD General Learning Disabilities (pages 9-13) ·https://www.sess.ie/sites/default/files/Resources/Cirricular_Material/P_Mild_SESEScience.pdf (Primary Science…Guidelines for Teachers of Students with MILD General Learning Disabilities (pages 13-16) ·https://www.sess.ie/sites/default/files/Resources/Cirricular_Material/PP_Maths.pdf  (Mathematical Studies…Guidelines for Teachers of Students with MILD General Learning Disabilities (pages 15-19) ·https://www.sess.ie/sites/default/files/Resources/Cirricular_Material/P_Mild_Maths.pdf (Primary Mathematics Guidelines for Teachers of Students with MILD General Learning Disabilities pages 16-20) ·https://www.sess.ie/sites/default/files/Resources/Cirricular_Material/PP_Eng.pdf Post Primary English Guidelines for Teachers of Students with MILD General Learning Disabilities (pages 6-8) ·https://www.sess.ie/sites/default/files/Resources/Cirricular_Material/P_Mild_Comm.pdf Primary Communication and Language Guidelines for Teachers of Students with MILD General Learning Disabilities (pages 22-38) ·https://www.sess.ie/sites/default/files/Resources/Cirricular_Material/PP_SPEEHist.pdf Post Primary Social, Political and Environmental Education: History Guidelines for Teachers of Students with MILD General Learning Disabilities (pages 6-9) ·https://www.sess.ie/sites/default/files/Resources/Cirricular_Material/P_Mild_SESEHist.pdf  Primary Social, Political and Environmental Education: History Guidelines for Teachers of Students with MILD General Learning Disabilities (pages 12-13) ·https://www.sess.ie/sites/default/files/Resources/Cirricular_Material/PP_Music.pdf  Post Primary Music Guidelines for Teachers of Students with MILD General Learning Disabilities (pages 7-11) ·https://www.sess.ie/sites/default/files/Resources/Cirricular_Material/P_Mild_Music.pdf Primary Music Guidelines for Teachers of Students with MILD General Learning Disabilities (pages 7-8) ·https://www.sess.ie/sites/default/files/Resources/Cirricular_Material/PP_Art.pdf   Post primary Art Craft Design Guidelines for Teachers of Students with MILD General Learning Disabilities (pages 7-11) ·https://www.sess.ie/sites/default/files/Resources/Cirricular_Material/P_Mild_Arts.pdf primary Art Craft Design Guidelines for Teachers of Students with MILD General Learning Disabilities (pages 21-26)   Module 10 UbD  & Instructional Planning   Course Outcomes 2, 3, 4,  & 6   Other Readings--- UBD White Paper  http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf    Differentiated Instruction, Understanding by Design and Universal Design for Learning: A stable planning approach http://etec.ctlt.ubc.ca/510wiki/Differentiated_Instruction,_Understanding_by_Design_and_Universal_Design_for_Learning:_A_stable_planning_approach   Module 11 Gifted Learners, Rigor, & Compacting   Course Outcomes 2, 3, 4, & 6   Cash---Chapters 10 & 11 Other Readings--- as listed on the modules overview page each week.        Module 12 Task Rotations & Instructional Planning   Course Outcomes 2,  4, & 6   Thousand –Chapter 11   Module 13 Management & Flexible Grouping   Course Outcomes 2, 3, 4, 5, & 6   Thousand –Chapter 14 Other Readings--- as listed on the modules overview page each week.

 

 

Assignment Schedule

 

Engagement, Discussion, & Practice:

 

During each module you will be engaging in discussions, creating products related to the topic of the module, sharing with peers, critiquing peer products, etc. All activities must be completed. These endeavors are evaluated by an engagement rubric. Discussion thread posts can be made via typing or uploading video talking responses. Please take note of the following aspect of posting in the discussion forum. “Note: The settings for this forum may require that you make your initial posting prior to viewing the posts of your classmates. However, this does not prevent you from editing your initial post thereafter. As plagiarism is not tolerated, please note that Canvas maintains a clear indication that discussion forum posts have been edited. Discussion forum settings, therefore, are not exculpatory when reviewing allegations of plagiarism or other forms of academic misconduct.“  

 

 

 

Major Assignments:

 

(Insert due date—Module 7) Micro Literature Review

·         Your Micro Literature Review is due. [You must follow the procedures and protocols outlined in the assignment write up.  Be sure to review work through the lens of the rubric before you submit it.]

Resources that might be useful to consult as you edit and format your work are listed below.

Academic  Writer  https://www.galileo.usg.edu/express?link=acaw-pie1
APA Style Guides https://apastyle.apa.org/instructional-aids/handouts-guides

 

Differentiated Instruction in Your Content Area 

Micro-Literature Review Due Date Module 7 March 8

  

In this class, we will read much about differentiated instruction from a general point of view. The purpose of this assignment is for you to learn more about the research on differentiated instruction in your content area shows us. For this assignment, you will identify two peer-reviewed scholarly articles and write a summary/synthesis of those articles. The articles you identify must describe an empirical research study (quantitative or qualitative). Thus, literature reviews, meta-analyses, and practitioner-oriented journal articles should not be selected and summarized for this assignment. You should choose articles that are relevant to your specific teaching field and differentiated instruction. The connecting theme of the two articles will inform your practice in differentiating instruction in your content field. Your micro-literature review should be 2 - 4 pages max (I will stop reading and not grade beyond four pages).  

  

Your article summary should include the following information: 

  

1.                  An introduction paragraph that provides background on the topic/theme of the two articles 

  

1.                  A description of how you identified the articles.  Describe the process for how you identified the articles so clearly that I could follow your directions and locate the articles myself.  Include this information:   

·                     What database did you use to conduct your search? 

·                     What search terms did you use? 

·                     What parameters/limitations did you use in your search (e.g., peer-reviewed, full text only, published in the last ten years, written in English)?  

·                     Explain why you selected the two particular articles for your review (quality? relevance?) 

  

2. A succinct summary of all two articles.  For each article, include the following information: 

 

o   Who were the participants?   

o   What data were collected?   

o   What were the significant findings of the study?   

o   What big takeaways can be made from the study (i.e., did it answer any questions or provide implications for teaching?)?    

o   Each article summary should be an individual paragraph. 

  

3. Provide a synthesis paragraph, or paragraphs, that describe(s): 

 

o   consistencies between the two articles 

o   inconsistencies 

o   big findings from the studies 

o   questions that you still have 

o   how you can integrate the results of this study into your daily practice 

  

4. Complete the following table and include it in your paper.  The information in each cell should be the bare minimum needed to convey the indicated information (i.e., don't write a paragraph when a single sentence will suffice).  For cells that require numerous bits of information (e.g., participants info, major findings), provide a neat bulleted list. Delete the information that is in parentheses below to make your table cleaner.  

  

 

 

 

Authors and Publication Year	Participants (number, age, gender, and any other relevant information)	Research Methods (what did the researchers do?)	Major Findings
(Article 1 info in this row)
(Article 2 info in this row)

  

  

Criteria  

5.0 pts  Hitting the Target  Both articles are from sources that meet the assignment criteria.

3.0 pts  Approaching the Target  One article is from a source that meets the assignment criteria

0.0 pts  Not Focusing on the Target  No Micro-Literature Review is submitted. Or Neither article is from a source that meets the assignment criteria.

Conclusions 

5.0 pts  Hitting the Target  The conclusions are clearly supported by the writer with relevant evidence.

3.0 pts  Approaching the Target  The submission contains conclusions that can be supported by the evidence presented.

2.0 pts  Pivoting Toward the Target  The submission contains some evidence of the conclusions, although the evidence might not fully support those conclusions.

0.0 pts  Not Focusing on the Target  No Micro-Literature Review is submitted. Or No conclusions are present.

Questions 

15.0 pts  Hitting the Target  The submission fully and appropriately addresses all the questions in the assignment instructions.

9.0 pts  Approaching the Target  The submission addresses all the questions in the assignment instructions. However, a few may not have been addressed fully.

6.0 pts  Pivoting Toward the Target  The submission appropriately addresses very few of the questions in the assignment instruction.

0.0 pts  Not Focusing on the Target  No Micro-Literature Review is submitted. Or The submission does not answer the questions in the assignment instructions.

Insights 

15.0 pts  Hitting the Target  The submission describes what the reviewer learned from the review of each article and how this might impact his or her practice.

9.0 pts  Approaching the Target  The submission describes what the reviewer learned from the review of each article but does not describe how this might impact his or her practice.

6.0 pts  Pivoting Toward the Target  The submission only describes what the reviewer learned from one article and how that might impact his or her practice.

0.0 pts  Not Focusing on the Target  No Micro-Literature Review is submitted. Or The submission does not describe what the reviewer learned from the review of each article.

Grammar/ Conventions 

5.0 pts  Hitting the Target  The Micro-Literature Review contains no or minimal errors. The author has excellent use of punctuation, spelling skills, sentence and paragraph structure, word choice, etc.

3.0 pts  Approaching the Target  The Micro-Literature Review contains errors which appear sporadically. The author has good use of punctuation, spelling skills, sentence and paragraph structure, etc.

2.0 pts  Pivoting Toward the Target  The Micro-Literature Review is plagued with many errors. The author has a very basic use of grammar and conventions. Some of the errors may influence the reader’s comprehension. Or The author needed to have proofed his or her submission. The quality is not up to the standards of graduate work.

0.0 pts  Not Focusing on the Target  No Micro-Literature Review is submitted

 

 

 

(Module 14--due April 26) Interactive Case Study and Field Experience (During the fall and spring the course participants are expected to implement some of their creations in their real P-12 practice.)

·         Your Interactive Case Study is due.

This assignment requires you to create an illustrative case study documenting your work and insights with applying the principles, processes, and concepts of differentiated instruction to your practice. This is an assignment in which you will be developing with the work you engage in this semester.  In each module, you will be exploring things relative to the case you are developing.  Your work will culminate with you submitting the Case Study Write-Up.  You will be expected to identify practices correctly and concepts related to differentiated instruction. Refer to the Outline for the Case Study Write-Up for details about what you will submit. Be sure to review the rubric for this assignment to ensure you are meeting expectations. At various points in the class, you will be asked to submit examples of things you tried or plan to try. Sometimes we will discuss potential actions or past actions in our discussions. You will also be required to submit components for review.  For example, you will complete the Learner Profile Card.  That information can be used in creating the teacher component of the context. Another week, you are asked to submit a class profile.  Any relevant item submitted prior to this final case study write-up can be used in this culminating assignment. Revisions to previously submitted components are allowed if warranted for its submission in the case study assignment.

 

A minimum of 4 applications to practice examples must be included. This assignment also requires other components like the Teacher Profile and the Class Profile.  Course Participants must address all the components of the Case Study Assignment writeup directions.  Refer to the case study template located in Canvas and provided below. [Be sure to review your work through the lens of the rubric before you submit it.]

 

One Major Assignment for EDS 8845                 

This assignment addresses outcomes—1, 2, 3, 4, 5, and 6.

 

 Outline for the Case Study Write-Up

Title: 

 Introduction: What does this case study demonstrate to the reader?

 Context:

1.      Teacher Profile: In this section, you will provide information about you as the teacher. This profile includes relevant information about a) years of experience, b) insights from the EDSE 8845 profile data, c)learning preferences of the teacher, d) thinking styles of the teacher, e) personality type (from the  16 personalities exploration) and f) background with differentiated instruction before this semester.  Other components could include—feelings and views on differentiated instruction and additional relevant information you feel the reviewer needs to understand you as the teacher.

2.      Class Profile: In this section, you will provide information about the learners for whom you are providing the differentiation: There will be many different resources presented to you. You will decide how to gather the data and compile it into the comprehensive profile for your group of learners.  A detailed class profile should be completed using what we discuss and learn in our course.

3.      System Variables: In this section, discuss any relevant variables related to the system—school, county, content team, grade-level team, department, etc. that impact your teaching situation.

 

4.      SWOT Analysis: You will examine your context and write a summary articulating the strengths, weaknesses, threats, and opportunities as they relate to you providing differentiated instruction. This SWOT analysis can help you make decisions about what you might need to embrace from the course to help you meet the needs of all your learners.

5.       Goals: In this section, you should articulate your goals for what you wish to accomplish this semester in differentiated instruction.    Be sure to articulate why these goals are chosen. Your goals might help you determine what teacher actions to embrace in your explorations this semester.

 

6.      Discuss the student factors, research, principles of differentiated instruction, assessment data, and other considerations that affected your decision-making process relating to designing the learning environment, planning, and implementation of differentiated instruction best practices.  

 

Teacher Explorations, Application, and Synthesis:

How did you apply the course content to your practice with the identified learners in the classroom profile mentioned earlier in this template?  What were the challenges? What were the issues? What did you try? Why? What are the concrete examples of the application to your content?  What were the results?  What worked well?  What didn’t?  What did you learn? What are the implications for future practices?

 

Conclusions:

What have you learned about yourself as a planner and implementer of differentiated instruction?

 

How has this assignment affected your understanding and skills related to TKES standard 4?

 

 

 

References:

 

	Hitting the Target 8 points	Approaching the Target 6 points	Aiming at the Target   4 points	Not Seeing the Target   0 points
Organization	The author placed details in a logical order in a manner that effectively keeps the interest of the reader.	The author placed details in a logical order.	There is little sense that the author organized the writing.	No Case Study is submitted
	Hitting the Target 30 points	Approaching the Target 20 points	Aiming at the Target   10 points	Not Seeing the Target   0 points
Relevant Details	The author provided relevant, telling, quality details to give the reviewer important information that goes beyond the obvious or predictable.	The author provided supporting details and information that are relevant. However, some important components may be missing.	The author provided very few supporting details and information that was relevant.	No Case Study is submitted
	Hitting the Target 8 points	Approaching the Target 6 points	Aiming at the Target   4 points	Not Seeing the Target   0 points
Precision of language	The author consistently uses precise language and differentiated instruction vocabulary words, concepts, and phrases to elaborate on ideas and thoughts.	The author sometimes uses differentiated instruction vocabulary words, concepts, and phrases in its explanations of ideas, thoughts, and summaries. However, there are some instances where key vocabulary words, concepts, or phrases are missing in writing.	The author uses vague language to describe thoughts and ideas.   0r   The author uses differentiated instruction vocabulary words, concepts, or phrases incorrectly in its explanations of ideas, thoughts, and summaries.	No Case Study is submitted
	Hitting the Target 30 points	Approaching the Target 20 points	Aiming at the Target   10 points	Not Seeing the Target   0 points
Analysis	There is an abundance of evidence of critical thought and analysis.	There is sufficient evidence of critical thought and analysis	There is no or very limited evidence of critical thought and analysis.	No Case Study is submitted
	Hitting the Target 8 points	Approaching the Target 6 points	Aiming at the Target   4 points	Not Seeing the Target   0 points
Grammar/Conventions	The author has excellent use of punctuation, spelling skills, sentence and paragraph structure, word choice, etc. The case study contains no or minimal errors.	The author has good use of punctuation, spelling skills, sentence and paragraph structure, etc. The case study contains some minimal errors which appear sporadically.	The author has a very basic use of grammar and conventions. The submission is plagued with errors that influence reader comprehension.    Or   The author needed to have proofed his or her submission. The quality is not up to the standards of graduate work.	No Case Study is submitted.

 

 

 

 

(Due date in Module 15 May 3 ) Professional Learning Event Presentation

·         Professional Presentation

In module 14 you will be interviewing teachers, administrators and curriculum specialists about current issues and trends in differentiation.  As a curriculum and instructional specialist, you should be able to use your knowledge about differentiated instruction, experiences with applying the course content this semester, and research skills to come up with ideas for addressing areas of concerns that emerged from your interviews of teachers, administrators, and county curriculum specialists regarding needs related to TKES standard 4. In module 15 you will make a presentation of your findings and responses. Specifically, your 10-15-minute presentation will address the following.

 

1.      What did you learn as a result of engaging in the case study where you applied the course content?

2.      What did you learn from interviewing teachers, administrators, and county curriculum specialists about the needs related to TKES standard 4. 

3.      How could you use your knowledge, experiences, and research skills to address the areas of need identified in the interviews.

4.      Think of this as presenting a conference for other educators.

Your presentation should be a video of you presenting. You must include the PowerPoint presentation that you are using to aid your presentation.  Your presentation cannot be more than 15 minutes in length. 

 

These tips on making presentations might be helpful as you create your presentation.

https://www.makeuseof.com/tag/10-tips-for-preparing-a-professional-presentation/

 

https://24slides.com/presentbetter/preparing-conference-presentation/

 

https://www.tropicalmba.com/presentation/

 

https://www.ethos3.com/2015/12/the-complete-guide-to-creating-a-captivating-professional-presentation/

 

https://www.inc.com/geoffrey-james/how-to-fix-your-presentations-21-tips.html

Professional Presentation is Due Module 15 May 3

EDS 8845  Professional Presentation  Rubric

 

Relevant Content	15.0 pts Hitting the mark The presentation had an exceptional amount of valuable and relevant information to address the problem.	12.0 pts Approaching the Target The presentation had a sufficient amount of relevant information to address the problem.	8.0 pts Aiming at the target The presentation had moments where useful information was presented, but as a whole sufficient contain to address the problem was lacking.	0.0 pts Not aiming at the target The presentation contained little to no beneficial material.
Visual Aids	10.0 pts Hitting the mark Appropriate visual aids are used; visual aids serve as a complement to the Presenter and the message to be delivered; The visual aids were designed effectively; Presenter uses a visual aid easily	8.0 pts Approaching the Target Appropriate visual aids are used; There are a few weaknesses in design; There are a few difficulties with the use of visual aid.	4.0 pts Aiming at the target The choice of visual aid is poor; There are weaknesses with the design; There are difficulties with the use of visual aid.	0.0 pts Not aiming at the target Inappropriate choice of visual aid; design detracts from the Presenter’s ability to deliver the message. There is an inability of the Presenter to use a visual aid.
Expertise in Differentiated Instruction	15.0 pts Hitting the mark The Presenter demonstrates expertise in skill and knowledge in differentiated instruction to address school or district needs. Able to skillfully apply best practices from the literature to address the problem.	12.0 pts Approaching the Target The Presenter demonstrates the ability to use skill and knowledge in differentiated instruction to address school or district needs. Able to apply best practices from the literature to address the problem.	8.0 pts Aiming at the target The Presenter struggles with demonstrating skill and knowledge in differentiated instruction to address school or district needs.   It is not clear that the literature supports the practices used to address the problem.	0.0 pts Not aiming at the target The Presenter does not demonstrate skill or knowledge in differentiated instruction to address school or district needs. Or The Presenter is unable to apply best practices from the literature to address the problem.
Delivery	8.0 pts Hitting the mark The Presenter is fluent and poised.  Uses Language comfortably and appropriately	6.0 pts Approaching the Target Some degree of nervousness apparent; minor problems with language usage; Presenter may speak too slowly or quickly, too loudly or softly;	4.0 pts Aiming at the target Presenter seems uncomfortable; several problems with language usage; Presenter speaking much too swiftly or slowly, too loudly or softly;	0.0 pts Not aiming at the target The Presenter is unable to deliver presentation coherently

 

Reading Schedule:

 

 

Module	Readings
Module 1 The Basics   Course Outcomes 1 & 4	Cash---Chapter 1 Thousand –Chapter 1 Other Readings--- as listed on the modules overview page each week.
Module 2 Content, Process, &  Product Differentiation   Course Outcome 1	Cash---Chapter 3 Thousand –Chapter 3 Other Readings---as listed on the modules overview page each week.
Module 3 Differentiation by Readiness   Course Outcomes 2, 3, 4, & 5	Cash---Chapter 2 Thousand –Chapters 5 & 6 Other Readings--- as listed on the modules overview page each week.
Module 4 Differentiation by Learning Profiles   Course Outcomes 2, 3, 4, 5, & 6	Cash---Chapter 4 Thousand –Chapter 4, 7 Other Readings---as listed on the modules overview page each week.
Module 5 Differentiation by Interest   Course Outcomes 2, 3, 4, & 5	Cash---Chapters 5 and 6 Other Readings---
Module 6 Thinking Styles & Triarchic Intelligence   Course Outcomes  3, 5, & 6	Cash---Chapter 7 Thousand –Chapter 8 Other Readings--- as listed on the modules overview page each week.
Module 7 The Equalizer Course Outcomes 2, 3, & 6	Cash---Chapter 8 Thousand –Chapter 2 Other Readings---
Module 8 Tiering Instruction   Course Outcomes 2, 3, 4, 5, & 6	Cash---Chapter 9 Thousand –Chapter 9 Other Readings--- as listed on the modules overview page each week.
Module 9 UDL Exceptional Learners, ELL,   Course Outcomes 2, 4, & 6	Thousand –Elementary School  Teachers read Chapter 10                     Middle School Teachers read Chapter 12                     High School Teachers read Chapter 13  For those not teaching in P-12 read the one that is in the grade band for your certification Other Readings as listed on the modules overview page each week.     Review the ones below related to your content field and any of the other links that interest you.     ·                     Darrow, A. A. (2015). Differentiated instruction for students with disabilities: Using DI in the music classroom. General Music Today, 28(2), 29-32. · https://www.shmoop.com/teachers/curriculum/differentiation.html  Creating Curriculum: Differentiation · https://www.sess.ie/sites/default/files/Resources/science/textbook.pdf  (Science Differentiation in Action) · https://www.sess.ie/sites/default/files/Resources/Cirricular_Material/PP_Science.pdf (Post Primary Science…Guidelines for Teachers of Students with MILD General Learning Disabilities (pages 9-13) · https://www.sess.ie/sites/default/files/Resources/Cirricular_Material/P_Mild_SESEScience.pdf (Primary Science…Guidelines for Teachers of Students with MILD General Learning Disabilities (pages 13-16) · https://www.sess.ie/sites/default/files/Resources/Cirricular_Material/PP_Maths.pdf  (Mathematical Studies…Guidelines for Teachers of Students with MILD General Learning Disabilities (pages 15-19) · https://www.sess.ie/sites/default/files/Resources/Cirricular_Material/P_Mild_Maths.pdf (Primary Mathematics Guidelines for Teachers of Students with MILD General Learning Disabilities pages 16-20) · https://www.sess.ie/sites/default/files/Resources/Cirricular_Material/PP_Eng.pdf Post Primary English Guidelines for Teachers of Students with MILD General Learning Disabilities (pages 6-8) · https://www.sess.ie/sites/default/files/Resources/Cirricular_Material/P_Mild_Comm.pdf Primary Communication and Language Guidelines for Teachers of Students with MILD General Learning Disabilities (pages 22-38) · https://www.sess.ie/sites/default/files/Resources/Cirricular_Material/PP_SPEEHist.pdf Post Primary Social, Political and Environmental Education: History Guidelines for Teachers of Students with MILD General Learning Disabilities (pages 6-9) · https://www.sess.ie/sites/default/files/Resources/Cirricular_Material/P_Mild_SESEHist.pdf  Primary Social, Political and Environmental Education: History Guidelines for Teachers of Students with MILD General Learning Disabilities (pages 12-13) · https://www.sess.ie/sites/default/files/Resources/Cirricular_Material/PP_Music.pdf  Post Primary Music Guidelines for Teachers of Students with MILD General Learning Disabilities (pages 7-11) · https://www.sess.ie/sites/default/files/Resources/Cirricular_Material/P_Mild_Music.pdf Primary Music Guidelines for Teachers of Students with MILD General Learning Disabilities (pages 7-8) · https://www.sess.ie/sites/default/files/Resources/Cirricular_Material/PP_Art.pdf   Post primary Art Craft Design Guidelines for Teachers of Students with MILD General Learning Disabilities (pages 7-11) · https://www.sess.ie/sites/default/files/Resources/Cirricular_Material/P_Mild_Arts.pdf primary Art Craft Design Guidelines for Teachers of Students with MILD General Learning Disabilities (pages 21-26)
Module 10 UbD  & Instructional Planning   Course Outcomes 2, 3, 4,  & 6	Other Readings--- UBD White Paper  http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf    Differentiated Instruction, Understanding by Design and Universal Design for Learning: A stable planning approach http://etec.ctlt.ubc.ca/510wiki/Differentiated_Instruction,_Understanding_by_Design_and_Universal_Design_for_Learning:_A_stable_planning_approach
Module 11 Gifted Learners, Rigor, & Compacting   Course Outcomes 2, 3, 4, & 6	Cash---Chapters 10 & 11 Other Readings--- as listed on the modules overview page each week.
Module 12 Task Rotations & Instructional Planning   Course Outcomes 2,  4, & 6	Thousand –Chapter 11
Module 13 Management & Flexible Grouping   Course Outcomes 2, 3, 4, 5, & 6	Thousand –Chapter 14 Other Readings--- as listed on the modules overview page each week.

 

 Candidates must complete all assignments successfully in order to pass the course.

 

Social Justice Statement

All are welcome as we strive to learn together, regardless of ability status, affectional orientation, age, color, ethnicity, gender expression, gender identity, marital status, nationality, political ideology, race, religious beliefs, sex, sexual orientation, spiritual beliefs, socioeconomic status, or veteran status. It is important that professors and students all strive to maintain an environment (online and in-person) in which all individuals receive respect, acceptance, positive regard, and the opportunity to safely develop and exchange ideas. We must acknowledge diverse world views and celebrate our rich differences. As educators, our ability to respect, support, and celebrate our differences has a profound impact on our daily interactions with our students and our classrooms. To support a safe and welcoming environment in our classrooms, Piedmont University College of Education professors will seek to promote fairness, empowerment, and advocacy for each student.

Piedmont Policies

Non-Discrimination Policy: It is the policy of Piedmont University not to discriminate in its educational programs, activities, or employment on the basis of sex, gender identity, sexual orientation, physical or mental disability, pregnancy, race, age, religion, color, national or ethnic origin, veteran status, genetic information, or any other category protected by applicable federal, state, or local law.

Piedmont University adheres to the federal definition of a credit hour as an amount of work represented in intended learning outcomes and verified by evidence of student achievement. For the purposes of this definition, an instructional hour equates to direct instruction of 750 minutes for each credit hour awarded. The standard expectation for direct instruction classes is that students will spend a minimum of two hours outside the classroom for each hour spent in class, which is, 1500 minutes per credit hour awarded. Courses that are offered on a schedule other than the full 15-week semester contain the same number of hours as if the course were scheduled for a full semester. No reduction in direct instruction time or work time outside of class is permitted for courses offered in accelerated terms.

The Learning Center exists to help our students reach their various academic goals. The Learning Center offers academic support in all areas, including accounting, foreign languages, math, science, writing, and more. All tutors have excelled in the subjects that they help support and tutors are trained in the art of tutoring. Tutoring sessions and athletes in the Study Hall are monitored to provide the individualized attention our students need to achieve their personal best. We offer support by appointment in Starfish and walk-in availability is provided on a first come first served basis. For more information, please contact Oliver Howington ohowington@piedmont.edu or call 706-778-8500, ext. 1176 or visit: https://www.piedmont.edu/learning-center.

Piedmont University strives to make learning experiences accessible to all participants and will provide reasonable accommodations for students with disabilities. If you experience difficulties, based on the impact of a disability or health condition, please contact the Office of Accessibility, Resources, and Services (OARS) to initiate a conversation with our Director of Compliance, Equity, and Inclusion, Courtney Snow, about your options. Please know that accommodations are not retroactive, so avoid any delays. Contact Courtney Snow. at csnow@piedmont.edu or 706-778-8500, ext. 1504, or visit Daniel 303 Suite D. To request accommodations (academic, dietary, housing, or emotional support animals) please click the link below and use your Piedmont email and password: https://piedmont-accommodate.symplicity.com/public_accommodation/. If you are already receiving accommodations and need to update your memo or information, please click the link below and use your Piedmont email and password: https://piedmont-accommodate.symplicity.com/students

Statement on Academic Integrity: Students must be familiar with the university academic integrity policy. Plagiarism and other violations of this policy will not be tolerated. Instructors must send any academic integrity concerns directly to the dean who is responsible for the discipline in which the course is taught. See catalog at https://piedmont.smartcatalogiq.com/ for complete policy.

Directives on Completion of Student Work: Course activities designated as quizzes, tests and exams are always to be completed by a student individually and without assistance from other people or resources UNLESS permission for collaboration or the use of external resources is explicitly permitted by the course professor(s). Hence all quizzes, tests and exams are to be considered closed-book/closed-notes and closed-internet (e.g., Google searches). Artificial intelligence apps are also banned on quizzes, tests and exams unless explicitly permitted by the course professor(s).

Student Email Policy: All Piedmont University students are required to use their Piedmont Lions email account (see Catalog at https://piedmont.smartcatalogiq.com/ for complete policy). Since the Lions account is an official communications channel of the university, students are responsible for all information distributed to them through their account. Students are expected to check it daily.

Withdrawal Policy: Within the first several days of a term, students may add and drop courses with the permission of their advisor. The ranges for drop/add vary depending on the term (Fall, Spring, or Summer) and duration of the class (8 week or 15 week). Students should check the academic calendar for specific information. After this time, students may withdraw from a class. Please refer to the university catalog at https://piedmont.smartcatalogiq.com/ for the particulars regarding the withdrawal policy.

Excused Absence Policy: Student absences for university-sanctioned events are generally considered excused absences because they are supportive of the university program. However, there are exceptions to the policy as noted in the University catalog. When absences are excused, instructors must allow students to make up any work that has been missed. Students are responsible for notifying their instructors, in advance, about absences from class due to participation in university-sanctioned events. See full policy in the University catalog at https://piedmont.smartcatalogiq.com/.

Starfish^®: We Care About Your Success! We have partnered with Starfish Retention Solution, creating a platform for communication and resources focused on supporting your efforts throughout your educational journey. During the semester you may receive emails or texts from Starfish® regarding your course grades or academic performance. Please pay attention to these communications and consider taking the recommended actions. They are sent to help you be successful. In addition, your instructor may: (1) request that you schedule an appointment by going to Starfish, or (2) recommend that you contact a specific campus resource, such as tutoring or counseling. You may also be contacted directly by one of these services. You can quickly connect to many resources using Starfish. We hope you will choose to use the tool to support your success. You may access Starfish at https://piedmont.starfishsolutions.com/starfish-ops/support/login.html?tenantId=9379.

Piedmont University Library is dedicated to the success of our on- and off-campus students. The Library's website (https://library.piedmont.edu/home) offers the fastest, simplest solution to finding the authoritative sources you need: journal citations and full-text articles, access to books and eBooks, study guides, encyclopedias, streaming video, and more. Overwhelmed? Need help navigating? No problem: speedy assistance is available via chat or email with the Ask a Librarian service.