Differentiating Instruction[i]
Course Number List a course number that your university allows for workshops in education.
Workshop Name Differentiating Instruction
Instructor of Record[ii]
Name Provide full name.
Highest Degree List highest degree obtained.
Contact Information Supply phone number and email address.
Credit Hours Supply semester or quarter hours here.
The workshop includes three units of equivalent length. Each unit involves 15 hours of “face-to-face” time either in person or online and 30 hours of independent work (e.g., projects, applications in the classroom or school, and so on). A 1-semester hour version of the workshop will entail completion of one of the three units that comprise the workshop, a 2-semester hour version will entail completion of two of the units, and a 3-semester hour version will entail completion of all three units.[iii]
Workshop Description
This workshop, which is designed primarily for practicing teachers, explores topics related to differentiation of instruction. Its three units focus respectively on: principles of differentiation, the use of data-based decision-making to support differentiated instruction, and specific techniques that make differentiated instruction workable.
Workshop Objectives
Unit One Objectives Keyed to Established Standards (Educational Leadership Constituents Council--ELCC, Ohio Master Teacher Criteria--O.MT.C, Ohio Standards for Principals--OP, Ohio Standards for Superintendents--OS, Ohio Standards for the Teaching Profession--OT)
ELCC.2.2.B.a. Candidates demonstrate the ability to facilitate activities that apply principles of effective instruction to improve instructional practices and curricular materials.
ELCC.2.2.B.b. Candidates demonstrate the ability to make recommendations regarding the design, implementation, and evaluation of a curriculum that fully accommodates learners' diverse needs.
ELCC.2.3.B.a. Candidates demonstrate the ability to assist school personnel in understanding and applying best practices for student learning.
ELCC.2.3.B.b. Candidates apply human development theory, proven learning and motivational theories, and concern for diversity to the learning process.
ELCC.2.3.D.a. Candidates demonstrate the ability to facilitate and engage in activities that use best practices and sound educational research to improve instructional programs.
ELCC.2.3.D.b. Candidates demonstrate an ability to assist school and district personnel in understanding and applying best practices for student learning.
ELCC.2.3.D.c. Candidates understand and can apply human development theory, proven learning, and motivational theories, and concern for diversity to the learning process.
O.MT.C. Distinguished Teaching - Focus on Students and Environment: Master Teachers analyze individual and group student development to connect instruction to students' needs, interests and prior knowledge. They strive to create an environment that engages learners in inquiry, promotes high levels of learning for all students and creates a culture of civility and success.
O.P.2.1 Principals ensure that the instructional content that is taught is aligned with the Ohio academic content standards and curriculum priorities in the school and district.
O.P.2.2 Principals ensure instructional practices are effective and meet the needs of all students.
O.P.2.3 Principals advocate for high levels of learning for all students, including students identified as gifted, students with disabilities and at-risk students.
O.P.3.2 Principals create a nurturing learning environment that addresses the physical and mental health needs of all.
O.S.4.2 Ensure the development and implementation of high-quality, standards-based instruction.
O.S.4.4 Ensure that the district curriculum, instruction, and assessment program are designed to provide full access and opportunity to all students.
O.T.4.1 Teachers align their instructional goals and activities with school and district priorities and Ohio's academic content standards.
O.T.4.5 Teachers differentiate instruction to support the learning needs of all students, including students identified as gifted, students with disabilities and at-risk students.
Unit Two Objectives Keyed to Established Standards (Educational Leadership Constituents Council--ELCC, Ohio Master Teacher Criteria--O.MT.C, Ohio Standards for Principals--OP, Ohio Standards for Superintendents--OS, Ohio Standards for the Teaching Profession--OT)
ELCC.2.2.B.b. Candidates demonstrate the ability to make recommendations regarding the design, implementation, and evaluation of a curriculum that fully accommodates learners' diverse needs.
ELCC.2.3.B.a. Candidates demonstrate the ability to assist school personnel in understanding and applying best practices for student learning.
ELCC.2.3.B.b. Candidates apply human development theory, proven learning and motivational theories, and concern for diversity to the learning process.
ELCC.2.3.D.a. Candidates demonstrate the ability to facilitate and engage in activities that use best practices and sound educational research to improve instructional programs.
ELCC.2.3.D.b. Candidates demonstrate an ability to assist school and district personnel in understanding and applying best practices for student learning.
ELCC.2.3.D.c. Candidates understand and can apply human development theory, proven learning, and motivational theories, and concern for diversity to the learning process.
O.MT.C. Distinguished Teaching - Focus on Students and Environment: Master Teachers analyze individual and group student development to connect instruction to students' needs, interests and prior knowledge. They strive to create an environment that engages learners in inquiry, promotes high levels of learning for all students and creates a culture of civility and success.
O.P.2.1 Principals ensure that the instructional content that is taught is aligned with the Ohio academic content standards and curriculum priorities in the school and district.
O.P.2.2 Principals ensure instructional practices are effective and meet the needs of all students.
O.P.2.3 Principals advocate for high levels of learning for all students, including students identified as gifted, students with disabilities and at-risk students.
O.P.3.2 Principals create a nurturing learning environment that addresses the physical and mental health needs of all.
O.S.4.2 Ensure the development and implementation of high-quality, standards-based instruction.
O.S.4.4 Ensure that the district curriculum, instruction, and assessment program are designed to provide full access and opportunity to all students.
O.T.4.1 Teachers align their instructional goals and activities with school and district priorities and Ohio's academic content standards.
O.T.4.5 Teachers differentiate instruction to support the learning needs of all students, including students identified as gifted, students with disabilities and at-risk students.
Unit Three Objectives Keyed to Established Standards (Educational Leadership Constituents Council--ELCC, Ohio Master Teacher Criteria--O.MT.C, Ohio Standards for Principals--OP, Ohio Standards for Superintendents--OS, Ohio Standards for the Teaching Profession--OT)
ELCC.2.2.B.b. Candidates demonstrate the ability to make recommendations regarding the design, implementation, and evaluation of a curriculum that fully accommodates learners' diverse needs.
ELCC.2.3.B.a. Candidates demonstrate the ability to assist school personnel in understanding and applying best practices for student learning.
ELCC.2.3.B.b. Candidates apply human development theory, proven learning and motivational theories, and concern for diversity to the learning process.
ELCC.2.3.D.a. Candidates demonstrate the ability to facilitate and engage in activities that use best practices and sound educational research to improve instructional programs.
ELCC.2.3.D.b. Candidates demonstrate an ability to assist school and district personnel in understanding and applying best practices for student learning.
ELCC.2.3.D.c. Candidates understand and can apply human development theory, proven learning, and motivational theories, and concern for diversity to the learning process.
O.MT.C. Distinguished Teaching - Focus on Students and Environment: Master Teachers analyze individual and group student development to connect instruction to students' needs, interests and prior knowledge. They strive to create an environment that engages learners in inquiry, promotes high levels of learning for all students and creates a culture of civility and success.
O.P.2.2 Principals ensure instructional practices are effective and meet the needs of all students.
O.P.2.3 Principals advocate for high levels of learning for all students, including students identified as gifted, students with disabilities and at-risk students
O.S.4.2 Ensure the development and implementation of high-quality, standards-based instruction.
O.S.4.4 Ensure that the district curriculum, instruction, and assessment program are designed to provide full access and opportunity to all students.
O.T.1.1 Teachers display knowledge of how students learn and of the developmental characteristics of age groups.
O.T.1.2 Teachers understand what students know and are able to do and use this knowledge to meet the needs of all students.
O.T.1.3 Teachers expect that all students will achieve to their full potential.
O.T.1.4 Teachers model respect for students’ diverse cultures, language skills and experiences.
O.T.1.5 Teachers recognize characteristics of gifted students, students with disabilities and at-risk students in order to assist in appropriate identification, instruction and intervention.
O.T.2.1 Teachers know the content they teach and use their knowledge of content-specific concepts, assumptions and skills to plan instruction.
O.T.2.3 Teachers understand school and district curriculum priorities and the Ohio academic content standards.
O.T.2.5 Teachers connect content to relevant life experiences and career opportunities.
O.T.4.2 Teachers use information about students’ learning and performance to plan and deliver instruction that will close the achievement gap.
O.T.4.4 Teachers apply knowledge of how students think and learn to instructional design and delivery.
O.T.4.5 Teachers differentiate instruction to support the learning needs of all students, including students identified as gifted, students with disabilities and at-risk students.
O.T.4.6 Teachers create and select activities that are designed to help students develop as independent learners and complex problem-solvers.
O.T.4.7 Teachers use resources effectively, including technology, to enhance student learning.
Course Content
Unit One: Principles of Differentiation
Unit Two: Data Analysis for Differentiation
Unit Three: Specific Differentiation Techniques
Grading Procedures
Often workshops are graded on a pass-fail basis. For each unit, obtaining at least proficient performance on each activity should be used as the indicator of a passing score for that unit. For workshops that combine two or three of the units, passing scores on both or all three of the units should equate to a passing grade in the course. If an instructor decides to offer the workshop for a letter grade, he or she will need to determine how activities will be weighted and how rubric ratings will translate into letter grades.
Attendance/Participation
Supply this information based on the guidelines of the university that is offering the workshop.
Additional Information
Supply any additional information here.
[i] Attach the curriculum vitae for the instructor of record.
[ii] If the actual workshop facilitator differs from the instructor of record, list his or her name in parentheses after the name of the instructor of record and his or her contact information in parentheses after the contact information of the instructor of record. Also attach the curriculum vitae for the workshop facilitator.
[iii]A 1.5-quarter hour version will entail completion of one of the three units, a 3-quarter hour version will entail completion of two of the units, and a 4.5-quarter hour version will entail completion of all three units.
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