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Differentiated Instruction with SEL, ELL, and SPED (19 sessions): 4 grad. credits and/or PDPs
The purpose of this course is to provide educators the skills to design learning environments that meet the needs of diverse learners: including those with disabilities and those who are English language learners within a tiered system support. Participants will review theories of learning and instructions and the learning characteristics of students with high-incidence disabilities.
College Credit Option: Once you have logged-in you will have the opportunity to register for 4 graduate credits through Fitchburg State University at a total additional cost of $380.
PDP Certificates: Upon completion participants will receive a PDP certificate.
Materials included in the Differentiated Instruction with SEL, ELL, and SPED (19 weekly sessions)
The course is designed to provide teachers with the skills to increase the number of students who succeed in their classes and address learning loss by designing a learning environment that meets their diverse academic, behavioral and social/emotional needs. It teaches key strategies for learning recovery for all students and equity of learning for students of color, ELL, special education, low socio-economic status students.The course is divided into the following parts.
Part 1 of the course provides the candidates with an understanding of the components of differentiated instruction (content, process, and product). Candidates learn about the varied needs, interests and levels of readiness of students and determine the best strategies to differentiate by learning preference, language proficiency, special needs, cultural influences, gender, and brain development.
Part 2 looks at the skills teachers need to manage the complexity found in their classroom. Many teachers struggle with creating maximum learning for their students because their management skills do not enable them to teach students to work effectively with partners and in groups. Teachers move from the “sage on the stage” using direct instruction to the entire class as the primary mode of instruction to a tiered and differentiated approach in an organized and productive manner. When a teacher is teaching the same concepts to all the students at the same time, there is little opportunity to differentiate for individuals and subgroups thereby limiting the ability to recapture lost learning,.
Part 3 of the course addresses effective assessment of student learning for differentiation, both for regaining lost learning and for moving forward with new curriculum.A teacher is not able to differentiate effectively until he or she is able to pre-assess at the outset of the lesson and then formatively assess throughout the lesson the level of mastery of each student during the lesson and at the conclusion of the lesson. It is only through effective assessment that a teacher is able to determine each student’s zone of proximal development as it relates the grade level curriculum expectations and teach that student in the
Part 4 teaches the candidates to effectively plan differentiated
instruction lessons that identify and address lost learning and new learning. It uses the concepts of understanding by design lesson planning that address the multiple needs of a diverse group of learners. Candidates learn to plan differentiated activities that meet the needs of students at all levels of mastery (i.e. introductory, guided practice, immediate mastery, mastery, and application mastery).
Part 5 Focuses on learning equity and teaches the candidates to use the myriad of differentiated instruction strategies that are available to meet the needs of varied learners. It includes strategies for closing the achievement gap that exist for students of color, special education, ELL, and strategies for building a sense of efficacy among learners from low socio-economic homes. It also includes strategies for addressing missing or lost skills and content.
Part 6 looks at the brain and learning and theories of learnable intelligence. Candidates are taught the most current research on the function of the learner’s brain. They learn to use brain compatible learning strategies (e.g. developing the cognitive context for learning) to maximize student mastery. They also learn effective effort strategies for working with low motivation learners.
Part 7: looks at how teachers effectively teach English language learners and students with special needs in their general education classrooms.