Required Courses:
EDDI 500 Dimensions of Learning I (3 credits)
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 credits)
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, process and product and management styles further assists the 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 credits)
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 Gifted Education (3 credits)
This course will provide an overview of tools and methods for identifying and assessing students for gifted programming. Assessment tools will be examined, utilized, and evaluated. Implications for instruction will be discussed.
EDDI 520 Curriculum Development for Gifted Students (3 credits)
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, which will differentiate instruction in order to maximize each student's growth and individual success. Instructional strategies for differentiating the key elements of content, process and products will be addressed. Prerequisites: EDDI 505, EDDI 515
EDDI 555 Gifted Representation in Contemporary Society (3 credits)
This course will examine the various representations of giftedness in US literature, film, and television. From John Nash to Jimmy Neutron and everything in between, the gifted have been romanticized, criticized, and stereo-typified. We will examine to what extent these representations of giftedness are accurate, off-base, and uniquely American. Ultimately, this course will investigate what impact these representations of giftedness have on our gifted students and what can be done to frame giftedness in a positive light in a society that often portrays it as a negative.
EDDI 600 Practicum and Seminar in Gifted Education (3 credits)
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 or during a summer camp for gifted students, at the end of the program. Students will have the opportunity to discuss and reflect on the practicum experiences in on-campus seminars. Prerequisites: EDDI 510, 515, 520
EDDI 615 Action Research for a Differentiated Classroom (3 credits)
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.
Elective Courses:
Elective Courses:
EDR 509 Teaching Literacy with Diverse Populations (3 credits)
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 Differentiated English Language Arts Instruction (3 credits)
This course will provide candidates with the opportunity to examine differentiated instructional strategies for English/Language Arts (ELA), K-12. An emphasis will be placed on differentiating in a standards based environment and utilizing data and assessment information to guide instruction. Candidates will engage in research related to best practices in ELA instruction.
EDDI 530 Social and Emotional Implications of Differentiation (3 credits)
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 credits)
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, curricular 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 assessment/evaluation methods that will offer students of diverse learning abilities opportunities to learn important content in ways that best meet their readiness level, interests and learning profile.
EDDI 540 Differentiated Instruction and Special Education (3 credits)
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 the classroom.
EDDI 545 Understanding and Teaching Children from Urban Populations and Cultures (3 credits)
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 credits)
Participants will continue to 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 use knowledge meaningfully. (Dimensions 4) A focus will be on integrating Dimensions strategies into lesson and unit planning for a differentiated curriculum in order to optimize learning for all students, including those with exceptionalities. Prerequisite: EDDI 500-Dimensions of Learning I
EDDI 570 Differentiated Instruction in Mathematics K-12 (3 credits)
Differentiating instruction means providing students with multiple options for learning new information, making sense of ideas, and expressing what they learn. This course will focus on helping the teacher learn approaches for differentiating mathematics instruction in the classroom. Participants will: discuss the principles of differentiated instruction and how they apply to math instruction, learn effective strategies for managing flexible groups, acquire ideas for providing students with a variety of options that successfully target math standards, and understand how to plan strategically in order to reach the needs of diverse learners in the classroom.
EDDI 585 Integrating Technology in the Differentiated Classroom (3 credits)
This course introduces educators to technology that can be used to support, supplement, and deliver differentiated content and assessment in the mixed ability classroom. The benefits and challenges of incorporating technology will be considered while participants learn how to integrate technology into their curriculum. Participants will gain hands-on experience using technological strategies for differentiation that will engage learners of all styles, ranging from new uses for basic software applications and online collaboration, to the production of multimedia.
SPE 580 Classroom Management (3 credits)
Provides an overview of classroom interventions supported by research. Managing group and individual behavior and promoting positive social skills are addressed. The importance of a multidisciplinary team approach to school-home collaboration, functional behavioral assessments, and behavioral intervention plans is highlighted. Systematic data collection procedures to determine intervention effectiveness are emphasized.
SPE 590 Effective Family Collaboration (3 credits)
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.
SPE 620 Mild Disabilities: Etiology & Research Based Interventions (3 credits)
Provides an in-depth analysis of the causes, assessment procedures,and interventions proven effective for students with mild disabilities. Addresses the referral process, IEP development, assistive technology, the continuum of services and collaboration. A comprehensive review of the literature on current trends and controversial issues facing students with mild disabilities is emphasized.
Provides an in-depth analysis of the causes, assessment procedures,and interventions proven effective for students with mild disabilities. Addresses the referral process, IEP development, assistive technology, the continuum of services and collaboration. A comprehensive review of the literature on current trends and controversial issues facing students with mild disabilities is emphasized.