Meeting Pattern

Description

An opportunity to learn about an instructional framework, Differentiated Instruction (DI), aimed at creating supportive learning environments for diverse learning populations. 

Welcome to Try DI!: Planning & Preparing a Differentiated Instruction Program, an interactive computer-based instruction course. Learn a method for self-assessment of the extent to which your current instructional approach reflects the perspective, principles, and practices of the DI approach. The course reflects an approach that aligns the principles of DI with the practices of DI. The concept of a “theory of action” is also provided within a DI context. Gain an introduction to a range of strategies associated with a DI approach. Strategies included in this course have been selected on the basis that they are effective in the widest possible range of educational K–12 settings. The focus of Try DI!: Planning & Preparing a Differentiated Instruction Program is on the When, Where, and How of the DI approach. You are invited to reflect, explore, and anchor professional practices in the current literature and growing research base in support of DI.

This course is designed for anyone working with a diverse learning population across the K–12 spectrum and will have the most direct application to professionals serving students within a mixed-ability classroom setting.

Syllabus, Objectives, and Outcomes

Syllabus:

Review Syllabus: Try_DI__Planning___Preparation_Pamela_Bernards_VESi.pdf - COURSE MUST BE COMPLETED AND SUBMITTED BY MAY 16TH, 2025.

Objectives:

You will:

• Understand how differentiated instruction is defined and the distinctive elements of a classroom where DI is practiced.
• Outline elements of the rationale supporting implementation of a DI approach (i.e., why DI?).
• Identify the essential principles from which a DI approach is developed and implemented.
• Demonstrate understanding of a teacher reflection strategy aligned with principles of DI.
• Understand the need for alignment between instructional paradigm, educational priorities, principles of differentiation, and practices selected on a daily basis.
• Demonstrate understanding of a self-assessment tool used to reflect on current practice in comparison with elements of the DI approach.
• Understand the importance of having a “theory of action” as a teacher and the potential for elements entailed in the DI approach to enhance current practice.
• Identify several methods for gathering information about student-specific readiness.
• Understand the relationship between instructional decision making and student motivation.
• Identify DI strategies for designing environments that reflect Universal Design for Learning (UDL) principles.
• Articulate some of the challenges when differentiating based on student readiness.
• Demonstrate understanding of strategies for differentiation to meet student-specific needs.
• Articulate the advantages of differentiating with regard to student interest.
• Explain the relationship between planning effective instruction and student motivation.
• Demonstrate understanding of methods for flexible grouping commonly used in a DI classroom.
• Identify general considerations to make when differentiating based on student-specific variables in the areas of interest and learning profiles.
• Explain the general parameters necessary for creating a positive learning environment.
• Outline a variety of teaching decisions that could be made in response to observations of students struggling to maintain progress.
• Articulate a number of instructional management strategies for improving the learning environment.
• Understand the significance of creating opportunities for students to reflect on and represent progress, achievement, and understanding.
• Outline the relevance of the DI approach to the topics of “traditional grading,” “competition,” “fairness,” and “equity.”
• Articulate difference between “assessment for learning” and “assessment of learning” within a DI approach.
• Outline the range of assessment choices and barriers most often encountered when implementing a differentiated classroom.
• Identify possible steps of a course of action for you when transitioning from a non-DI (i.e., “one size fits all”) approach to a DI (i.e., “whatever it takes”) approach.
• Understand the functionality of an observation tool that reflects both the theories and practices with a DI approach.

Materials:

Course materials are available online as part of the course.

Title: Try DI!: Planning & Preparing a Differentiated Instruction Program, Drs. Pamela Bernards/Steven Dahl