Course Code: EDUC636 Course ID: 2810 Credit Hours: 3 Level: Graduate
This course examines the particular role of the classroom educator in understanding a systematic approach to planning curriculum and instruction for academically diverse learners. This approach to effective instruction will focus on the classroom factors relating to the nature of the student and the essential meaning of the curriculum. Particular emphasis will be placed on classroom elements that the educator can differentiate – or modify – to increase the likelihood that each student will learn as much as possible, as efficiently as possible. This would include the areas of content, process, products, affect and learning environment. Additionally, there are three core student characteristics that educators must consider when creating curriculum and instruction: readiness, interest, and learning profile. The idea of differentiating instruction to accommodate the different ways that students learn involves a hefty dose of common sense, as well as sturdy support in the theory and research of education.
|Registration Dates||Course Dates||Session||Weeks|
|09/28/20 - 02/26/21||03/01/21 - 06/20/21||Winter 2021 Session C||16 Week session|
|12/28/20 - 06/04/21||06/07/21 - 09/26/21||Spring 2021 Session C||16 Week session|
After successfully completing this course, candidates will be able to:
1. Describe and explain the characteristics of a learning community and reflect on their personal attitudes, beliefs and values.
2. Select appropriate strategies that transform a classroom from a teaching organization to a learning organization that promotes a safe, efficient, and effective learning environment.
3. Understand and apply the legal, ethical and moral impetus for inclusion of students with diverse learning needs in the classroom
4. Identify the learning needs of diverse learners including those with disabilities, gifted/talented, English Language Learners and those with delayed literacy skills
5. Support the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning.
6. Create opportunities for student success through differentiation of content, process and products in both assessments and learning activities.
7. Articulate the characteristics of classroom management and organization that create an environment that is conducive to learning.
8. Recognize the value of continuous assessment and create a variety of assessments in order to determine student understanding
9. Apply a variety of strategies to instructional planning in order to meet the learning needs of all students in the classroom.
10. Understand and articulate issues of prejudice and bias and the impact of multicultural education on academic achievement
11. Reflect on the principles of teacher leadership through understanding the social justice perspective of becoming a critical, transformative educator.
Texts required for this course.
Gregory, G.H. & Chapman, C. (2012). Differentiated instructional strategies. (3rd ed). Corwin Press. Thousand Oaks, CA.
McGrath, C. (2007). The inclusion-classroom problem solver. Heinemann, Portsmouth, NH.
Saphier, J. & Gower, R. (2007). The skillful teacher. Research for Better Teaching, Inc. Acton, MA.
Schwarz, P. (2006). From disability to possibility: The power of inclusive Classrooms. Heinemann, Portsmouth, NH.
Tomlinson, C. (2003). Fulfilling the promise of the differentiated classroom. ASCD, Alexandria, VA.
Recommended Textbook for the degree program:
In addition to the required texts in this course, you are strongly encouraged to purchase the latest addition of the Publication manual of the American Psychological Association (Currently 6th Ed.) if you have not previously purchased this resource.
Supplemental Text (depending on grade level)
Tomlinson, Carol A. (2003). Differentiation in Practice: A Resource Guide for Differentiating Curriculum – Grades K-5. ASCD , Alexandria, VA. ISBN: 0-87120-760-5
Tomlinson, Carol A. (2003). Differentiation in Practice: A Resource Guide for Differentiating Curriculum – Grades 5-9. ASCD , Alexandria, VA. ISBN: 0-87120-655-2
Tomlinson, Carol A. (2005). Differentiation in Practice: A Resource Guide for Differentiating Curriculum – Grades 9-12. ASCD , Alexandria, VA. ISBN: 1-4166-0050-7
|Book Title:||Various resources from the APUS Library & the Open Web are used. Please visit http://apus.libguides.com/er.php to locate the course eReserve.|
|Author:||No Author Specified|
Not current for future courses.