M.S.Ed. - Differentiated Instruction Curriculum

Web-enhanced Course (5%-24% of course occurs electronically)
Hybrid Course (25%-74% of course occurs electronically)
Online Course (75%-100% of course occurs electronically)

EDU 501 Introduction to Differentiated Instruction (4 credits)  [Web-enhanced course]
Teachers will:

  • demonstrate understanding of backward design and the ability to use that instructional practice. 
  • effectively articulate in depth why it is important to differentiate & be able to communicate this to other publics and colleagues.
  • examine their own growth mindset and determine how they need to change their mindset and instructional practice to promote the growth of every individual in their classroom.
  • summarize effective differentiated instructional practices including:
    • Creating an environment that promotes differentiated instruction while promoting effective classroom management.
    • Developing appropriate KUDs for a unit of study targeted to a particular grade level and/or subject.
    • Addressing the readiness, interests and learning profiles of each student.
    • Adapting resources, activities, assessments so that every student meets learning objectives.

EDU 502  Differentiated Instruction Toolkit (4 credits)  [Web-enhanced course]
Teachers will:

  • explain and implement a variety of strategies for differentiating instruction according to the readiness level, interests, and learning profiles of their students that align with specific learning goals (KUDs).
  • discuss the roles of the teacher and students within the DI-centered classroom, and describe how a DI-centered classroom should look and sound.
  • describe and utilize effective techniques for managing a DI-centered classroom.
  • create and use pre-assessments in order to collect data on the readiness levels, interests, and learning profiles of their students.
  • adopt a cyclical model of instructional analysis wherein data is gathered and analyzed on a continuous basis to improve instruction and advance student learning of targeted learning goals.
  • design an effective learning environment according to the principles of DI and UdL.

EDU 601 Defining Research in Education (4 credits) [Hybrid course]
Teachers will:

  • describe a problem in their own teaching practice and discuss its implications within a DI framework.
  • connect recent educational research and theory on DI to a practice-based education problem they experience in their own teaching.
  • articulate a practice-based, researchable, and important action research question they are able to pursue in their classroom.
  • provide a rationale for and explain the components of teacher action research as a strategy for solving problems in the K-12 classroom.

EDU 503 Effective assessment and teaching for mastery (3 credits) [Web-enhanced course]
Teachers will:

  • explore the range of assessment techniques and appropriate use of each for measuring and understanding student growth and progress.
  • understand when and how to use assessments throughout the instructional process (pre-, formative and post-assessment) to derive the best information about student performance and how to use that information to drive future instruction. 
  • demonstrate the ability to adapt assessment instruments to track student growth and development accurately.
  • use data to make differentiated instruction decisions. 
  • explain standards-based grading and develop strategies for:
    • helping students to self-assess their progress toward objectives, and
    • standards based grading that accurately represent what a student knows and is able to do.
  • explore ways to promote mastery learning in a standardized curriculum.

EDU 602 Teacher Action Research (3 credits) [Online course]
Teachers will:

  • propose, design, and implement an original action research study using their own teaching, students, and/or classroom.
  • collect data on their instructional practices, the performance of their students, and their classroom environment while teaching.
  • analyze data on their instructional practices, students, or classroom in order to implement effective, on-going DI interventions.
  • explain to students, parents, colleagues, and administrators the rationale for and benefits of action research in their classrooms.

EDU 504 Meeting the Needs of Every Student (3 credits) [Hybrid course]
Teachers will:

  • explore the varying needs of a variety of classroom populations (including but not excluded to English language learners, learners living in poverty, undiagnosed struggling learners, homeless learners, the variety of diagnosed special education learners, gifted learners).
  • modify existing instructional plans and prepare new plans that address the needs of every student in a given student population.
  • implement instruction to meet the needs of every student in a given student population and gather data to analyze the effectiveness of specific instructional strategies.
  • develop a system for continuous examination of student performance and needs which informs instructional design and decision-making.

EDU 603 Research Analysis, Synthesis and Presentation (3 credits)  [Online course]
Teachers will:

  • collect data on their instructional practices, the performance of their students, and their classroom environment while teaching.
  • analyze data on their instructional practices, students, or classroom in order to implement effective, on-going DI interventions.
  • reflect on the effectiveness of DI interventions on their instruction, classroom design, and/or relationships with students using the results of an action research project.
  • propose future DI interventions or practices for their instruction, classroom design, and/or relationships with students.
  • present the results, implications, and key understandings of their action research projects to colleagues and other education professionals.

EDU 505  Differentiating the Curriculum (3 credits) [Online course]
Teachers will:

  • unwrap standards to identify the big ideas that students must acquire and use that information to plan instructional activities and assessments.
  • map a standardized curriculum considering pacing and adjusting for the readiness, interests and learning profiles of a classroom population aligned to specific KUDs.
  • write multiple units that complement the curriculum map and incorporate differentiated activities, assignments, and assessments given the attributes of the classroom population and the unit goals and lesson objectives.
  • implement instruction that addresses the readiness needs, learning preferences, and interests of each student in a classroom to advance each individual’s learning of important learning goals.
  • utilize curriculum maps to modify instruction and inform future instructional planning.

EDU 506 Using Student Data to Inform Instructional Practice (3 credits) [Web-enhanced course]
Teachers will:

  • interpret student growth percentile data and define individual student growth given a data set. 
  • utilize the value-added statistical technique to measure and analyze student achievement over time.
  • use data to drive instructional decision-making for whole class, small group, individuals, and flexible groupings.
  • practice professional learning community examination of class and grade level data to inform grade-level, class-level or school-wide instructional decision making.
  • differentiate between status and growth data and understand how to appropriately use both.
 
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