WEEK ONE – January 5WEEK FOUR – January 26WEEK SEVEN – February 16INTRODUCTION TO SPECIAL EDUCATION, DIFFERENTIATED INSTRUCTION, AND RTIWinter, 2010FACULTY: Sherry WaltonOFFICE: SEM 2 A3137PHONE: 867-6753EMAIL: [email protected]: Through participating in this series of workshops and completing assignments, candidates will be able to- create differentiated lesson plans based on Tomlinson’s model- explain legal responsibilities of educators concerning referral for special services (IDEA and Sec. 504 of the Rehabilitation Act) and the development and implementation of IEP’s - identify characteristics of disabilities - describe general considerations for working with students with disabilities- select appropriate assessment and teaching strategies (including Response to Intervention) to meet the needs of a range of students (students with documented disabilities, gifted students, and students at risk/at hope)Standard V: The content of the workshops and the candidates’ work provide opportunities forcandidates to demonstrate capacity to provide effective learning experiences as specified in:Standard 5.1: Knowledge of Subject Matter and Curriculum Goals - Description of Practice: Teacher candidates design/adapt developmentally appropriate instruction that is informed by the following: GLEs, curriculum standards, enduring understanding of content, and depth of thinking. Standard 5.2: Knowledge of Teaching - Description of Practice: Teacher candidates use instructional strategies to develop critical thinking, problem solving, application and understanding of curricular content. They differentiate instruction to meet individual needs and use content knowledge to inform instructional practice. They apply multiple formative and summative assessment strategies to assess student learning and inform their instruction, use assessment results to determine effectiveness of instruction, and modify teaching practices based on assessment results.Standard 5.3: Knowledge of Learners and their Development in Social Contexts -Description of Practice: Teacher candidates merge knowledge of learning, child/adolescent development, and their diverse learners with a repertoire of teaching and communication strategies to make instructional decisions. They seek information from multiple communities; consider student learning in the context of social, political, environmental, and economic systems; and create opportunities for students to participate in responsible civic engagement, including developmentally appropriate self-governance.Standard 5.4: Understanding of Teaching as a Profession - Description of Practice: Teacher candidates demonstrate dispositions that enhance learning and professional development. They demonstrate knowledge about professional and ethical responsibilities, know relevant law and policy, and use appropriate and respectful verbal and written communication. They additionally increase knowledge of key concepts, tools of inquiry, effective interventions, and assessments for the subjects they teach; and adjust instruction based on reflection in practice.Positive impact on student learning will be demonstrated during student teaching.Required Texts:  Vaughn, S., Bos C.S., & Schumm, J. (2007). Teaching Students Who Are Exceptional, Diverse and At Risk in the General Education Classroom, 4th Edition. Choose one: Tomlinson, C. & Eidson, C. (2003). Differentiation in Practice, Grades K-5. Tomlinson, C. & Eidson, C. (2003). Differentiation in Practice, Grades 5-9 Tomlinson, C. & Strickland, C. (2005). Differentiation in Practice, Grades 9-12..To receive credit for this portion of the MiT program, candidates will:- Attend and participate in classes and workshops- Demonstrate an understanding of content through a summative written test, an end-of-quarter portfolio of text-referenced lesson plans, and a text-referenced classroom management plan that addresses the needs of students with special needsRecommended: Practice quizzes are linked to the program web page for most of the chapters. I strongly recommend that you take these quizzes to help yourself rehearse and retain the information. The answers are at the end of each quiz.BEFORE WEEK ONE WORKSHOP: Take pre-assessment to help yourself identify areas to which you need to pay particular attentionWEEK ONE – January 5 Course Overview What does it mean for learning to be accessible for all students? Individual, small group, and whole group discussion and assessment Assignments for Week 2Study Each of you chose a Differentiation in Practice text. Everyone should readPart 1, A Brief Primer of Differentiation, of her/his chosen text. If you are reading the K-5 book, be able to explain what differentiated instruction is; the four elements that guide differentiated instruction (who, what, where, why); the three student characteristics and the three curricular elements involved in differentiated instruction If you are reading the Grades 5-9 text, be able to explain what differentiated instruction is; the five classroom elements and three student characteristics that can be used to differentiate instruction, as well as the six principles of differentiation If you are reading the Grades 9-12 book, be able to explain what differentiated instruction is; the five classroom elements and three student characteristics that can be used to differentiate instruction, as well as the six principles of differentiationApply tostudentteachingand preparefordiscussionFirst, please take some time to think about your student teaching experience and the students with whom you worked. What were the curriculum expectations in general? Who were your students? What did they care about? If they weren’t identified as having special learning needs, what WERE their needs? Do you think their needs were met by the curriculum and/or by your teaching? If your students were identified as having special needs, what IEP mandates were you responsible for? How well do you think their learning needs were met?Next, consider Tomlinson’s model of differentiation as an approach to curriculum development and implementation. Using concrete examples from her text and your experiences, how would this type of approach to curriculum have aided the students with whom you worked? Would IEPs have been affected? If so, how? What about students at risk, including English language learners, students with cognitive or artistic gifts,