...serving over 14,000 Ohio teachers since 2000
Differentiating Instruction, K-12
Course Description: Knowledge and practical strategies of how to
respond to the needs of students with various learning profiles, readiness levels, and interests. Explore Problem-based learning and Project-based learning as vehicles to differentiate content, process, product, and meet the Common Core Standards.
Tomlinson, C. (2015). To the contrary: Differentiation does work. Education Week, 34(19), 26.
Delisle, J. (2015). Differentiation doesn’t work. Education Week, 34(15), 28.
Cunningham, A. (2008, June 24).Tools for social studies differentiation. Retrieved from http://toolsfordifferentiation.pbworks.com/w/page-revisions/22360119/Social%20Studies
Westphal, L. (2017). Differentiating instruction with menus: Science. Waco, TX: Prufrock Press, Inc.
Sousa, D.A., & Tomlinson, C.A. (2018). Differentiation and the brain: How neuroscience supports the learner-friendly classroom. Alexandria: VA ASCD.
Moon, T., & Tomlinson, C.A. (2013). Assessment and student success in a differentiated classroom. Alexandria, VA: ASCD.
Pete, B., & Fogarty, R. (2018). Everyday problem-based learning. Alexandria, VA: ASCD.
Tomlinson, C. (2014). The differentiated classroom. Alexandria, VA: ASCD.
Tomlinson, C. (2017). How to differentiate instruction. Alexandria, VA: ASCD.
Roberts, C. (2016, December 14). High and low prep strategies. Retrieved from https://tccl.arcc.albany.edu/knilt/index.php?
Miller, A. (2016, January 8). Six strategies for differentiated instruction in project-based learning. Retrieved from https://www.edutopia.org/blog/differentiated-instruction-strategies-pbl-andrew-miller
What is Differentiation?
Video: Carol Tomlinson on Differentiation: Responsive Teaching
*Video: Misconceptions of Differentiation
video: Curriculum vs. Instruction
video: Reactive vs. Proactive
How Brain Friendly is Differentiation? Differentiation and The Brain, Chapter 1
How Important is Mindset to Effective Differentiation? Differentiation and the Brain, Chapter 2
A Model for Effective Differentiation Diagram Differentiation and The Brain
Differentiating in response to: Readiness level, Interest, Learning Profile
Differentiating through: Content, Process, Product, and Environment
Instructional Strategies for Differentiation
The Differentiated Classroom, Chapters 7 & 8
Video: Getting Started on Differentiated Instruction (Carol Tomlinson)
Article: “High and Low Prep Strategies”
Differentiating Across the Curriculum
Article: Tools for Social Studies Differentiation
Differentiating Instruction with Menus: ScienceAssignments:
Seven Steps of PBL, Everyday Problem-Based Learning
Project Based Learning
Article: “Six strategies for Differentiated Instruction in Project-Based Learning”
Journal: Which of my current units could I transform into Project-Based Learning? What would that lok like in the classroom?
Students reflect on Carole Tomlinson’s description of Differentiation and the “Misconceptions about Differentiation.”
Students share a lesson idea demonstrating differentiated instruction through content, process, product, or environment, and in response to readiness, interest, or learning style.
Students reflect upon an individual time, lesson, or interaction during which “fixed” or “growth” mindset was a factor.
Students choose an instructional strategy, research (if necessary) and share an example of how they will use it in the classroom.
Students reflect on the process of grading while implementing Differentiation and the idea of 3P grading.
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