e-Learning for Educators
Participants are evaluated on the merit of their discussion posts as well as their frequency in responding to other participants in each discussion. Each week all participants are required to post a minimum of three significant postings in each discussion board. One of the posts should begin a new thread that addresses the discussion prompt while the other two responds to an existing thread. Postings that begin new threads should be relevant to the discussion prompt, exhibit a clear understanding of course concepts, and express the participant’s thoughts on the topic at hand. Postings that respond to other participants should be pertinent to the post and extend the discussion. Participants are expected to read all original posts and enough responses to comprise 50% of the total number of messages posted each session. .
Session One: Elements of Differentiated Instruction
The purpose of this session is to introduce or clarify the elements of differentiated instruction. Participants will read about the 3-2-1 strategy and think about how this strategy could help you reach students with different reading abilities in your classroom. Download the charts and try them with your students.
Session Two: Getting To Know Your Students
Session two gives participants a variety of ways to use data mining in order to better know the students they teach. Teachers will be asked to assess their own learner profile as well as inventory three different learners to build a learner profile on these students. In this session participants will take one or more of the learner inventories to strengthen their understanding of personal learning styles and reflect on the effect that style of learning / teaching has on other learning styles that may be present in your student population. Participants will also administer this inventory to 3 students.
Session Three: Management Strategies for the Differentiated Classroom
The purpose of this session is to reflect upon best practices for classroom management in a differentiated classroom. Teachers will be asked to look at different classroom management profiles and do a self –assessment of their own profile. Participants will determine their classroom management style using the Classroom Management Profile by Cape Breton-Victoria Schools.
Session Four: Instructional Strategies that Support Differentiating Instruction
This session is an exploration of many teaching strategies that teachers can learn and add to their repertoire of teaching tools. Teachers will be asked to try out their favorite strategies with students and reflect on their experiences using the discussion board. Readings include technology based anchor assignments by subject level, and overview of using anchor activities and a planning sheet and rubric for using anchor activities. Participants will investigate some of the different activities listed for planning of their final projects.
Session Five: Varying Assessments in the Differentiated Classroom
Assessment involves gathering student information to make instructional choices for that student. These sites offer an overview of authentic assessments and alternative ways to assess students. Participants will select the type of assessments to evaluate different styles of learning. Open the Final Product plan chosen and review objectives. Complete section 6 of the Lesson Plan, Journal entry, or Image Documentary.
Session Six: Differentiated Instruction in Action: Final Project
In this session participants will complete and submit one of the following: Lesson Plan Template, Differentiated Instruction Journal, or an Image Documentary