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Differentiated Instruction Made Practical Course Outline

Differentiated Instruction Made Practical online course page

Course Outline

Differentiated Instruction Made Practical builds educators’ abilities to differentiate instruction as a part of their daily classroom routines. By using a four-step teacher decision-making framework and implementing structured classroom routines rooted in research on cognition and motivation, you will increase equity, access, rigor, and engagement for all students. This program will prepare you with the agile thinking required to analyze problems of student learning and then make decisions to adjust and differentiate instruction within given time and curriculum constraints.

Module 1 (Orientation)

Orientation

In this session, you will become acquainted with the course site and the role of instructors, coaches, and learners in this course. You will meet your fellow course participants and learn about each other’s goals for the course, their backgrounds and work contexts and prepare for the six two-week content sessions.

Module 2

Module 2: Why do we need differentiated instruction?

In this session, you will:

  • Examine our perceptions of student variance
  • Discuss in your teams your try-out choice for your setting
  • Identify OSCAR or the adjustable parts in lessons
  • Begin using our agile thinking sentence frame: At OSCAR
Module 3

Module 3: How do teachers know when to differentiate or adjust instruction?

In this session, you will:

  • Identify and increase teacher thinking minutes
  • Use action patterns with different task structures to increase access and engagement for all
  • Discuss in your teams your try-out choice for your setting
  • Expand our agile teacher thinking routine: At OSCAR listen and look for ________
Module 4

Module 4: What can adjustments to instruction accomplish?

In this session, you will:

  • Explore the outcomes of differentiating instruction
  • Increase clarity, access, rigor, and relevance of learning
  • Discuss in your teams your try-out choice for your setting
  • Guide your inclusive instructional decision making with the agile teacher thinking routine: At OSCAR listen and look for ________. If (all, some, or individuals) need/have (CARR)
Module 5

Module 5: How do teachers assign, teach, and provide help resources to meet learner needs?

In this session, you will:

  • Use help resources to foster student independence
  • Provide scaffolds, supports, and extensions
  • Discuss in your team your try-out choice for your setting
  • Add to the agile thinking routine to make inclusive instructional decisions: At OSCAR, if (all, some, or individuals) need/have ______ then _______ help
Module 6

Module 6: How do teachers use options (choice) to learner needs?

In this session, you will:

  • Offer options along a continuum ranging from total student choice to teacher assignment
  • Use options to increase access, rigor, and relevance
  • Discuss in our teams our try-out choice for our setting
  • Change to the agile thinking routine to make inclusive instructional decisions: At OSCAR, if (all, some, or individuals) need/have ______ then _______ options
Module 7

Module 7: How do we measure the impact of differentiated instruction on learning?

In this session, you will:

  • Use the four-step decision-making framework to respond to diverse learner needs in both planning and in practice
  • Plan an impact project to measure the impact of DI
  • Practice making inclusive instructional decisions using our agile teacher thinking routine: At OSCAR, if (all, some, or individuals) need/have increased clarity, access, rigor, or relevance (CARR) _________ then adjust structures, help, or options (SHOp) __________