Session+1


 * Session 1**
 * January 25, 2010 **

This course will outline instructional and management strategies of differentiated instruction that can be used in any classroom. In //Differentiated Instruction and Understanding by Design//, Carol Ann Tomlinson and Jay McTighe guide readers in thinking about what it means to establish classrooms based on curriculum and instruction designed to ensure that each student is fully supported in developing the enduring understandings of a discipline and in mastering its critical knowledge and skills. The book also provides practical suggestions for implementing and monitoring such classrooms. . Observe and survey students to identify their interests, learning styles, strength areas, product preferences for research-based activities, and for creating and analyzing when and how to use learner profiles.
 * Agenda: **
 * Overview and PDU requirements
 * Developing a learner profile for classroom use
 * Gathering information about students' strengths, itnerests, learning and product stiles
 * Overview **
 * Objectives **


 * __Readings__**

1. 2.  Integrating DI & UbD, Chapters 1&2, pgs. 1-24. 3. Successful Teaching in the Differentiated Classroom, pgs. 7-17. (Handout) 4. Lesson 1 - [|Introduction to Differentiated Instruction] 5. Podcast wtih [|Interview with Carol Ann Tomlinson podcast 1]- Issues Related to DI (Educational Insights) 6. [|Interview with Carol Ann Tomlinson podcast 2- Implementation] (Educational Insights) 7. [|Interview with Carol Ann Tomlinson podcast 3]- Issues cont. (Educational Insights)

1. Action Research Project begins
 * __Assignment__**


 * Develop your own learner profile or give a learner profile presented in class to your students and share how you have used the information about your students’ strengths, interests, and learning styles in your classroom. Analyze and visually present the data.

- Sample Learning log but you can create your own template.
 * __Reflection Questions - Learning Log -__**

1. After reading the preface and Chapter 1, what logic do you find for joining Understanding by Design and Differentiation? In what ways do these arguments make sense for your school? 2. The axioms in this chapter reveal beliefs that guided development of Understanding by Design. The corollaries following each axiom reveal beliefs that guided development of Differentiated Instruction. A. Look at each set of axioms and corollaries and discuss what would happen if educators focused their practice on the axioms without the associated corollaries or on the corollaries without the preceding axiom? Do you see either omission happening in classroom practice in your school or district? Do you see practice which sometimes disregards elements of both axioms and corollaries in a set? What are likely outcomes of the omissions? How would the scenarios differ if the teachers in them disregarded the axioms, corollaries, or both? B. What other axioms or corollaries would you propose for the list offered in Chapter 1?