TEDX1895X - Try DI!: Planning & Preparing a Differentiated Instruction Program

Course Description

This course, Try DI!: Planning & Preparing a Differentiated Instruction Program, has been divided into four chapters. As the second course in a multi-course series on Differentiated Instruction, the emphasis is on providing examples of strategies and methods associated with a DI approach. The course has been organized to ensure that each strategy, or idea on “how to” implement DI, is an extension of the DI approach as a whole and not just presented as a disjointed list of ideas to try. The first course in the series, Why DI?:An Introduction to Differentiated Instruction, focused on the What, Why, and Who of a classroom that reflects a Differentiated Instruction approach. Try DI!: Planning & Preparing a Differentiated Instruction Program, will indirectly address the conditions, or When, Where, and How of the DI approach. Because DI is not a recipe for teaching or a prescriptive model, the structure of the course reflects a range of entry points for educators to consider as they reflect on the considerations teachers make when differentiating.

View Try DI!: Planning & Preparing a Differentiated Instruction Program syllabus for additional information.

Key Benefits

• 100% online self-paced course.
• No prior experience required.
• No textbooks and other materials required for purchase.

Learning Modules Include

• In Chapter 1: How DI Provides Teachers a Theory of Action, we will begin by reviewing the rationale for Differentiated Instruction presented in the first course in this series, Why DI?:An Introduction to Differentiated Instruction. Using the terminology from the first course, a framework for reflecting on how best to create a differentiated classroom will be provided. Principles that best describe a non-prescriptive DI approach across the K–12 spectrum will be outlined. Using these principles, a tool for reflection will be presented for educators to employ as they consider elements of effective instruction from within a DI perspective. The concept of a “theory of action” will be presented and the connections to this concept will be explored in relation to the DI approach. At the conclusion of Chapter 1, course participants will complete a reflection activity.
• In Chapter 2: How DI Equips Teachers to Become Students of their Students, we will articulate the connection between instructional planning and student readiness. Several methods for identifying student-specific interests will be provided. The relevance of these student-specific variables will be expounded on as a means for creating conditions for teacher-student collaboration. The connection between instructional decision-making and student motivation will be emphasized. DI teaching strategies will be outlined in support of the principles of DI explored in Chapter 1.
• In Chapter 3: How DI Provides a Framework for Creating a Community of Learners, we will explore the advantages of differentiating with student interests and learning profiles in mind. The curricular, instructional, and environmental variables teachers consider in a DI classroom will be explored. The importance of creating a positive classroom work environment will be discussed. Several methods for grouping students flexibly in a DI classroom will be provided. With an emphasis on the teacher’s awareness of each student’s readiness to benefit from instructional planning, a variety of methods for matching tasks, activities, and learning environment to students will be reviewed. We will also identify the advantages of the DI approach when designing learning environments that reflect the Universal Design for Learning (UDL) backward design approach.
• In Chapter 4: How DI Promotes Equity and Excellence, we will explore the significance of creating opportunities for students to represent and reflect on their own progress, achievement, and understanding within a DI classroom. In order to do this, the topics of “traditional grading,” “competition,” “fairness,” and “equity” will be explored from a DI perspective. The difference between “assessment for learning” and “assessment of learning” and the importance of assessment being motivating to students will also be considered. An outline of the range of barriers most often encountered when implementing a differentiated classroom will be provided. Course participants will also reflect on the best course of action for teachers in the initial stages transitioning from a “one size fits all” approach to a “whatever it takes” approach. A multi-purpose reflection tool will be provided that ties together many of the key objectives from the course. A reflection exercise will also provide a sense of professional development direction.

Course Learning Outcomes

• Understand how differentiated instruction is defined and the distinctive elements of a classroom where DI is practiced.
• Outline elements of the rationale supporting implementation of a DI approach (i.e., why DI?).
• Identify the essential principles from which a DI approach is developed and implemented.
• Demonstrate understanding of a teacher reflection strategy aligned with principles of DI.Understand the need for alignment between instructional paradigm, educational priorities, principles of differentiation, and practices selected on a daily basis.
• Demonstrate understanding of a self-assessment tool used to reflect on current practice in comparison with elements of the DI approach.
• Understand the importance of having a “theory of action” as a teacher and the potential for elements entailed in the DI approach to enhance current practice.
• Identify several methods for gathering information about student-specific readiness.
• Understand the relationship between instructional decision making and student motivation.
• Identify DI strategies for designing environments that reflect Universal Design for Learning (UDL) principles.
• Articulate some of the challenges when differentiating based on student readiness.
• Demonstrate understanding of strategies for differentiation to meet student-specific needs.
• Articulate the advantages of differentiating with regard to student interest.
• Explain the relationship between planning effective instruction and student motivation.
• Demonstrate understanding of methods for flexible grouping commonly used in a DI classroom.
• Identify general considerations to make when differentiating based on student-specific variables in the areas of interest and learning profiles.
• Explain the general parameters necessary for creating a positive learning environment.
• Outline a variety of teaching decisions that could be made in response to observations of students struggling to maintain progress.
• Articulate a number of instructional management strategies for improving the learning environment.
• Understand the significance of creating opportunities for students to reflect on and represent progress, achievement, and understanding.
• Outline the relevance of the DI approach to the topics of “traditional grading,” “competition,” “fairness,” and “equity.”
• Articulate difference between “assessment for learning” and “assessment of learning” within a DI approach.
• Outline the range of assessment choices and barriers most often encountered when implementing a differentiated classroom.
• Identify possible steps of a course of action for teachers transitioning from a non-DI (i.e., “one size fits all”) approach to a DI (i.e., “whatever it takes”) approach.
• Understand the functionality of an observation tool that reflects both the theories and practices with a DI approach.

Requirements to Enroll

No application is needed to enroll. All learners are eligible to enroll in the course. There are no admission requirements. It is recommended that learners have a high school diploma or GED, and have basic computer and internet knowledge.

Semester Open-Enrollment Schedule:

• Spring = January - April
• Summer = May - August
• Fall = September - December

*Please note that students are only allowed to register max 5 TEDX courses per semester period*

Estimated Time to Completion

This course can be completed in approximately 30 hours of asynchronous work.

Access Time

Learners will have access to their course learning modules for up to 365 days from the date of enrollment.

CEUs and PDUs

• CEUs 3.0 National University Continuing Education Units

Certificate of Completion

Learners will be awarded a National University Workforce and Community Education, Professional and Continuing Education Certificate of Completion after satisfying the course requirements below:

1. Complete all four information sections showing a competent understanding of the material presented in each section.
2. Complete all four section examinations, showing a competent understanding of the material presented.  You must obtain an overall score of 70% or higher, with no individual exam score below 50%, to pass this course.  *Please note: Minimum exam score requirements may vary by college or university; therefore, you should refer to your course addendum to determine what your minimum exam score requirements are.
3. Complete a review of any section on which your examination score was below 50%.
4. Retake any examination, after completing an information review, to increase that examination score to a minimum of 50%, making sure to also be achieving an overall exam score of a minimum 70% (maximum of three attempts). *Please note: Minimum exam score requirements may vary by college or university; therefore, you should refer to your course addendum to determine what your minimum exam score requirements are.
5. Complete a course evaluation form at the end of the course.

Refund Policy

We at National University want all of our students to have a positive and rewarding learning experience. In the event that a student is not completely satisfied with a course, we offer a refund policy to ensure satisfaction.

To be eligible for a refund, the student must submit a written request, including a valid reason, within 9 calendar days of registering for the course. Additionally, the student must not have attempted more than 25% of the course.

To request a refund, email PACE@nu.edu and include your full name, student ID, and course name. Your reason for requesting a refund will be carefully reviewed, and we reserve the right to refuse a refund if we determine the request to be invalid.

If you meet the eligibility criteria and are approved for a refund, we will issue a refund to your original method of payment within 60 days of the refund approval.