Description
*This is an asynchronous course worth 30 CECH of two graduate credits.
**There are no forum posts! You will read a chapter, choose one strategy from that chapter to try with your students, and then submit an implementation plan along with a reflection of how it went. Out of the twelve chapter categories, you will only complete ten plans along with a final reflection paper.
Differentiating for students' learning preferences can often seem too complex and complicated for too little gain. Learn a better way forward with the guidance of Doable Differentiation. Author Jane A. G. Kise provides a series of straightforward, high-reward strategies that K-12 educators like you successfully use in their daily practice to support, engage, and challenge students with diverse learning styles.
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Understand the benefits of differentiation and how to implement differentiated instruction simply and effectively.
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Learn students' preferred cognitive processing styles to better tailor differentiated lesson plans for all learners' needs.
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Discover 12 categories of research-based differentiation strategies to implement immediately.
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Provide students with a variety of accessible options for processing information, engaging in higher-level thinking, and demonstrating learning.
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Engage learners and develop their proficiency and self-efficacy.
Book: Doable Differentiation: Twelve Strategies to Meet the Needs of All Learners by Jane A.G. Kise
ISBN-10: 1947604848
ISBN-13: 978-1947604841
Objectives
Participants will:
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Create a learner profile for one group or class of students using data on readiness, learning preferences, and cognitive styles, as described in Kise’s framework.
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Select and implement a minimum of ten differentiation strategies from the book in their own classroom, documenting the process and rationale.
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Collect and analyze at least two forms of student evidence (e.g., engagement, work samples, formative assessments) to evaluate the impact of the implemented strategies.
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Submit a written reflection that identifies one success, one challenge, and one change they plan to make based on the results of their implementation.
Doable Differentiation: Twelve Strategies to Meet the Needs of All Learners
Alignment to Professional Teaching Domains
| Danielson Domain | Description | Alignment to Doable Differentiation Strategies |
|---|---|---|
| Domain 1: Planning and Preparation | Demonstrating knowledge of content and pedagogy; setting instructional outcomes; designing coherent instruction. | Selecting differentiation strategies based on student readiness, interest, and learning profile; designing lessons that integrate tiered assignments, choice boards, and flexible grouping. |
| Domain 2: The Classroom Environment | Creating an environment of respect and rapport; establishing a culture for learning; managing classroom procedures. | Establishing norms that value diverse strengths; structuring routines that support flexible grouping; fostering student ownership of learning through clearly defined expectations. |
| Domain 3: Instruction | Communicating clearly; using questioning and discussion techniques; engaging students in learning; assessing student learning. | Implementing varied instructional methods to engage all learners; adjusting instruction in real time; using ongoing formative assessment to guide next steps for individuals and groups. |
| Domain 4: Professional Responsibilities | Reflecting on teaching; maintaining records; communicating with families; participating in professional communities. | Reflecting on differentiation effectiveness; documenting student progress; sharing strategies and results with colleagues; engaging families in supporting differentiated learning at home. |
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