Viterbo University Graduate Course Proposal

Please complete (type) this form as thoroughly as possible. If you are submitting syllabi that already include the information
requested, type “see attached” in the appropriate section (s). Send the completed form and appropriate attachments to:

Ms. Christine Valenti or Dr. John Della Vedova

Viterbo University Off-Campus Program Viterbo University Off-Campus Program
2323 S 109th Street, Suite 375 4949 Westown Parkway, Suite 195
West Allis, WI 53227 West Des Moines, IA 50266
[email protected]
1-800-234-8721
414-321-4210

Course Title Differentiation in the Classroom Using Technology

Credits 2 Graduate Credits

Check one Online course Blended course X Face-to-face course

If you checked blended or online, have you attended a Viterbo University online instructor
session? Yes No

Instructor (legal name) Tammy Stephens, Tammy Lind

Home Address 4130 S. Lake Dr. #84 St. Francis, WI 53235

Business Address 361 Falls Road PMB #118 Grafton, WI 53024

Home Phone 262.327.1012

Business Phone 800.408.4935 x 1

Email [email protected]

Social Security Number (required) 396-64-9293

Date of Birth (required) 6-8-1969

(SSN and birth date are required by the Business Office with each course proposal submission)

Approved Viterbo Instructor X Yes No (include vitae and transcripts showing graduate level degree
completion)

Description: Give a brief description, in two or three sentences, of the course content as it would appear in a brochure or
university catalog.
Educators will explore ways to differentiate instruction in the classroom
through Web 2.0 technologies. Exploration of multiple intelligences,
clustering and other strategies will take place. Participants will develop
differentiated materials for a lesson/unit and share these resources online
with other instructors.
Objectives: List clearly defined objectives of the learning that is to occur.

At completion of the course, students will:

 • Expand their knowledge of online technology tools that can be used to help
differentiate instruction
• Develop technology-enriched lesson plan that enables students to pursue their
individual curiosities and become active participants in setting their own
educational goals, managing their own learning, and assessing their own progress
• Teachers will be able to customize and personalize learning activities to address
students’ diverse learning styles, working strategies, and abilities using digital
tools and resources

INTASC Standards: List the Teaching Standard(s) addressed in this course (see attached INTASC list)

#2 The teacher understands how children with broad ranges of ability learn and provides
instruction that supports their intellectual, social, and personal development.

#3 The teacher understands how pupils differ in their approaches to learning and the barriers that
impede learning and can adapt instruction to meet the diverse needs of pupils, including those with
disabilities and exceptionalities.

#4 The teacher understands and uses a variety of instructional strategies, including the use of
technology to encourage children’s development of critical thinking, problem solving, and
performance skills.

#5 The teacher uses an understanding of individual and group motivation and behavior to create a
learning environment that encourages positive social interaction, active engagement in learning,
and self-motivation.

#7 The teacher organizes and plans systematic instruction based upon knowledge of subject
matter, pupils, the community, and curriculum goals.

#9 The teacher is a reflective practitioner who continually evaluates the effect of his or her choices
and actions on pupils, parents, professionals in the learning community and others and who
actively seeks out opportunities to grow professionally.

Outline of Content: Include a detailed outline of course content

August 10th

8:00-8:30am -Welcome & Introduction to the Syllabus- Tammy Stephens

8:30-11:30am Introduction to Kurzweil- Nick Hanford, Guest Speaker from Assistive

Technology Resources
 • Overview- Signing-in, Using toolbars, menus and keyboard access features, ways
to get curriculum into Kurzweil, opening and saving files
• Reading Tools- Changing reading speed, mode, unit and voice, navigating to
different pages in a document, different views of a document, changing
background color, reading highlight color, text and image files, using magnify
spoken word, and Highlight spoken word, definition synonyms, syllables and spell
word support tools, changing dictionaries, enabling the change user dialog
• Writing Supports- Identifying tools that support the writing process, using
writing toolbar and format text, use speed check and speak as typing to self-edit,
understanding how word prediction helps students, describe how vocabulary lists
can be used, spell checking as you type

11:30-12:30 Lunch

12:30- 4pm- Tammy Stephens

• Take Learning Profile Survey http://www.ncrel.org/cgi-bin/profile8.cgi

• Introduction to Class Learning Profiles
• Graphic Organizers- Bubbl.us, Exploratree, MindMeister, Webspiration· Study
Skills- Soshiku, Awesome Highlighter, Easy Bib, Wordle

August 11

8:00am-11:30am- Tammy Lind

• Web 2.0 Literacy Tools- Voicethread, StarFall, Spoken Text, and Word Talk
• Online Digital Story Telling & Multimedia Tools- Scrapblog, Voicethread,
Animoto, Photo Story 3 for Windows, and ToonDoo.)

11:30am-12:30pm Lunch

12:30-3:30pm Time to work on Lesson Plan Development- Tammy Stephens & Tammy
Lind

3:30-4:00pm – Evaluations, Course Reflection, Review of Remaining Course

Expectations
Methodology: List methodologies used in course

The use of integrated technologies allows teachers to discover innovative,

effective instructional strategies to enhance student leaning. Differentiated Instruction, is
teaching with student variance in mind; starting where the student is rather than adopting
a standardized approach to teaching based on age or grade (Tomlinson, 2003). The
opportunity to learn in ways that make learning more efficient is most likely to make
learning more effective; a focal point of this grant. Attention to a student’s preferred
mode of learning or thinking promotes improved achievement (Norlund, 2003). Through
Differentiated Instruction is teaching with student variance in mind; starting where the
student is rather than adopting a standardized approach to teaching based on age or grade
(Tomlinson, 2003). The opportunity to learn in ways that make learning more efficient is
most likely to make learning more effective; a focal point of this grant. Attention to a
student’s preferred mode of learning or thinking promotes improved achievement
(Norlund, 2003).

Through Professional Development teachers will learn how to create a classroom in

which the learning is shared by all. It becomes a community of learners characterized by:
• complex, challenging learning environments and authentic tasks
• social negotiation and shared responsibility as a part of learning
• multiple representations of content
• understanding that knowledge is constructed
• student-centered instruction (Driscoll, 1994 & Marshall, 1992 in Woolfolk, p.
347) and supported through the integration of technology.

References:

Driscoll, M. P. (1994). Psychology of learning for instruction. Boston: Allyn and Bacon.

Woolfolk, A.E. (1998). Educational Psychology, (71 ed.). Boston: Allyn & Bacon.

Norlund, M. (2003). Differentiated instruction: Meeting the educational needs of al

students in your classroom. Lanham, MD: Scarecrow Education.
Tomlinson, C.A. (2003). Differentiating instruction for academic diversity. Boston:
Houghton Mifflin.

Assignments and Requirements: The requirements will be commensurate with course requirements of a traditional one,
two or three credit graduate level course. Include papers, journals, etc. State the due dates for all assignments. It is
expected that class attendance will be one course requirement. [Should align with standard(s) addressed]

Class Learning Profile (50%): Teachers will create learning profiles of students they are
using targeted intervention strategies using Classroom Learning Profile Template at
http://www.ascd.org/publications/books/101042/chapters/Template-1@-Class-Learning-
Profile.aspx and upload to the wiki (due September 1st)

Reflection on Implementation: (25%): Participants will reflect on how implementation

worked in classroom including any challenges you encountered. Did the tools help improve
student knowledge and/or communication? If so, how? What evidence do you have to show
this occurred? Reflection will be posted in the discussion area of the wiki (due September
20)

Reflection on Personal Growth Throughout the Course (25%): Teachers will take the
profile survey at the end of the course and reflect on growth and areas they need continued
support on in the discussion in the wiki (due September 30)
Evaluation Method: State the evaluation method(s) and what the students must accomplish to receive a certain grade.
Include an evaluation rubric with qualitative grading criteria. Viterbo University uses the A, AB, B, BC, C, CD, D,
F format. See attached grading criteria. [Should align with standard(s) addressed]
Class Learning Profile

General Information: The scale ranges from 1 to 3- 3 being exemplary. If the student receives a score
below 8, the instructor will provide specific feedback on his/her concerns. One re-submit is permissible.

Area 3- Exemplary 2- Evolving 1 - Beginning

Learning Learning goals and Most learning goals An attempt to

Outcomes Content standards that will and content identify some
be are clearly stated standards are learning goals and
identified, however standards was made
others may be but standards may
applicable that were not be appropriate
not identified for lesson or fully
articulated

Recognition Lists examples of student Some examples of Some student

strengths, weaknesses, and student strengths strengths,
interests—structured for weaknesses and weaknesses and
each brain network (i.e. interests are interests are
multiple intelligences) identified. Attempts identified however,
to tie to brain they are not tied to
networks are made. brain networks.

Learning At least two technology At least two Only one

Strategy tools covered in the course technology tools technology tool in
are identified as a strategy used in the course the course is
to meet student needs. are identified, identified as a
There is a strong linkage however it may not possible strategy to
between the identified be clear how they meet identified
learning needs and tools will meet identified student needs.
and strategies that were learning needs.
chosen.

Affect Examples of student Some examples of Minimal affective

qualities are identified that student qualities are student qualities are
reflect affective, social identified that are identified.
emotional student needs somewhat linked to
that drive learning. student motivation
for learning.

*Missing equals zero points.

Reflection Rubric

Area 3- Exemplary 2- Evolving 1 – Beginning

Quality The reflection fully Most of the Some of the

addresses all of the assignment assignment
requirements of the requirements are requirements are
assignment met met

Participation Student provides Student provides Less than two

thoughtful responses to at responses to at postings are made
least two different students least two different to other students in
each week that shares individuals per the course each
resources or extends week week
meaning or discussion

Critical Postings show evidence of There is an attempt Postings lack

Thinking analysis and synthesis of to include critical evidence of critical
course activities and thinking in thinking
content postings and
responses

Net-etiquette Postings reflect respect for Most of the time Proper net-etiquette
others and follow postings follow is not followed
professional net-etiquette proper net-etiquette
standards rules

Grade scale

12 = A 11 = A- 10 = B 9=C 8 =D

Below 7 = F
Texts & Readings: List the text(s) and/or readings used in the course. *
Clearly identify required reading (required reading is an expectation of all Viterbo graduate courses)

Differentiated instruction and implications for UDL implementation T Hall, N

Strangman, A Meyer - National Center on Accessing the General Curriculum, 2003 -
cast.org NCAC. Differentiated Instruction and Implications for UDL Implementation.

What is Differentiated Instruction?

http://www.scusd.edu/gate_ext_learning/differentiated.htm
Bibliography Attach a supporting bibliography which indicates the sources of concepts and materials presented in the class.

Marzano, Robert J., Debra J. Pickering, and Jane E. Pollock. Classroom Instruction that
Works Research-Based Strategies for Increasing Student Achievement (ASCD). Upper
Saddle River: Prentice Hall, 2004.

Tomlinson, Carol Ann. The Differentiated Classroom Responding to the Needs of All
Learners (ASCD). Upper Saddle River: Prentice Hall, 2004.

Tomlinson, Carol A. How to differentiate instruction in mixed-ability classrooms.

Alexandria, Va: Association for Supervision and Curriculum Development, 2001.

Wormeli, Rick. Differentiation From Planning to Practices, Grades 6-12. Portland:

Stenhouse Pub, 2007.

Conceptual Framework: Please include the following statement in your course syllabus.
The Viterbo University Graduate Studies in Education Program has adopted a Teacher As
Reflective Decision Maker Model and the Wisconsin Standards for Teacher Development and
Licensure, also known as INTASC (Interstate New Teacher Assessment and Support Consortium)
Standards. Each course is designed to contribute to the development of one or more of the
WI/INTASC Standards and if applicable, IRA and/or ISLLC Standards.

Franciscan values permeate the program. The focus of every professional education course is on
the learning of the PK-12 pupil. Viterbo education courses infuse constructivist practices, use of
technology, PK-12 collaboration, awareness of diversity, traditional and authentic assessment,
research, and real-world experiences into the professional development of the teacher.

Graduate Studies in Education courses address one or more of the Interstate New
Teacher Assessment and Support Consortium (INTASC) standards or your
professional state standards. These standards, as applied to teachers taking graduate
level courses, are intended to provide the extension, expansion, and deepening of the
knowledge and experiential bases developed in initial teacher preparation programs.
The ten INTASC standards are:
 1. The teacher understands the central concepts, tools for inquiry, and structures of the disciplines he
or she teaches and can create learning experiences that make these aspects of subject matter
meaningful for pupils

2. The teacher understands how children with broad ranges of ability learn and provides instruction
that supports their intellectual, social, and personal development.

3. The teacher understands how pupils differ in their approaches to learning and the barriers that
impede learning and can adapt instruction to meet the diverse needs of pupils, including those with
disabilities and exceptionalities.

4. The teacher understands and uses a variety of instructional strategies, including the use of
technology to encourage children’s development of critical thinking, problem solving, and
performance skills.

5. The teacher uses an understanding of individual and group motivation and behavior to create a
learning environment that encourages positive social interaction, active engagement in learning,
and self-motivation.

6. The teacher uses effective verbal and nonverbal communication techniques as well as instructional
media and technology to foster active inquiry, collaboration, and supportive interaction in the
classroom.

7. The teacher organizes and plans systematic instruction based upon knowledge of subject matter,
pupils, the community, and curriculum goals.

8. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure
the continuous intellectual, social, and physical development of the pupil.

9. The teacher is a reflective practitioner who continually evaluates the effect of his or her choices
and actions on pupils, parents, professionals in the learning community and others and who
actively seeks out opportunities to grow professionally.

10. The teacher fosters relationships with school colleagues, parents, and agencies in the larger
community to support pupil learning and well being and who acts with integrity, fairness and in an
ethical manner.
Viterbo standard:
11. The teacher demonstrates personal qualities and values which reflect the Franciscan values
identified in the Viterbo University teacher education conceptual framework.
MUST APPEAR IN ALL SYLLABI DOCUMENTS BEGINNING SEPTEMBER 1, 2008:
Americans with Disabilities Act:
If you are a student with a disability and require auxiliary aids, services or other accommodations for this class, please see the instructor to
discuss your accommodation needs.