State University of New York

Buffalo State College

EDU604 – Instructional Strategies for More Effective Teaching

Tegucigalpa, Honduras

January 11-18, 2010 (weekdays, 3:30 – 7:30; weekend, 8:30-4:00)

Professor: Dr. Kristin Berman Office Phone: (914) 654-5970 Cell Phone: (203) 829-4406

e-mail:

Course Overview:

Based on the philosophy that individual differences should be honored, candidates will learn how to assess and address children’s unique interests, learning preferences and readiness. A particular focus will be on children with special needs, English language learners, children from disadvantaged socioeconomic backgrounds and gifted and talented students. The course emphasizes using a multiple intelligences approach and arts integration as ways to accommodate the needs of these diverse populations to improve literacy and achievement as well as to provide appropriate challenge to all students. Strategies for classroom management, motivation, and instruction that sustain children’s interest will be provided. Field experience required. This course will emphasize NYS Learning Standards and National Association for Gifted Children Standards.

Sources

New York State Standards for programs leading to certification in Childhood Education (NYS Standards)

National Association of Gifted Children – Council for Exceptional Children Teacher Knowledge & Skill Standards for Gifted Education, approved 2006 (NAGC-CEC Standards)

Interstate New Teacher Assessment and Support consortium (INTASC) Standards

Learning Outcomes / Source of Outcome / Performances of Understanding (Assignments and Measurement) / Grading
Weights
1. Knowledge of characteristics of students who learn at a pace and level that is significantly different but not limited to gifted or high ability students. These students include students who may also have special learning or attention needs, are
English language learners, or who are economically disadvantaged.
Candidate will use data to choose alternative teaching strategies and materials to meet student needs. / NYS Standards
52.21(b)(2)(ii)(c)(1)(vii)
INTASC - #3, 8, 10 (emphasis on 3.11, 3.14, 3.21, 8.31, 10.32, 10.36)
NAGC-CEC 2:K1, K5; 3:K1,2,4,S1
INTASC 4.31, 4.32, 7.34
NAGC-CEC 4:K1,2,S1,3,4,6,7 / Students will complete two case studies of students at two different grade levels in which they will assess learning styles, readiness levels, strengths, interests. (field experience at least 10 hours of direct observation and assessment) The analysis will document specific strengths talents and interests of these students. The plan will also include specific accommodations and opportunities afforded these students purposefully designed to nurture their talents both
within and outside
of the curriculum.
The case study and talent plan will be assessed according to rubrics attached. / 20%
2.Use knowledge of student differences to provide differentiated educational experiences based on readiness, interests, and multiple intelligences / NYS Standards
52.21(b)(2)(ii)(c)(1)(v)
INTASC 4.35, 7.32, 7.33 7.34, 7.35
NAGC-CEC 4:K1,2,S1,3,4,6,7
7:K1,3, S2,4,5 / Differentiated and Talent Development Plan
Included in the talent plan is a choice of:
A. Students will create a talent plan to modify three lessons or points within a unit showing how to differentiate the curriculum in terms of content, product, process, and environment. Students will create a lesson using tiering, bridging, & Think Tac Toe.
B. Development of an interest center that contains activities of escalating levels of intellectual demands, multiple levels of resources, and choice of products using a variety of multiple intelligences. Include a grouping strategy and web quest as well.
These will be assessed according to rubrics attached / 50% (total)
30%
20%
3. Knowledge of characteristics of students who learn at a pace and level that is significantly different. Use a variety of differentiation strategies to enhance learning. / NYS Standards
52.21(b)(2)(ii)(c)(1)(iii)
INTASC 4.31, 4.33, 8.31, 8.34, 8.36
NAGC-CEC 4:K1,2,S1,3,4,6,7
7:K1,3, S2,4,5 / Students will demonstrate understanding through an assessment of concepts presented including different grouping arrangements , identification of differences, strategies to address needs of individual areas, and ability to apply strategies to real life scenarios.
Written assessment tool used / 15%
4. Professional applications / NYS Standards 52.21(b)(2)(ii)(c)(1)(ii)
INTASC 5.21-5.25, 5.34, 5.35
NAGC-CEC 5: KS2,3,4,5 / Compile professional notebook of all course materials with referenced organization,
And write a reflective piece from the practitioner perspective as to how differentiation will inform practice. / 5%
10%

Required Readings

·  Baum, S., Viens, Slatin, B. (2005). Multiple intelligences in the elementary classroom: A teacher’s toolkit. New York: Teachers College Press.

·  Selected articles and handouts by email and from professor

Recommended

·  Tomlinson, C (2003). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Alexandria, VA: ASCD.

Attendance: Students are expected to attend all sessions of courses and complete all assigned work. Whenever unusual circumstances make regular attendance impossible, the student should consult with the instructor to make special arrangements. Attendance is monitored in compliance by Federal regulations. A student who has missed two consecutive weeks (sessions) of classes and has not contacted the instructor may be withdrawn from the course.

Academic Integrity: The Graduate School seeks to prepare students for professional roles within their fields. Congruent to the Mission of the College, the Graduate School holds students to high standards of ethical and professional practice. The knowledge of and adherence to professional ethics and practice are an integral part of professional preparation. Faculty members and students have an obligation to maintain high ethical standards of academic integrity established by the Graduate School. Academic honesty is expected of every student. Cheating, forgery, alteration or misuse of documents, records, or identification or any other unethical behavior may result in serious academic penalties, including dismissal.

Schedule of Topics

Session 1 &2: Tuesday

Introduction to student learning differences and how to identify them.

Learning Outcomes:

Knowledge of characteristics of students who learn at a pace and level that is significantly different but not limited to gifted or high ability students. These students include gifted students, students with special learning or attention needs, students who are English language learners, or who are economically disadvantaged.

Essential Questions

·  What does brain research say about how students learn?

·  How do students’ differences impact teaching and learning (matrix of differentiation). What is the implication of learning differences to content, process, product, and learning environment?

·  What are the benefits of strength based learning?

·  How does a diversity of flexible grouping strategies enhance learning?

Grouping strategies--: Expert, novice, and multi-talent groupings.

Learning activities and assignments

·  Business Card – MI Bingo, Simulation, Flexible Grouping discussion

Session 3 &4: Wednesday

What is differentiation? Understanding the matrix: Student needs and their implication to content, process, products, and learning environment

Learning Outcomes

·  Gain an understanding of the concept of differentiation

·  Learn how to apply Multiple Intelligences theory and learning style theories to accommodate students’ needs

·  Learn to use grouping strategies--interest grouping

·  Use a variety of grouping strategies to enhance learning.—jigsaw grouping

Learning activities and assignments

·  Support readings: MI in Elem Classroom Chapters 2-3

·  Group work: Development of learner characteristics and needs planning chart (Focus on what changes needed in content, process, product)

·  Jigsaw

·  Begin Case Study: Action plan for collecting information on students’ learning preferences and making recommendations.

·  Read Article: Giving Students What They Need

Session 5 & 6: Thursday

Choice &Levels of thinking –Tiering and Think Tac Toe Assignments

Learning Outcomes:

Use knowledge of student differences to provide differentiated educational experiences based on readiness, interests, styles and multiple intelligences

·  Designing lessons based on tiered instruction including use of Bloom’s Taxonomy (ascending levels of intellectual demands).

Learning activities and assignments

·  Introduce Think Tac Toe – break down concepts into areas of difficulty according to Bloom’s Taxonomy, and create activities using concepts in different Multiple Intelligence expression styles. Create Think Tac Toe.

·  Tiering Lessons (using photographs)

·  Read Tomlinson on Tiering

·  Fulfilling the Promise (handout) Chapter 6 and Toolbox 124-143

·  Read article: District-Wide Plan for Acceleration and Enrichment (handout)

Session 7& 8: Friday

Identifying students’ strengths, interests, and learning preferences – Disciplinary Perspective

Learning Outcomes:

Knowledge of characteristics of students who learn at a pace and level that is significantly different but not limited to gifted or high ability students. These students include gifted students, students with special learning or attention needs, students who are English language learners, or who are economically disadvantaged. Beginning strategies to address their needs.

Essntial Questions

·  How can we apply Multiple Intelligences theory and learning style theories to accommodate students’ needs?

·  What tools are available to identify and document students’ strengths?

·  How do we identify different levels of difficulty in a concept?

Learning activities and assignments

·  Read – Baum et. al., Chapter 7

·  differentiation by interests and reflection of significance of choice.—Oh Deer (disciplinary perspective)

Session 9, 10: Saturday AM

Differentiated Instruction Using Entry Points and Performances of Understanding

Arts Integration, Bridging

Learning Outcomes:

Use knowledge of student differences to provide differentiated educational experiences based on readiness, interests, and multiple intelligences.

Essential questions:

·  How can we use student strengths and learning preferences to bridge to literacy goals?

·  How can we use Gardner’s MI Theory and scaffolding to initiate learning and bridge to skill development?

·  Where are the differentiation points within a unit of study?

·  How can we use MI Theory to differentiate units of study through multiple entry points and performances of understanding?

·  How can we use differentiation to foster understanding?

·  How do we assess understanding?

Learning activities and assignments

·  Baum, Viens, & Slatin Multiple Intelligences in the Elementary classroom: A teacher’s toolkit. Chapter 6.

·  Entry Points/Bridging and Activities:

o  Movement

o  Drama, Harriet Tubman

o  Grammar symbols

o  Walden Watch (or Guided Imagry)

o  Creating Bridging Lesson

Session 11, 12: Saturday PM

Curriculum Compacting, independent study contracts, and Interest Centers

Learning outcomes

Use knowledge of student differences to provide differentiated educational experiences based on readiness, interests, and multiple intelligences

·  Learn strategies for incorporating interests into the curriculum: interest centers

·  To implement curriculum compacting with able students

·  To develop contacts for independent activities including websites

·  To provide time for enrichment and acceleration

·  To design an interest center

Essential questions:

·  How can we accommodate the needs of the student who is advanced or who requires to pursue in-depth interests?

Learning activities and assignments

·  Read about curriculum compacting by going to the following site: http://www.sp.uconn.edu/~nrcgt/sem/semart08.html (See handout)

·  Interest center handout and ppt

Session 13: Sunday AM

Multiple Points of Differentiation: Open Ended Assignments, Inquiry

Learning Outcomes

·  Use knowledge of student differences to provide differentiated educational experiences based on readiness, interests, and multiple intelligences

Essential questions:

·  How do we accommodate students with different levels of readiness within a lesson?

·  How do we grade performances that are tiered?

Learning activities and assignments

·  Aesthetic education – inquiry

·  Baum, Viens, & Slatin , Multiple Intelligences in the Elementary classroom: A teacher’s toolkit: Chapter 6.

Sessions 14: Sunday, PM
Management and assessment/Class meetings

Learning Outcomes:

·  To create a classroom environment where students are active decision makers in a community of caring and respect.

·  Implement effective classroom management strategies including class meetings and routines to increase student self-regulation and create a community of learners.

·  To create a philosophy of assessment that aligns to differentiation

Essential questions:

·  How can we implement and manage a differentiated classroom?

·  What kinds of assessments are necessary to chart student progress in a DI classroom?

·  How does the use of learning styles and MI influence assessment?
Learning activities and assignments

·  Design classroom meetings on the creation and implementation of two class meetings to introduce differentiation and its responsibilities

·  Create options for independent work time

Classroom Activity:

·  Simulation – class meeting

·  Work Session

Assignments: Interest Center task cards and display

Read Article: Reaching All Children Through Differentiated Assessment: The 2-5-8 Plan (handout)

Session 15: Friday AM:

Wrap up/Presentations

Assignments and Grading

Developing a Differentiation and Talent Plan

The purpose of these assignments is to address the academic needs of diverse students from those with learning differences to special talents to academically advanced students. Detailed instructions with rubrics follow in the syllabus.
To allow for these attributes you will develop the following:
Assignment / Grade Percentage
A case study with recommendations / 20%
A tiered lesson in a specific content area that will provide varying levels of complexity / 15
Think-Tac Toe Board that offers both variations in complexity and a variety of MI entry points, / 15
Bridging lesson or Arts Integration lesson / 15
An interest development center with in depth exploration activities, opportunities for inquiry, varying levels of complexity, and creative productivity (authentic products) / 20
Professional notebook of all course materials with referenced organization. / 5
Final reflection from the practitioner perspective as to how differentiation will inform your practice. / 10
To be emailed by Jan 22

Class Activity in Preparation for Case Study - Plan to Assess Student Differences

The purpose of this assignment is to recognize the specific learning needs of diverse students and to apply these understandings to create a learning environment where they will maximize their potential. To this end you will design an assessment plan to be used at the start of the school year. You will design a means to organize the data into a classroom profile as well as student profile to share with parents.

Learning matrix activity:

You will work in interest groups to develop a matrix of the learning needs of one of the following groups of students. These data will be combined into a class matrix or sheet that identifies issues to be addressed when dealing with particular populations of students in the classroom.

Gifted and talented

English language learners

Students with ADHD

Students with specific learning disabilities (reading, writing, math)

Economically disadvantaged students (low SES)