Department of Education: MS.Ed. (Curriculum)

M.S.Ed. - Differentiated Instruction Curriculum

EDU 501 Introduction to Differentiated Instruction (4 credits) [On-site]
Teachers will:

demonstrate understanding of backward design and the ability to use that instructional practice.
effectively articulate in depth why it is important to differentiate & be able to communicate this to other publics and colleagues.
examine their own growth mindset and determine how they need to change their mindset and instructional practice to promote the growth of every individual in their classroom.
summarize effective differentiated instructional practices including:
- Creating an environment that promotes differentiated instruction while promoting effective classroom management.
- Developing appropriate KUDs for a unit of study targeted to a particular grade level and/or subject.
- Addressing the readiness, interests and learning profiles of each student.
- Adapting resources, activities, assessments so that every student meets learning objectives.

EDU 502 Differentiated Instruction Toolkit (4 credits) [On-site]
Teachers will:

explain and implement a variety of strategies for differentiating instruction according to the readiness level, interests, and learning profiles of their students that align with specific learning goals (KUDs).
discuss the roles of the teacher and students within the DI-centered classroom, and describe how a DI-centered classroom should look and sound.
describe and utilize effective techniques for managing a DI-centered classroom.
create and use pre-assessments in order to collect data on the readiness levels, interests, and learning profiles of their students.
adopt a cyclical model of instructional analysis wherein data is gathered and analyzed on a continuous basis to improve instruction and advance student learning of targeted learning goals.
design an effective learning environment according to the principles of DI and UdL.

EDU 601 Defining Research in Education (4 credits) [On-site]
Teachers will:

describe a problem in their own teaching practice and discuss its implications within a DI framework.
connect recent educational research and theory on DI to a practice-based education problem they experience in their own teaching.
articulate a practice-based, researchable, and important action research question they are able to pursue in their classroom.
provide a rationale for and explain the components of teacher action research as a strategy for solving problems in the K-12 classroom.

EDU 503 Effective assessment and teaching for mastery (3 credits) [Hybrid/schools/on-site]
Teachers will:

explore the range of assessment techniques and appropriate use of each for measuring and understanding student growth and progress.
understand when and how to use assessments throughout the instructional process (pre-, formative and post-assessment) to derive the best information about student performance and how to use that information to drive future instruction.
demonstrate the ability to adapt assessment instruments to track student growth and development accurately.
use data to make differentiated instruction decisions.
explain standards-based grading and develop strategies for:
- helping students to self-assess their progress toward objectives, and
- standards based grading that accurately represent what a student knows and is able to do.
explore ways to promote mastery learning in a standardized curriculum.

EDU 602 Teacher Action Research (3 credits) [Hybrid/online/schools/on-site]
Teachers will:

propose, design, and implement an original action research study using their own teaching, students, and/or classroom.
collect data on their instructional practices, the performance of their students, and their classroom environment while teaching.
analyze data on their instructional practices, students, or classroom in order to implement effective, on-going DI interventions.
explain to students, parents, colleagues, and administrators the rationale for and benefits of action research in their classrooms.

EDU 504 Meeting the Needs of Every Student (3 credits) [Hybrid/online/schools/on-site]
Teachers will:

explore the varying needs of a variety of classroom populations (including but not excluded to English language learners, learners living in poverty, undiagnosed struggling learners, homeless learners, the variety of diagnosed special education learners, gifted learners).
modify existing instructional plans and prepare new plans that address the needs of every student in a given student population.
implement instruction to meet the needs of every student in a given student population and gather data to analyze the effectiveness of specific instructional strategies.
develop a system for continuous examination of student performance and needs which informs instructional design and decision-making.

EDU 603 Research Analysis, Synthesis and Presentation (3 credits) [Hybrid]
Teachers will:

collect data on their instructional practices, the performance of their students, and their classroom environment while teaching.
analyze data on their instructional practices, students, or classroom in order to implement effective, on-going DI interventions.
reflect on the effectiveness of DI interventions on their instruction, classroom design, and/or relationships with students using the results of an action research project.
propose future DI interventions or practices for their instruction, classroom design, and/or relationships with students.
present the results, implications, and key understandings of their action research projects to colleagues and other education professionals.

EDU 505 Differentiating the Curriculum (3 credits) [On-site]
Teachers will:

unwrap standards to identify the big ideas that students must acquire and use that information to plan instructional activities and assessments.
map a standardized curriculum considering pacing and adjusting for the readiness, interests and learning profiles of a classroom population aligned to specific KUDs.
write multiple units that complement the curriculum map and incorporate differentiated activities, assignments, and assessments given the attributes of the classroom population and the unit goals and lesson objectives.
implement instruction that addresses the readiness needs, learning preferences, and interests of each student in a classroom to advance each individual’s learning of important learning goals.
utilize curriculum maps to modify instruction and inform future instructional planning.

EDU 506 Using Student Data to Inform Instructional Practice (3 credits) [On-site]
Teachers will:

interpret student growth percentile data and define individual student growth given a data set.
utilize the value-added statistical technique to measure and analyze student achievement over time.
use data to drive instructional decision-making for whole class, small group, individuals, and flexible groupings.
practice professional learning community examination of class and grade level data to inform grade-level, class-level or school-wide instructional decision making.
differentiate between status and growth data and understand how to appropriately use both.

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