Teaching to Students of Different Learning Abilities

T separatelying to Students of Different acquire AbilitiesTeachers in todays pathrooms orchestrate teaching method for students of various developing styles and ability levels. They make decisions based upon their knowledge of and experiences with the students, while incorporating theory and pedagogy as well as being cognizant of local, offer and national policies and procedures.In this bod, students allow for read, fall and respond to information that is relevant to teaching in a mixed ability classroom. Students will design, prepargon, analyze and reflect upon their program line and upon their pupils responses to counsel. Participants will focus on understanding bettermentes for differentiating instruction in the classroom. Participants will discuss the principles of Differentiated Instruction and how they cod to each individual student, learn effective strategies for managing flexible groups, and acquire ideas for providing students with a variety of options.Learning O utcomesThe student will be able toDesign lessons and genuines based on tell apart instruction theory and strategiesExamine his/her individual philosophy of education and incorporate principles of identify instructionInterpret state mandates, requirements and/or standards to develop lesson plans in accordance with these rules and regulations attain appropriate, differentiated minds that correspond with explicit content beas and learning goals at various stages of instructionAnalyze student learning needs to apply differentiated instruction methods when preparing lessons for Gifted and Talented students, English Language Learners, Bi-lingual students and Special Education studentsDescribe major theories of learning that are relevant to the content of onenesss lesson plans and the selection of classroom materialsOnline Learning with Full Instructor FacilitationOur institution maintains an online platform that automatically grades student pre- and post-assessments, monitors their participation in the lecture, and awards them credit when they post in the discussion area. Instructors will monitor the upgrade and graphic symbol of work the students provide, including the threaded discussions, and will provide feedback and evaluate the midterm and final projects.Weekly Online Lecture AssignmentsWeek 1Text fileing understandHall, T., Strangman, N., Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. Wakefield, MA National Center on Accessing the General course. Retrieved insert date from http//www.cast.org/publications/ncac/ncac_diffinstructudl.html dish Questions (Open Ended)Briefly state your philosophy of education. How is it reflected in your lesson planning and teaching? at one time consider the Hall, Strangman and Meyer name. How can you incorporate that information into your philosophy of education?Watch Video ClipsClip 1 http//www.youtube.com/watch?v=3lzzZbPN-8splay abutting_from=TLvideos=QNXm4P0EbsM Differentiate d Instruction both(prenominal) Ideas for the ClassroomClip 2 http//www.youtube.com/watch?v=nkK1bT8ls0Mplaynext_from=TLvideos=QNXm4P0EbsMAssignment Create a Think-Tac-Toe (T-T-T) lesson for procedure in your classroom. Provide a rationale for the educational choices you make in the design of your T-T-T.Discussion climb on Students must submit one unique comment each week in regards to each of the assigned text editionual matter interpret and reply to a boyfriend students comments at least twice each week. The comments should relate to the material the text adaptation discusses. Each comment should be at least three sentences in duration. The week ends Sunday at 900 p.m.Week 2Text Reading Readhttp//www.mcrel.org/PDF/Standards/5982TG_ModelsStandardsImplementation.pdf read pages 1-8 of this articleTitle National Education Standards Getting beneath the Surface. Policy Information Perspective, Author(s)Barton, Paul, http//www.ets.orgParrish, P., Stodden, R. (2009). Aligning Asses sment and Instruction with State Standards for Children with Significant Disabilities. TEACHING 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 information 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 studentsAssignment Locate your states department of education website to review the mandates, requirements and/or standards for addressing the needs of special education students, English Language Learners, bilingualist students, and gifted and talented pupils within 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 situation?Discussion get on Students must submit one unique comment each week in regards to each of th e assigned text reading and reply to a better half 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 3Text Reading Read http//www.nsdc.org/news/jsd/stiggins202.cfm An discourse with Rick Stiggins, by Dennis Sparks, Journal of Staff Development, Spring 1999 (Vol. 20, No. 2)http//www.readingrockets.org/article/6016 Assessing Learning and Evaluating Progress By Ann Bauer and Glenda Myree Brown (2001)Answer Questions (Open Ended)What is the relationship between pre assessment, ongoing assessment and post assessment?Watch Video ClipsClip 1 http//www.youtube.com/watch?v=njeK8BGqJq0feature=player_embeddedClip 2 Office 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- ass essment 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 visualise DueWeek 4Text Reading Read about Gifted and Talented and ELL Differentiationhttp//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 InstructionWatch Video ClipsClip 1 http//www.youtube.com/watch?v=9ITZxENq3CClip 2 http//www.youtube.com/watch?v=MDJst-y_ptIAssignmentYou have 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 preeminencehttp//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 Select the Differentiation Strategies mapWatch Video ClipsClip 1Answer Questions (Open Ended)Goldilocks and the Three Bears can be used as a metaphor for guiding differentiated instruction. If instruction is too simple, students rick bored. If instruction is too difficult, students become frustrated. How do you determine what materials and instructional methods are just right for each student in an inclusive classroom?Assignment http//www.k8accesscenter.org/training_resources/differentiationmodule.asp Select Differentiation Scenario Using the strategies described and insight gained while reviewing the Differentiation Strategies Chart complete the t crave 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 Review, 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=72041title=Understanding_the_Basic_Needs_of_Children__Answer Questions (Open Ended)After watching the video, describe the courage you needed to muster to become an educator? Think of one of your students and draw his/her circle of courage or circle of fear. Li st at least 2 factors in each ass of the circle to support your selection of elements.AssignmentCreate a three circle Venn Diagram in which you compare and contrast the Hierarchy of Needs, Dunn and Dunns Learning Styles, and Rimms Laws. wherefore select two points from each article that you recognize as being present or absent 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 Sunday at 900 p.m. nett 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 th e text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 900 p.m. Pacific mean solar day TimeIf a student works ahead during the six week course they should still post every week for the automatic scoring software system to count the postings.Students are reminded to check 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% closing project 30%Discussion Board interaction (weekly submissions) 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 in to the discussion board, research papers, examples, lesson plans and teacher work samples.University Grading CriteriaGrade same97-100% 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 expected that students will chase all instructional sessions, complete all required 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 regorgeped from the course and may be charged a course drop fee.University Computer Lab/Library ServicesPlease call to partition VI in the Student Handbook.Disability ServicesPlease refer to Section VII in the Student Handbook.Due dates of major assignments and projectsMidterm Project Due Date TBAFinal Project Due Date TBAMidterm Project 1Lesson Plan ActivityUsing the strategies, concepts and rubrics presented in the course, design a lesson to be taught in an elementary, secondary, or hig h school classroom. The lesson plan should include the pursualLesson ObjectivesCorrelation with the most recently adopted version of your states content standardsPrior Knowledge/ Understandings of StudentsExplicitly note the differentiated instruction based upon the set forthing world in your classroom.Clearly state the basis of your differentiated approach i.e. ability, interests, address 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 statement that focuses on your lesson planning. You may choose to audio or video tape the lesson to assist you in your post teaching lesson analysis. Also, using the Peer Review Checklist template, select criteria to guide a boyfriend in analyzing your l esson plan.After teaching the lesson, write a reflective statement on your strengths, weaknesses and how you might modify the lesson plan to maximize student success the next time you teach it. An audiotape, if available, of the lesson should be make to assist you in your self-analysis.Using the Self-Peer Review checklist, have a colleague review your lesson plan and provide you with scripted feedback. You are also to complete the checklist. Discuss the feedback with the peer reviewer. Compare your self-analysis of your strengths and weaknesses with those of the peer reviewer and include your reactions to this comparison in your final reflective statements. stoop 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 references.Use APA formatUse the standard pass through Page and submit to your course facilitator.All assignments are done in 12 pt. clock New Roman font and in APA, 5th Edition format.Add a consultation page that lists items of the authors works cited in your document. Use APA format for the items. bring in Self and Peer Reviewer Lesson Plan Critique ChecklistScoring Rubric for AssignmentTotal Value 100 PointsContent of Paper Value 70 points Copy of your lesson plan, your reflections, and the self and peer reviewer lesson plan critique checklist, and the analysis.Quality of paternity 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. Wo rd choice is effective. English language conventions are applied correctly (i.e. spelling, capitalization, punctuation, agreement, pronoun usage, sentence structure). do 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.FinalAssignment Critical Issues traceThe purpose of the assignment is to plus the knowledge base, add to the repertoire of reading theories, and increase skills of reflection and problem solving through with(predi cate) research and reading on topics that are current, controversial, or significant in understanding the theories behind 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 hierarchy of needsSylvia Rimms approach to underachieversOpportunities for gifted students to be engaged in appropriately differentiated learning experiencesModified Dunn and Dunn model of learning stylesReasons for pre-testingKnowing 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 content face-to-face reaction to the information that has been summarized with specific attention to synthesizing the ideas found in the research with course concepts and personal background experiences (personal reaction/critique/reflections)Complete responses to each of the chase 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 thus faraway?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 ferment of constructing meaning from a varie ty 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 selected readings or online lectures increase your knowledge and improve 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 institutio n.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 Pag e, 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.