Instruction can be differentiated by content (teaching different content to different learners, readiness depending on what they are ready to learn); by process (using different instructional strategies with different learners, depending on different needs and “learning styles”); and/or by-product (having students produce different work products, depending on different interests and abilities).
This course is intended to provide additional opportunities for teachers to proficiently master implementation of using assessments effectively to differentiate instruction, by focusing specifically on the “ strategies” and “techniques” used to differentiate instruction.
Connections between the standards and the Danielson’s Framework will be integrated throughout the course with real-life, hands-on application by using assessment tools and data effectively to design differentiated tasks using a variety of techniques, such as tiered instruction, flexible grouping practices, R.A.F.T., questioning techniques, cubing, entry-point activities and jigsaw strategies to mention just a few. Course content will be presented and delivered to teachers in a variety of ways that will result in their specific application of these strategies, based upon the use of data-driven assessments and which will result in the design of individual teacher units designed to effectively differentiate instruction based upon a variety of student assessment data.
This course is offered for educators in the following locations:
- Andrews University, (3 Graduate Credits)
- Ashland University, (3 Graduate Credits)
- Arizona, (45 Clock Hours)
- Hawaii, (45 Clock Hours)
- Michigan, (50 SCECH Credits)
- National Open Enrollment, (45 Clock Hours)
- New York City/ASPDP, (3 P- Credits Salary Advancement)
- New York State Re-Certification (CTLE 45 Clock Hours)
- Ohio, (40 Clock Hours)
- Pennsylvania, Approved ACT 48 Provider
- Texas, Approved CPE Provider