TEDX1891X - Why DI?: An Introduction to Differentiated Instruction

Course Description

Welcome to Why DI?: An Introduction to Differentiated Instruction, an interactive computer-based instruction course, designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. In this course you will learn what is meant by Differentiated Instruction (DI) and the common myths associated with creating the differentiated classroom. We will discuss the legal, theoretical, and pedagogical foundations in the field of education that support the utilization of differentiated instructional practices and principles. We will reflect on best practices and national trends in the design of the educational setting to meet the needs of a diverse learning population. Participants will learn how a differentiated approach invites educators to consider any approach that supports student access to the general education curriculum and success in learning.

Why DI?: An Introduction to Differentiated Instruction will also provide connections to a variety of concepts, variables, and resources that will assist practitioners in aligning their own professional practices with those found in the differentiated classroom.

This computer-based instruction course is a self-supporting program that provides instruction, structured practice, and evaluation all on your home or school computer.  Technical support information can be found in the Help section of your course.

This course, Why DI?: An Introduction to Differentiated Instruction, has been divided into four chapters. The organization of the course covers the What, Why, and Who of a classroom that reflects a Differentiated Instruction approach.

Chapter 1:      The What of Differentiated Instruction

Chapter 2:      The Why of Differentiated Instruction (Part 1)

Chapter 3:      The Why of Differentiated Instruction (Part 2)

Chapter 4:      The Who of Differentiated Instruction

View Why DI?: An Introduction to Differentiated Instruction 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, we outline what a differentiated instructional approach entails. A framework for those elements that are typically differentiated in a differentiated classroom is provided. Characteristics and principles that best describe the DI approach across the K–12 spectrum are outlined. General considerations of what DI is not, or common misconceptions associated with the DI approach, are also considered. Attention is given to ways in which the differentiated approach aligns with current expectations of professionals and anticipated needs for classrooms in the future.
• In Chapter 2, we explore why the differentiated approach is receiving so much attention. The historical, theoretical, systems-level, legal, and pedagogical factors that provide a supporting framework for implementing a differentiated instructional approach are defined. The role that instruction and assessment play in a differentiated classroom are discussed within a context of what are currently believed to be optimal learning conditions for students. A synthesis of ways in which differentiated instruction and “Understanding by Design” (UBD) mutually reinforce each other is provided.
• In Chapter 3, we explore a range of variables in support of the alignment of the differentiated approach with the needs of professionals, the needs associated with educational reform in general, and ultimately the needs of individual students. Particular attention is given to the role of teacher beliefs and dispositions toward students within a differentiated model. A metaphor for differentiated instruction is explored which reinforces a reciprocal responsibility for both teachers and students for creating the conditions for mutual success. The orientation of teachers to student failure within a differentiated approach is discussed. Barriers that exist for teachers desiring to implement a differentiated approach are explored.
• In Chapter 4, we explore who is involved in a differentiated classroom and how this approach differs from many traditional classrooms. Clarification of the roles of the teacher, students, and administrators in a differentiated instruction classroom are provided. The skills, interests, dispositions, and goals of course participants are explored within the framework of a differentiated approach. Barriers to the implementation of a differentiated approach are explored, allowing for discussion of your particular role or context in education, the kind of school system you function in, and the degree to which you would identify yourself as a teacher who differentiates.
• Each chapter contains additional handouts that cover specific topics from the chapter in greater depth. They are provided for you to read, ponder, and apply to the setting in which you work. Some of the handouts are directly related to the concepts and content of the specific chapter, but also included are handouts indirectly related to provide extended learning connections.

Course Learning Outcomes

• Understand how differentiated instruction is defined.
• Articulate why differentiated instruction is not a prescriptive approach.
• Outline the major elements within a classroom that teachers typically differentiate.
• Explain the role of curriculum and instruction in a differentiated classroom.
• Relate ways in which differentiated instruction may be useful when creating a personal teaching philosophy.
• Identify the core principles of classrooms reflecting a differentiated instructional approach.
• Outline the current systems-level, theoretical, legal, and pedagogical foundation for differentiation.
• Identify ways in which differentiated instruction compares and contrasts with specially designed instruction for students with disabilities.
• Explain how assessment in a classroom best exemplifies a differentiated approach.
• Articulate the primary methods for obtaining information about student interests, preferences, and overall learning profile.
• Understand the rationale for synthesis between leading curricular design method, Understanding by Design (UBD), and the differentiated instruction approach.
• Distinguish elements of a differentiated approach from those of a non-differentiated, or “one size fits all” approach.
• Articulate the range of barriers when implementing a differentiated classroom including the importance of selecting accessible instructional materials (AEM).
• Analyze ways in which a differentiated approach addresses the role of ESSA in shaping professional practice and understanding of quality teaching.
• Understand the systemic pressures placed upon teachers and ways in which differentiation helps re-focus attention on the needs of students.
• Outline a framework for motivating all students in a way that is respectful, student-centered, and reflective of a differentiated approach.
• Relate to differentiated instruction’s concept of reciprocity of accountability for success of both teachers and students.
• Articulate how the current emphasis on teacher beliefs about learning and dispositions toward students are embraced within a differentiated approach.
• Articulate barriers that exist for those who are genuinely interested in implementing a differentiated approach.
• Articulate the role of the teacher, student, and parents in a differentiated classroom.
• Articulate the ways in which administrators can support teachers who are implementing a differentiated classroom.
• Discuss an expanded concept of diversity and learner variance to which teachers must respond.
• Identify characteristics of and initial strategies for creating a culturally responsive approach to student diversity.
• Assess current understanding of and willingness to implement a classroom aligned with differentiated instructional approach.
• Understand how a differentiated approach welcomes other approaches as broad as Universal Design for Learning (UDL) or as specific as Explicit Instruction.

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 40 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 4.0 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.