Differentiated Instruction
Julie Henry, Director; Barbara Broomell, Janet Brooks, Virginia Campos, Heidi Gleason, Darcy Gehen, Bill Markarian
This program is designed for teachers who already possess teaching certification and want to specialize in meeting the diverse needs of learners in mixed-ability classrooms. Teachers will gain expertise in differentiating instruction in order to challenge all students from special education to gifted students.
The degree in Differentiated Instruction meets the master’s degree requirement for permanent or professional teacher certification in the state of New York. The degree also meets the requirements for a certification extension in Gifted Education.
Differentiated curriculum:
Master of Science degree
The following core courses are required of all candidates:
| EDDI 505 | Introduction to Differentiated Instruction | 3 |
| EDDI 500 | Dimensions of Learning I | 3 |
| EDDI 510 | Classroom Management and Professional Collaboration for a Differentiated Classroom | 3 |
| EDDI 515 | Identification and Assessment of Students in a Differentiated Classroom | 3 |
| EDDI 520 | Differentiated Instructional Strategies for Gifted Students | 3 |
| EDDI 615 | Action Research for a Differentiated Classroom | 3 |
| EDDI 600 | Practicum and Seminar in Gifted Education | 3 |
| TOTAL 21 |
Elective courses (must take any 3 of the following courses)
| EDR 509 | Teaching Literacy with Diverse Populations | 3 |
| EDDI 525 | Differentiating the Curriculum for Gifted Students in Regular Classroom | 3 |
| EDDI 530 | Social and Emotional Implications of Differentiation | 3 |
| EDDI 535 | Differentiated Instruction in Secondary Classroom | 3 |
| EDDI 540 | Differentiated Instruction and Special Education | 3 |
| EDDI 545 | Understanding and Teaching Children from Urban Populations and Cultures | 3 |
| EDDI 550 | Dimensions of Learning II Prerequisite: Dimensions of Learning I-EDDI 500 |
3 |
| EDDI 590 | Effective Family Collaboration | 3 |
| TOTAL 9 |
COURSES 2006-2008
EDDI 500 Dimensions of Learning I 3
Participants will explore and understand this learning-centered framework for instructional planning. Dimensions translate the latest research on cognition and learning into practical classroom strategies. Participants learn how to help students develop positive attitudes and perceptions about learning, develop habits of mind for critical, creative and self-regulated behaviors, construct meaning for declarative and procedural knowledge and extend and refine knowledge.
EDDI 505 Introduction to Differentiated Instruction 3
Provides an introduction to the philosophy of differentiation. This course will examine ways that classrooms can effectively support differentiating instruction and assessment to address the complex challenges of meeting the diverse learning needs of all students. Participants will gain an understanding of the reasons and assumptions underlying differentiation and acquire the ability to identify key indicators in a classroom. Knowledge of the characteristics of students who learn at different paces and levels will be developed. Study of a variety of curriculum options, such as those of content, implementation of differentiated lessons that optimize learning for all students, including gifted students and other high-ability learners.
EDDI 510 Classroom Management and Professional Collaboration for a Differentiated Classroom 3
Participants will explore the demands of a mixed ability classroom and acquire management and communication skills to meet the needs of diverse learners. Flexible grouping and organization and instructional delivery strategies will be examined. The class will also focus on developing skills in communication and collaboration to individualize instruction for gifted students. Participants will learn how to develop a support system and manage open communication among classroom teachers, special area teachers, administrators, parents and outside agencies.
EDDI 515 Identification & Assessment of Students in a Differentiated Classroom 3
This course will provide an overview of tools and methods for identifying and assessing students who learn at a pace and level that is significantly different from that of their classmates. Assessment tools will be examined, utilized and evaluated. Implications for instruction will be discussed.
EDDI 520 Differentiated Instructional Strategies for Gifted Students 3
Focuses on methods of instruction for gifted students. Participants will develop knowledge and skills for planning, providing, coordinating and evaluating differentiated teaching and learning environments to challenge and assist gifted students in learning to their highest levels of achievement. Participants will learn how to develop a layered curriculum in order to maximize each student’s growth and individual success. Instructional strategies for differentiating the keyof content, process and products will be addressed.
EDDI 600 Practicum and Seminar in Gifted Education 3
This course involves completing a college supervised practicum experience of 50 hours teaching gifted students. The practicum is individualized and takes place during the regular school hours, near the end of the program. Students will have the opportunity to discuss and reflect on the practicum experiences in on-campus seminars.
EDDI 615 Action Research for a Differentiated Classroom 3
Focuses on the study of the background of educational research; understanding research methodologies and designs; tools and techniques of educational research; collection, treatment, analysis and interpretation of research data. The student will develop an action research project that will be implemented during their practicum.
EDR 509 Teaching Literacy with Diverse Populations 3
Strategies for effective literacy instruction with diverse populations will be examined. These include researched-based approaches for special education students, ESL/LEP students, as well as gifted and
talented students. Candidates will examine how to match instruction to students’ needs as well as how to incorporate differentiated instruction in a classroom. Multicultural literature and literature that deals with specific disabilities will be examined.
EDDI 525 Differentiating the Curriculum for Gifted Students in Regular Classroom 3
This course examines the characteristics of appropriate and defensible curriculum for gifted children and youth. Particular emphasis is placed on meeting the needs of the gifted learner in the regular classroom.
EDDI 530 Social and Emotional Implications of Differentiation 3
Focuses on social and emotional issues in a differentiated classroom. Issues such as fairness and grading, taking charge of individual learning, developing organization and study skills, procrastination and perfectionism, fear of failure, struggling with more appropriately challenging activities, underachievement behaviors. The role the parent plays in supporting a child in a differentiated classroom will also be explored.
EDDI 535 Differentiated Instruction in the Secondary Classroom 3
Implementing differentiation can pose special challenges at the secondary level. The issues of time to teach the content, what to do about grading and how best to communicate the philosophy to students who have not been exposed to a differentiated classroom are issues that must be addressed. This course will examine high school organizational patterns, curricula structures and present practical strategies on how to plan and implement a differentiated curriculum at the high school level. Participants will examine and develop lesson plans and abilities with opportunities to learn important content in ways that best meet their readiness level, interests and learning profiles.
EDDI 540 Differentiated Instruction and Special Education 3
Focuses on the special needs of special education students in the regular classroom and how a teacher can use the principles of differentiation to meet those needs. This course will address practical strategies, which will enrich the learning experiences and raise the success level for the special education student. Particular attention will be paid to early intervention and collaboration protocol with specialists, services and agencies outside classroom.
EDDI 545 Understanding and Teaching Children from Urban Populations and
Cultures 3
Focus of this course will be on understanding the effects of social and cultural backgrounds on attitudes, behavior and learning. The course will address issues of prejudice, stereotypes, generalizations and acceptance of differences as a foundation to explore the unique needs of the urban child. Strategies and management techniques for differentiating the curriculum to ensure success for urban students and those from diverse cultures will be explored.
EDDI 550 Dimensions of Learning II 3
Participants will continue to explore and understand this learning-centered framework for instructional planning. Translates the latest research on cognition and learning into practical classroom strategies. Participants learn how to help students use knowledge meaningfully. A focus will be on integrating Dimensions strategies into lesson and unit planning for differentiated curriculum in order to optimize earning for all students, including those with exceptionalities.
SPE 590 Effective Family Collaboration 3
Addresses issues central to successful work between schools and parents, legal issues, effective communication, family systems theory, facilitation of parent meetings and solution-focused models of intervention are addressed. Multicultural issues, sibling issues, community resources and general education involvement are emphasized.Research-based intervention techniques and models of communication will be emphasized.