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Course Syllabus

EDCI 322: Differentiated Instruction with Technology

3 Credits Timothy J. Fox

Meeting Times and Dates : August 25, 2014 – Dec. 8, 2014 (Online) Location: Online

Course Description: This course explores ways that educators can address the diverse strengths and needs of students in today’s classrooms by developing and utilizing a instructional framework based on current information and practice related to differentiating instruction and universal design for learning. A focus of the course will be the use of existing and emerging technologies to assist and support the success of all students, including students with disabilities.

Goals: Develop a basic understanding of the application of

• Differentiated Instructional Strategies

• Universal Design for Learning

• Assistive Technology to general education and special education practices for supporting all students within integrated learning environments.

Learning Outcomes: Participants will explore current theory and strategies related to best practice for:

- developing a safe, supportive, inclusive classroom/school environment,

- using strength/interest based approaches to learning,

- using differentiated instruction including adjusting, compacting and grouping,

- utilizing universal design principles adapted for learning environments,

- using technology to address the needs of all students in the 21st Century, and

- facilitating the use of Assistive Technology (AT) with students with cognitive, physical, sensory and/or social-emotional disabilities.

General Course Information Course Policies/Expectations: Students should expect to devote six to nine hours per week in reviewing online lessons and resources, reading required texts and articles offline, listening to audio materials, creating and completing assignments, and participating in weekly discussion groups. � Online participation each week to complete assignments and post discussion messages. Students are

expected to visit and interact in the course site at least three times per week.

- 2 - � Complete weekly readings and assignments and participate in weekly discussions related to readings

and assignments. Discussion questions will be provided each class based on the readings and class activities for that week.

� Complete weekly reflections on course materials and class discussions relative to your work in schools.

Your reflections are your opportunity to think about class reading and activities and to share with your classmates how those ideas relate to your work with children and youth in schools. Each reflection should be no more than one typed page. You will be expected to read and comment on at least two of your classmates reflections each week. You will post your reflections and comments on our class blog site.

� Collaborate with classmates to develop and post a podcast on our class blog. The podcast will be

about differentiated instruction, universal design for learning and / assistive technology. Each team member must participate in the production of the podcast.

� Develop a list of AT devices and software (e.g., voice recognition software, text to speech

software, adapted computer input devices) available in your school and related to various needs of students with disabilities.

� Identify a student in your school who uses Assistive Technology to support his/her learning. Describe how AT helps the student. With the help of the student’s special educator, identify other AT devices/software that may be useful for this student? ★ Each participant will develop a framework for unit planning based on the concepts, strategies and technologies discussed within the course. ★ Each participant will use their framework to collaboratively develop one unit of study for a diverse group of students, including students with disabilities. Extra credit can be earned by implementing and evaluating the project. Projects should be approved by the instructor prior to implementation.

Attendance Expectations: Students are expected to visit the course site at least three times per week and to take part in group activities, on-line discussions. The official policy for excused absences for religious holidays: Students have the right to practice the religion of their choice. Each semester students should submit in writing to their instructors by the end of the second full week of classes their documented religious holiday schedule for the semester. Faculty must permit students who miss work for the purpose of religious observance to make up this work.

Religious Observance: The official policy for excused absences for religious holidays: Students have the right to practice the religion of

their choice. Each semester students should submit in writing to their instructors by the end of the second full week of classes their documented religious holiday schedule for the semester. Faculty must permit students who miss work for the purpose of religious observance to make up this work

Contributions in Class: Students are expected to take part in all group activities, discussion boards, chat room discussions and e-mail discussions.

- 3 - Academic Honesty & Professionalism: All students are required to be familiar with and adhere to the “Academic Honesty Policy Procedures” delineated in the most recent edition of “The Cat’s Tale”. (http://www.uvm.edu/~dosa/handbook/).

Accomodations: Accommodations will be provided to eligible students with disabilities. Please obtain an accommodation letter from the ACCESS office and see one of the instructors early in the course to discuss what accommodations will be necessary. If you are unfamiliar with ACCESS, visit their website at http://www.uvm.edu/access to learn more about the services they provide. ACESS: A-170 Living Learning Center, University of Vermont, Burlington, VT 05405. PH: 802-656-7753, TTY: call 711 (relay), Fax: 802-656-0739, Email: [email protected], Instant Messenger: UVMaccess. General office hours: 8:30am – 4:30pm Monday through Friday. Call to make an appointment.

Required and/or recommended readings:

Required Reading:

Rose, D. & Meyer, A. (2012) Teaching every student in the digital age: Universal design for learning. ASCD. Alexandria,Virginia.

Rose, D. & Meyer, A. (2002) Teaching every student in the digital age: Universal design for learning. ASCD. Alexandria,Virginia.

**Note: This book can be found online at ASCD (http://www.ascd.org/publications/books/101042.aspx) and need not be purchased unless you really prefer)

Gregory, G. H. & Chapman, C. (2012) Differentiated instructional strategies: One size doesn’t fit all. Corwin Press, Inc. Thousand Oaks, CA.

**Note: There is a Kindle edition available at Amazon.com it you prefer digital text.

Assigned web pages, articles and audio/video files which accompany each weekly unit.

Suggested Reading:

Dell, A. G., Newman, D. A. & Pettroff, J. G. (2007). Assistive technology in the classroom: Enhancing the school experience for students with disabilities. Pearson, Columbus, OH.

Gargiulo, R.M. & Metcalf, D. (2011). Teaching in Today’s Inclusive Classrooms: A Universal Design For Learning Approach. Wadsworth Publishing.

Moll, A. (2003). Differentiated Instruction Guide for Inclusive Education. Dude Publishing.

Rose, D. & Meyer, A. (Eds.) (2006). A Practical Reader in Universal Design for Learning. Harvard Educational Pub. Group.

Thousand, J., Villa, R., & Nevin, A. (2007). Differentiated Instruction: Collaborative Planning and Teaching Universally Designed Learning. Corwin Press. Thousand Oaks, CA.

Electronic Submissions/Internet Use: All course assignments will be submitted electronically.

Student Evaluation/Assessment

- 4 -

Grading: Final Grades will be determined based on the following percentage breakdowns, provided all course requirements are met to minimum satisfaction:

Weekly Reflections 15 points Participation in class discussions 15 points Develop a team podcast 10 points Participation in Development of Assistive Technology Resource Guide 10 points Framework for Unit Planning 25 points Development one unit of study using at least three strategies from DI, UDL and / or AT 25 points Implementation and evaluation of the above unit can result in up to 10 extra credit points

The University of Vermont grading system will be applied: 97 - 100 = A+ 94 - 96 = A 90 - 93 = A- 87 - 89 = B+ 84 - 86 = B 80 - 83 = B- 77 - 79 = C+ 74 - 76 = C 70 - 73 = C-

Description of Class Assignments: � Complete weekly reflections on course materials and class discussions relative to your work in schools.

Your reflections are your opportunity to think about class reading and activities and to share with your classmates how those ideas relate to your work with children in schools. Each reflection should be no more than one typed page. You will be expected to read and comment on at least two of your classmates reflections each week. You will post your reflections and comments on our class blog site. (15 points – 1 point per reflection)

� Complete weekly readings and assignments and participate in weekly discussions related to readings

and assignments. Discussion questions will be provided each class based on the readings and class activities for that week. (15 points – 1 point per discussion topic)

� Collaborate with classmates to develop and post a podcast on our class blog. The podcast will be

about differentiated instruction, universal design for learning and / or assistive technology. Each team member must participate in the production of the podcast. (10 points (2 pts for participation in group planning, 2 pts for recording a portion of the podcast, 3 points for accuracy of content, 3 points for originality)

� Develop a list of AT devices and software (e.g., voice recognition software, text to speech

software, adapted computer input devices) available in your school and related to various needs of students with disabilities. (8 Points – 2 points for meeting with appropriate persons in your school to determine the list of devices and software, 3 points for the completeness of the list, 3 points for a brief description of each device or software package)

� Identify a student in your school who uses Assistive Technology to support his/her learning. Describe how AT helps the student. With the help of the student’s special educator, identify other AT devices/software that may be useful for this student? (2 points) ★ Each participant will develop a framework for unit planning based on the concepts, strategies and technologies discussed within the course. (25 Points)

- 5 - ★ Each participant will use their framework to collaboratively develop one unit of study for a diverse group of students, including students with disabilities. (25 Points)

★ Extra credit can be earned by implementing and evaluating the project. Projects should be approved by the instructor prior to implementation. (up to 10 points can be earned)

� Percentage Contribution of Each Assignment:

Complete weekly reflections on course materials and class discussions relative to your work in schools. Your reflections are your opportunity to think about class reading and activities and to share with your classmates how those ideas relate to your work with children in schools. Each reflection should be no more than one typed page. You will be expected to read and comment on at least two of your classmates reflections each week. You will post your reflections and comments on our class blog site. (15 %)

� Complete weekly readings and assignments and participate in weekly discussions related to readings and assignments. Discussion questions will be provided each class based on the readings and class activities for that week. (15 %)

� Collaborate with classmates to develop and post a podcast on our class blog. The podcast will be about differentiated instruction, universal design for learning and / or assistive technology. Each team member must participate in the production of the podcast. (10 %)

� Develop a list of AT devices and software (e.g., voice recognition software, text to speech software, adapted computer input devices) available in your school and related to various needs of students with disabilities. (8 %) � Identify a student in your school who uses Assistive Technology to support his/her learning. Describe how AT helps the student. With the help of the student’s special educator, identify other AT devices/software that may be useful for this student? (2%) ★ Each participant will develop a framework for unit planning based on the concepts, strategies and technologies discussed within the course. (25 %)

★ Each participant will use their framework to collaboratively develop one unit of study for a diverse group of students, including students with disabilities. (25 %)

★ Extra credit can be earned by implementing and evaluating the project. Projects should be approved by the instructor prior to implementation. (up to 10 %)

Instructional Sequence:

August 25, 2014

Introductions, course overview, review of assignments, Blackboard Getting to know each other Assignments: 1. Write a short bio on yourself and e-mail it along with a picture of yourself to me. I will put a class page up

next week so we can begin to get know each other. 2. Write your Philosophy of Schooling and post it to the discussion board. As the week progresses, read each

others posts and provide positive comments to at least two classmates.

- 6 - 3. Download the sample files above, and let me know through course e-mail if you were able to download,

listen to, and/or watch them. It is very important that I hear from each of you verifying that you can access these files.

Sept 1, 2014 Blogging and Podcasting Assignments: 1. Search for and read a few blogs that interest you. 2. Go to the iTunes music store and subscribe to a podcast or two. 3. Please answer the following questions on the discussion board. You don't have to answer each question

separately, read the questions and blend them together any way you want. This is your discussion board. Post the information, ideas and/or questions you want your classmates to consider.

4. a. What is your personal experience with blogging and podcasting? Do you use them with your

students?

b. What blogs and/or podcasts did you find? What about them interested you? What do you prefer, reading a blog or listening to a podcast?

c. Did you find blogs or podcasts on differentiated instruction, universal design or assistive

technology?

d. Do you see educational implications for these technologies? What are your initial thoughts?��** Remember, post your discussion early in the week so you can read them all and comment on at least two classmates responses. Use the space you need, but don't be too wordy. Short and to the point is best.

5. On a separate discussion topic, post a list of the teaching methods/activities and student supports you

currently use with your students. Which do you use frequently, sometimes or rarely. Sept 8, 2014 Best practices in educating all students

Assignments:

1. Read the assigned reading from your text .

2. Read the attached working paper "Student Centered Education: Creating A Collaborative School Climate". ��

3. Look over the concept maps of the Statewide Project School Development Model, Personal Learning Plan model Student Centered Strategies. �

4. Look over the following charts of effective practices and lesson flo-lines created for the Statewide Project.�

5. Complete the Best Practices worksheet. On the discussion board, list the 10 best practices you feel are most important. Briefly tell us why you selected these 10. Read your fellow classmates postings and respond to at least two of them.��

6. Write your first Weekly Reflection.

- 7 - Sept 15, 2014

Developing a safe, supportive, inclusive classroom/school environment Using strength/interest based approaches to learning Assignments: 1. Read the assigned reading from your text and take the quiz. 2. Do a search for school climate blogs, character education, strengths-based instruction. Visit the iTunes

Music Store and search for education podcasts that might provide information about this weeks topic. What did you find? Share what you found on your blog site.

3. Visit the discussion board and answer the following questions:

a. Compare and contract the information from what brain research is telling us about learner differences and the information about learning styles, thinking styles and multiple intelligences. Do you currently use any of these theories when developing lessons for your students? How might you use this information with your students? How does this information relate to the idea of teaching to student's strengths and interests? Share you insights, read others insights and comment on at least two other classmates' discussion entries.

b. In a second discussion thread, please share how you currently create your class climate and how

your students are responding. Do you feel you know your students? Do you allow your students to know who you are? What can you do to get to know them better? Did you gain any new ideas this week that you might like to try?

4. Post your weekly reflection on your groups' blog. Read and comment on your classmates blog entries.

Sept 22, 2014

Instructional Media

Assignments:


2. Search for and visit sites on differentiated instruction and universal design, and/or brain research.�

3. Discussion Questions: Please post your comments to the appropriate thread on the discussion board.��Assessing the learner.

a. How do you currently assess your students? Do you do pre-assessments? Assessments during learning? Final assessments? Which of the tools mentioned have you tried? Which might you try with your students?

4. �Instructional Media. �

a. Consider Chapter 3 (Rose and Meyer). What are you thoughts on the media we use in school and how it may impact students with disabilities? Is your classroom dominated by a single media? If we rely too much on one media, what might be the affect on student comprehension or motivation? Do you have experience with digital media? What affect has this had on your students?

5. Post your weekly reflection on your groups' blog. As always, read and comment at least two classmates entries.

- 8 - Sept 29, 2014

Differentiated Instruction (DI)

Assignments:


2. Make a list of each of the strategies discussed in Chapters 4 and 5 (Gregory and Chapman). For each strategy indicate if it is a strategy you have used. If so, do you continue to use it? Why or why not? If you haven't used it is it something you would consider trying with your students? Give an example of when and how you would use it? E-mail me your completed list as a Word attachment.

3. Visit the discussion board and answer the following questions. Remember to read your classmates responses and comment on at least two.

a. Which strategies (of a variation of the strategy) do you use? What do you like about these strategies?

b. Which strategies have you tried, but decided not to continue using with your students? Why?

c. Which strategies excite you? Which ones will you try next week?

4. Post your weekly reflection on your groups' blog. Read and comment on your classmates' blog entries.

5. Oct. 6, 2014

Universal Design for Learning (UDL)

Assignments:


2. Make a list of each of the strategies discussed in Chapters 5 & 6 (Rose and Meyer). For each strategy indicate if it is the same or very similar to a strategy utilized for differentiated instruction. Is it a strategy you have used? If so, do you continue to use it? Why or why not? If you haven't used it is it something you would consider trying with your students? Give an example of when and how you would use it? E-mail me your completed list as a Word attachment.

3. Visit the discussion board and answer the following questions:��How does the way they discuss developing goals differ from the way Gregory and Chapman discuss setting goals for our students? How does it differ from the way you currently set goals for your students?��Which strategies discussed (of a variation of the strategy) do you use? What do you like about these strategies?��Which strategies have you tried, but decided not to continue using with your students? Why?��Which strategies excite you? Which ones will you try next week?


Oct. 13, 2014

Practical Applications of DI and UDL

Assignments:

- 9 - Read the assigned reading from your text .

Visit the discussion board and answer the following questions:� ★ Do you currently use the curriculum approaches discussed (centers, projects or problem-based learning)? What is your experience with them? ★ How do the assessment issues discussed by Rose and Meyer compare to the assessment practices highlighted by Gregory and Chapman (Chapter 3, and for each curriculum approach in Chapter 6)? How do these ideas match to your current practices?

Post your weekly reflection on your groups' blog. Read and comment on your classmates' blog entries.

Oct. 20, 2014

Development of a Unit Planning Framework

Assignments:


2. Select a framework peer partner (or a group of 3 if you prefer). Use e-mail to invite each other to work together until you have selected a partner. If you are having trouble finding a partner, I will be happy to help you arrange for a partner. Through e-mail, the chat room, the telephone or Skype (examples), share ideas and give each other feedback as you develop your framework for unit planning.

3. Complete a draft of your framework. It can be very rough at this point.


Oct 27, 2014

Assistive Technology (AT) and Augmentative and Alternative Communication (AAC)

Assignments:


2. Review the provided resources. These are a starting point for your learning about AT and AAC. Depending on your interests and needs, your search through this material may take you in many different directions. Do you have a student in your class or in your school that uses AT or AAC? Do you have a student with sensory needs (e.g., hearing or visual loss, hearing, visual or tactual hypersensitivity)? ADD? Severe Learning Disabilities so that reading grade level material is difficult or impossible? How can AT or AAC help these students? Keep them in mind as you explore the resources below.

3. Go to the discussion board and answer the following questions:

a. What did you learn about AT or AAC that is useful to you as an educator? What was the most interesting thing you learned? What questions do you have?

4. Meet with a special educator from your school and ask him/her about students he/she has worked with that use AT. You do not need to know the student's name or personally identifying information. How has AT helped these students? On the discussion board, share the student's needs that were addressed and the AT solutions that helped. Please do not share personal information about the student.

- 10 - 5. Review the descriptions provided by your group members and ask questions (if needed), share

ideas, and offer comments.


Nov 3, 2014

Assistive Technology and AAC

Assignments:


2. Considering the student (or students) you learned about last week when you spoke with a special educator in your school, what additional forms of AT might be useful to the student? On the discussion board, share your ideas for the student(s) you discussed.

3. Review the ideas generated by your group members and share your ideas and offer comments.

4. Make an appointment with your Framework peer partner (use e-mail to set a time) to meet in the chat room. Discuss your framework and brainstorm ideas on how AT might be useful to your class. Does this change your framework?

5. Go to the discussion board and answer the following question:�

a. After exploring the world of AT, what aspects are useful to your class? What can you incorporate into your Framework for Unit Planning?

6. Review the ideas generated by class members and share your ideas and offer comments to at least two people who are not on your team.

7. Revise your Framework for Unit Planning as needed.


Nov 10, 2014

Lesson Plan Development

Assignments:

1. Spend time thinking about your class routines, activities and the content you are currently teaching. Watch and listen to your students. Are they engaged? Are they having fun? Are they including everyone in discussions and activities? Are they respectful to each other? Are they learning? Do they have choices? Are they doing their best work? Using your framework as a guide, how is your class doing? Is the framework adequately addressed? What changes would you like to see? How might you initiate those changes in the unit plan you will be developing in the next few weeks?

2. Select a peer partner or a small group to work with for the next few weeks. Use e-mail to invite each other to work together until you have formed groups of 2 - 3 people. Share ideas and feelings about the development of the unit plan. You will be using your partners to give you ideas and feedback as you develop your unit plan


- 11 - Nov. 24, 2014

Develop a Unit Plan which incorporates DI and UDL Strategies and uses AT / AAC

Assignments:

1. Identify a unit that you wish to develop and develop your unit. Your final copy will be due on Dec. 8,

2012

2. Post your weekly reflections on your groups' blog. Read and comment on your classmates' blog

entries. 3. All assignments must be completed and in to me by Dec. 8, 2013

Dec 3, 2014

Unit Plans Due. Course Evaluations, Wrap up

Documents

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