Differentiated Instruction for Diverse Classrooms

CHADRON STATE COLLEGE

Differentiated Instruction For Diverse Classrooms

SPED 334-99, 40, 65

MW 2:00 p.m. – 2:50 p.m. Old Adm. Rm 137

Spring 2011

Instructor: Janet Moeller Office:Old Administration Room #123

Office Phone: (308) 432-6329 E-Mail: Office Hours: M-W-TH 1:00-2:00 pm; T 1:00-3;00pm

Other hours by appointment

Credit Hours: 2

Description:

This course covers teaching strategies, laws, strategies and procedures for working with special needs students within a diverse and inclusive classroom environment. Students will participate in hands-on activities, identify key instructional strategies and accommodations for special needs students, and become familiar with laws and policies governing special education practices in today’s schools. This course is a required Education course for all students wishing to be teachers, and should be taken as part of the student’s junior year, prior to the Professional Year. Prerequisite: PSYC 231 and EDUC 131.

Required Texts:

Villa, R. A. and Thousand, J. S. ed. (2005),Creating an Inclusive School 2nd Ed., Alexandria, VA, ASCD, ISBN10: 1416600493; ISBN13: 9781416600497.

Tomlinson, C.A., (1999),The Differentiated Classroom, Alexandria, VA, ASCD, ISBN: 978-0-87120-342-7

Methods of Instruction:

1.Lecture/Guest Speakers

2.Student Participation and Presentation

3.Individual Reading and Study

4.Cooperative Learning

5.Discovery Learning

6.Curriculum-Based Assessment

7.Sakai On-Line Access

Smarthinking Tutorial Service:

Chadron State College, as part of its continuing service to students, has made available to you at no charge Smarthinking. Smarthinking is an online student assistance and tutorial service. You are automatically enrolled in this service and should make use of it throughout the semester. This service has many educators available to help you with your writing and other areas of coursework. Please go to: and check out this invaluable service. The website is open and available 24 hours a day. It is a great writing resource.

Student Objectives as Related to Visionary Leader Knowledge Base:

This course supports the unit’s conceptual framework:Developing as Visionary Leaders for Lifelong Learning. Anticipated Student Outcomes (knowledge, skills & dispositions) are listed below:

Each student will have the knowledge, skills and dispositions to:

1. Define and discuss special education, inclusion and its impact in the general education classroom, least restrictive environment, and laws that affect special education. (Communication, Methodology, Thinking Skills, Human Relations, Assessment, Professionalism)

1. Identify historical and current models, theories, and philosophies that provide the basis for special education practice including its relationship with regular education. (Communication, Methodology, Thinking Skills, Human Relations, Assessment, Professionalism)

1. Demonstrate an understanding of current Special Education definitions, identification procedures and related issues, strengths and challenges of students with low and high incidence disabilities, as well as students who are gifted, including how these issues relate to students from culturally and/or linguistically diverse background. (Communication, Methodology, Thinking Skills, Human Relations, Assessment, Professionalism)

1. Differentiate among characteristics and needs including similarities, levels of severity, and multiple exceptionalities and demonstrate an understanding of the etiology of common disabilities and syndromes, including medical, health, social and emotional aspects. (Communication, Methodology, Thinking Skills, Human Relations, Assessment, Professionalism)

1. Discuss how economics changes affect students and schools, how demographic shifts affect students and schools, and strengths and challenges of students from culturally and linguistically diverse backgrounds and describe the implications of disabilities on psychosocial, educational, vocational and leisure outcomes for individuals, families, and society.(Communication, Methodology, Thinking Skills, Human Relations, Assessment, Professionalism)

1. Discuss the members of the comprehensive planning team as well as team collaboration and communication.(Communication, Methodology, Thinking Skills, Human Relations, Assessment, Professionalism)

1. Demonstrate an understanding of basic classroom management theories, methods, and techniques; describe research-based best practices for effective management of teaching and learning; identify ways in which technology can assist with planning and managing the teaching and learning environment; and describe model programs, including career/vocational and transition. (Communication, Methodology, Thinking Skills, Human Relations, Assessment, Professionalism)

1. Create a safe, positive, and supportive learning environment in which diversity, self-advocacy and increased independence are valued; Use strategies and techniques for facilitating the functional integration of individuals with exceptional learning needs in a variety of settings. (Communication, Methodology, Thinking Skills, Human Relations, Assessment, Professionalism)

1. Discuss how to assess attitudes toward individual differences, how to teach acceptance of individual differences related to disability, and how to facilitate friendships.Demonstrate the ability to conduct instructional and other professional activities consistent with the requirements of law, rules and regulations, and local district policies and procedures; anddescribe the continuum of placement and support services(Communication, Methodology, Thinking Skills, Human Relations, Assessment, Professionalism)

1. Describe how to help students make the transition into a general education classroom and into adulthood following high school.(Communication, Methodology, Thinking Skills, Human Relations, Assessment, Professionalism)

1. Describe how to collaborate with others to conduct a Functional Behavior Assessment, promote positive classroom behavior, and how to create a safe, caring, school environment.(Communication, Methodology, Thinking Skills, Human Relations, Assessment, Professionalism)

1. Employ a variety of strategies to differentiate instruction for students who have difficulty reading, for students from diverse cultural and language backgrounds, and how to use instructional technology and assistive devices.(Communication, Methodology, Thinking Skills, Human Relations, Assessment, Professionalism)

1. Explain how to differentiate large group instruction for students, effective teacher-centered instruction, and cooperative learning arrangements.(Communication, Methodology, Thinking Skills, Human Relations, Assessment, Professionalism)

1. Discuss how to help students learn to read, write, and spell.(Communication, Methodology, Thinking Skills, Human Relations, Assessment, Professionalism)

1. Describe how to differentiate math, science and social studies instruction.(Communication, Methodology, Thinking Skills, Human Relations, Assessment, Professionalism)

1. Discuss the evaluation of student progress and the effectiveness of an inclusion program. Demonstrate knowledge of basic terminology, legal provisions, regulations, and program standards regarding assessment of individuals and be able to articulate ethical concerns related to assessment; describe guidelines for student participation in group district-wide standardized achievement assessments, including the use of necessary accommodations and/or alternative assessments; identify typical procedures used for screening, pre-referral, referral, and classification; and demonstrate knowledge of legal provisions, regulations, and program standards regarding unbiased assessment and use of instructional assessment measures.(Communication, Methodology, Thinking Skills, Human Relations, Assessment, Professionalism)

1. Analyze attitudes and behaviors that positively or negatively influence behavior of students with disabilities; Identify social skills needed for educational and functional living environments, and provide effective instruction in the development of social skills in an integrated curriculum; design, implement, and evaluate strategies for crisis prevention and intervention;demonstrate a variety of effective behavior management techniques; implement behavior management techniques consistent with a student’s needs; modify the learning environment (schedule and physical arrangement) to manage inappropriate or challenging behaviors; demonstrate procedures to increase the individual’s self-awareness, self-control, self-reliance, and self-esteem. (Communication, Methodology, Thinking Skills, Human Relations, Assessment, Professionalism)

The six intended program outcomes are as follows:

1.Thinking Skills – Promote activities that elicit critical thought, beyond recall and comprehension.

2.Human Relations – Develop and maintain a physically inclusive and emotionally safe classroom environment conducive to learning that encourages student concerns, embraces elements of diversity, and exhibits an understanding of child growth and development.

3.Assessment – Design and assess learning activities with sequential goals and objectives while using assessment measures to make instructional and/or curricular decisions.

4.Communication – Demonstrate and promote effective communication skills (with students and adults), while respecting diversity and engaging students in the learning process through motivation and constructive learning applications.

5.Methodology/Technology – Plan and deliver teaching/learning activities that are consistent with identified learning objectives, ability level of students, using a variety of instructional strategies to prescribe for individual differences.

6.Professionalism – Demonstrate conduct befitting a professional educator, to include the following dispositions: regular self-reflection, positive ethical behavior, respectful and attentive attitude, effective classroom management skills, appropriate knowledge of subject matter, and professional leadership.

Course Schedule:

Following are topical areas that will be covered during each class and the readings/activities to be completed by the proposed dates. Other readings may be made available in class.

Date / Week / Villa & Thousand / Tomlinson / Presenters
January 10-14 / 1 / Syllabus and / Course Overview / Mrs. Moeller
January 17-21 / 2 / Chapter 1: What is an Inclusive School? / Chapter 1: What Is a Differentiated Classroom?
January 24-28 / 3 / Chapter 2: Inclusive Education: Historical Perspective / Chapter 3: Rethinking How We Do School---and for Whom
January 31-February 4 / 4 / Voice of Inclusion: From My Friend
Chapter 3: The Rationale for Creating and Maintaining Inclusive Schools / None
February 7-11 / 5 / Chapter 2: Elements of Differentiation and Leaning Environments / Chapter 4: Learning Environments That Support Differentiated Instruction
February 14-18 / 6 / Chapter 4: Voice of Inclusion: Changing Views From the Porch and Keepers of the Dream / None / Mrs. Moeller
February 21-25 / 7 / Chapter 5: Promising Practices That Foster Inclusive Education and / Chapter 5: Good Instruction as a Basis for Differentiated Classrooms
February 28-March 4 / 8 / Midterm Week
Voice of Inclusion: Collaborative Teaching and Student Support and
Chapter 6: Everything about Bob was Cool Including the Cookies / Midterm Week
None / Mrs. Moeller
March 7-11 / 9 / Midterm Break / Midterm Break
March 14-18 / 10 / Chapter 6: Access to the General Education Curriculum for All: The Universal Design Process / Chapter 6: Teachers at Work Building Differentiated Classrooms
March 21-25 / 11 / Chapter 7: Instructional Strategies That Support Differentiation
March 28-April 1 / 12 / Chapter 7: Questions, Concerns, Beliefs and Practical Advice About Inclusive Education
April 4-8 / 13 / Chapter 8: More Instructional Strategies to Support Differentiation
April 11-15 / 14 / Chapter 9: How Do Teachers Make It All Work?
April 18-22 / 15 / Final Project Presentations
April 26-29 / 16 / Final Project Presentations
May 2-6 / 17 / Final Project Presentations

Assignments:

All assignments have due dates and students have ample time for completion. Full credit can be earned on work submitted on or before the due date. Without a waiver from the instructor prior to the due date, no credit will be given for work turned in late. For the benefit of the student, the instructor will provide feedback for late work. Course assignments are posted on the Sakai course web-site. On campus students will submit their assignments in class; North Platte and Scotts Bluff students should submit assignments electronically via the appropriate assignment through Sakai. Except in the case of emergency, please do not use e-mail as a vehicle to submit work.

1.Student Presentations – Students sign up for chapter presentations and evaluation will be based on the provided rubric.

2.Assignments - Students will complete assignments as described.

3.Attendance – Excellence is a necessary professional trait. Attendance will be weighted into your overall grade.

4.Final Project (APA Style Adherence) - Students will further develop professional discovery and research through writing.

5.Comprehensive Final Project – Students will demonstrate mastery of course objectives through the development of a teaching strategy and graphic organizers.

Grading Procedures:

93 - 100% = A

85 - 92% = B

77 - 84% = C

70 - 76% = D

0 - 69% = F

Final grades for each student will be based on the percentage of points of the total available points accumulated by the student, according to the scale above, on class participation, and class attendance. Weighting of each category is based upon instructor discretion.

Student Behavior:

Academic Honesty - Students are expected to conduct themselves in conformity with the highest standards with regard to academic honesty. Violation of college, state, or federal standards with regard to plagiarism, cheating, or falsification of official records will not be tolerated. Students violating such standards will be subject to discipline, as per campus policies articulated in the Student Handbook. Please request a copy of the student handbook from the Vice President for Enrollment Management and Student Services (Crites, Rm. 336, 432-6231).

Attendance Policy: The College assumes that students will seek to profit from the instructional program and will recognize the importance of attending every class meeting of courses for which credit is expected. Responsibility for notifying faculty of absences, and for arranging potential make-up, rests with the students. In the case of online courses, participation in weekly discussion threads, thorough reading of course unit information, and prompt replies to instructor web-communications are essential measures of course attendance.

Civility: Civil behavior enhances the academic setting, and is expected at all times. Courtesy and respect for others are essential elements of the academic culture. The academic environment welcomes a difference of opinion, discourse, and debate within a civil environment.

Nondiscrimination Policy/Equal Educational Opportunity Policy: Chadron State College is committed to an affirmative action program to encourage admission of minority and female students and to provide procedures which will assure equal treatment of all students. The College is committed to creating an environment for all students that is consistent with nondiscriminatory policy. To that end, it is the policy of Chadron State College to administer its academic employment programs and related supporting services in a manner which does not discriminate on the basis of gender, race, color, national origin, age, religion, disability, or marital status. Student requests for reasonable accommodation based upon documented disabilities should be presented within the first two weeks of the semester, or within two weeks of the diagnosis, to the Disabilities Counselor (432-6461; Crites, Rm. 345).

Disclaimer: This syllabus and schedule is articulated as an expectation of class topics, learning activities, and expected student learning. However, the instructor reserves the right to make changes in this schedule that, within my professional judgment, would result in enhanced or more effective learning on the part of the students. These modifications will not substantially change the intent or objectives of this course and will be done within the policies and procedures of Chadron State College.

Additional References:

Ferguson, P.M., Ferguson, D.L., & Taylor, S.J. (1992). Interpreting Disability: A

Qualitative Reader. New York: Teachers College.

Martin, R. (1991). Extraordinary Children, Ordinary Lives. Champaign, IL: Research Press.

Turnbull, H.R., (1993). Free Appropriate Public Education: The Law and Children with

Disabilities. Denver, CO: LOVE.

Heward, (1999). Exceptional Individuals. Englewood Cliffs, NJ: Prentice Hall

Boyle, J.R., Danforth, S. Shea, T.M. & Bauer, A.M., (1996) Cases in Special Education, Dubuque, IA: Brown and Benchmark.

Polloway, E.A., Patton, J.R., & Serna, L., (2008) Strategies for Teaching Learners with Special Needs. Upper Saddle River, NJ: Merrill / Prentice Hall.