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• ASHFORD EDU 673 Entire Course

• EDU 673 Week 1 Brain Research Supports
  Differentiation

• EDU 673 Week 1 Brain Research Supports
  Differentiation
• EDU 673 Week 1 DQ 1 Key Principles of Effective
  Differentiation
• EDU 673 Week 1 DQ 2 Educational Neuroscience
• EDU 673 Week 2 DQ 1 Fluid and Fixed Mindsets
• EDU 673 Week 2 DQ 2 Effective Differentiated
  Curriculum

• Brain Research Supports Differentiation. In a
  three- to five-page paper (not including title
  and reference pages)
• a. Analyze how neuroscientific research findings
  and recent discoveries regarding how the brain
  learns support differentiation in the classroom.
• b. Discuss how insights into the learning process
  affirm the importance of differentiation.

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• EDU 673 Week 1 DQ 1 Key Principles of Effective
  Differentiation

• EDU 673 Week 1 DQ 2 Educational Neuroscience

• Key Principles of Effective Differentiation.
  Analyze the five key principles of effective
  differentiation and discuss which of the five
  will be the most difficult for you to embrace
  with a ?fluid or ?growth mindset.? What are the
  obstacles you see that will inhibit implementing
  the principles in your current or future
  educational setting? Which of the five is the
  easiest to accept? Why?

• Educational Neuroscience. Educational
  neuroscience is an exciting new discipline that
  brings together research from psychology,
  neuroscience and pedagogy to help educators make
  the best curriculum, instructional and assessment
  choices for effective learning. Locate an article
  in the Online Library that investigates findings
  from cognitive and neuroscientific research.
  Provide a brief summary of the article and
  explain how the findings could be translated into
  what educators do in schools and classrooms. Do
  the findings support differentiated teaching and
  learning? Why or why not?

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• EDU 673 Week 2 DQ 1 Fluid and Fixed Mindsets

• EDU 673 Week 2 DQ 2 Effective Differentiated
  Curriculum

• Fluid and Fixed Mindsets. Souza and Tomlinson
  (2011) explain, "Mindsets are the assumptions,
  expectations, and beliefs that guide our behavior
  and our interaction with others"(p. 19). A
  teacher's mindset is of utmost importance in the
  differentiated classroom. Think about your least
  favorite teacher and consider what their mindset
  must have been. Share how you felt in the class
  and how the teacher's mindset affected your own
  well-being and academic success as a student. How
  did this teachers mindset affect his or her
  teaching? What advice would you give this teacher
  to help change his or her mindset?

• Effective Differentiated Curriculum. Visit the
  Discovery Education Lesson Plan Library website
  and locate a lesson plan that represents the
  grade level and subject area you are teaching or
  are interested in teaching. In your discussion,
  post a link to the lesson plan that you have
  selected. Next, answer the following
• a. Is the lesson constructed so students will be
  consistently aware of what they should know,
  understand, and be able to do? Provide examples
  from the lesson to support your answer. If the
  lesson plan is not constructed in that manner,
  how will you change it to make students
  consistently aware of what they should know,
  understand and be able to do? Provide examples of
  the changes you would make.

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• EDU 673 Week 2 Welcome Activity

• EDU 673 Week 3 Assessment and Differentiation

• Welcome Activity. Imagine it is the first day of
  school and you are welcoming a whole new set of
  students to class. Create your own welcoming
  activity for the first day of school that
  demonstrates how you will incorporate
  differentiation through a growth mindset. You are
  not limited to any particular format, but you
  must address the following
• a. How you will provide a safe and secure
  classroom climate
• b. How you will provide a positive learning
  environment

• Assessment and Differentiation. For this
  assignment you will need a lesson plan or unit
  that includes an assessment. You may use one of
  your own, create a new one, or modify one that
  you find. Make sure the assessment contains all
  the elements of effective assessment and then
  explain or provide measures to show
• a. How it aligns to the essential knowledge,
  understanding, and skills of the targeted
  learning outcomes.
• b. How students will be absolutely clear of those
  targeted learning outcomes

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• EDU 673 Week 3 DQ 1 Effective Assessment

• EDU 673 Week 3 DQ 2 Summative Assessment

• Effective Assessment. Provide an example from
  your own classroom or from your past educational
  experience of effective assessment. What elements
  made it effective? Did it lead to improved
  teaching and learning? Why or why not? What was
  its overall purpose? Next provide an example of
  ineffective assessment. What elements made it
  ineffective? What were the results of the
  assessment? Did it hinder your learning? Lower
  you confidence as a learner? Change your
  motivation?

• Summative Assessment. There are two types of
  summative assessments, those that assess
  rote-knowledge skills and those that assess
  higher-level executive functions. Using the
  information in your text and from your own
  educational experience, develop an argument that
  supports the use of both types of summative
  assessments. Explain and defend the appropriate
  use of each type of assessment. Finally, express
  your opinion on the use of high stakes testing
  (tests attached to funding) to assess
  rote-knowledge skills on a national scale. Is the
  assessment valid? Is it appropriate? Does it
  increase student learning?

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• EDU 673 Week 4 Differentiated Instruction for
  Student Readiness

• EDU 673 Week 4 DQ 1 Student Readiness

• Differentiated Instruction for Student Readiness.
  For this assignment you will need a lesson plan
  or unit that includes measurable learning
  outcomes. You may continue to use the lesson plan
  from Week Three, or you can create a new one or
  modify one that you have found. Provide and
  explain differentiated teaching strategies that
  are appropriate for a variety of students at
  different levels of readiness. Your strategies
  must align to the learning outcomes. Make sure to
  include the following

• Student Readiness. After reading Chapter Five of
  the course text, create a checklist of the
  nineteen guidelines for differentiating
  curriculum in response to student readiness as a
  separate document. You can group the guidelines
  in whatever way makes the most sense for you. You
  are creating the checklist to keep as a tool for
  use in your current or future classrooms. Once
  you have created the checklist, upload the
  document in the Doc Sharing tool in the online
  classroom (please see the Course Materials
  section of the online course for a brief Doc
  Sharing video tutorial). In the discussion post,
  identify which five guidelines will be the most
  difficult for you to follow and explain why.

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• EDU 673 Week 4 DQ 2 Student Interest

• EDU 673 Week 5 Differentiating for Learning
  Profile

• Student Interest. After watching the talks by Sir
  Ken Robinson (TED Talk Ken Robinson Says
  Schools Kill Creativity, and TED Talk Sir Ken
  Robinson Bring on the Learning Revolution!),
  answer the following questions
• a. Does differentiation make the difference
  between a good teacher and a great teacher? Why
  or why not?
• b. Describe a time when you were working on
  something or learning about something and it felt
  like time flew by. How will you create that same
  experience for students?

• Differentiating for Learning Profile. For this
  assignment you will need a lesson plan or unit
  that includes measurable learning outcomes. You
  may continue to use the lesson plan from previous
  weeks, create a new one, or modify one that you
  have found.
• For this assignment, make sure to address the
  following
• a. Explain and provide possible differentiated
  teaching strategies (aligned to the learning
  outcomes) that are appropriate for a variety of
  students with different learning profiles.

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• EDU 673 Week 5 DQ 1 Learning Style Debate

• EDU 673 Week 5 DQ 2 Culture and Gender

• Learning Style Debate. The four aspects of
  learning profile are controversial. Highly
  respected researchers argue vigorously for the
  existence of cognitive styles or intelligence
  preferences. Other noted psychologists argue that
  the construct of cognitive style or intelligence
  preference makes little sense in terms of
  learning. In this discussion, we will briefly
  debate the validity of both arguments. First,
  find your assigned ?Debate Group? below.

• Culture and Gender. Share with your classmates
  how you believe your own culture and gender
  influence your teaching and learning. Do you
  believe your gender served as an advantage or a
  disadvantage in your own academic experience? How
  about your culture? Explain how you will account
  for the ways in which gender may affect your
  students learning. How will you adapt your
  teaching so that your classroom will be a good
  fit for students from all backgrounds?

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• EDU 673 Week 6 DQ 1 Orderly-Flexible Learning
  Environments

• EDU 673 Week 6 DQ 2 Personal and Professional
  Growth

• Orderly-Flexible Learning Environments. Our text
  describes four kinds of classroom environments
  that stem from teacher management beliefs and
  styles. Orderly-flexible learning environments
  are most likely to support differentiated
  instruction. Choose one of the following three
  kinds of classroom environments
• a. Dysfunctional learning environments
• b. Adequate learning environments

• Personal and Professional Growth. As you reflect
  on this course, what assumptions about
  differentiated instruction have been confirmed?
  Have others been challenged? Which? What steps
  will you take to modify your teaching strategies
  now or in the future? What specific goals will
  you set for becoming a more academically
  responsive teacher? What do you believe is the
  best piece of advice you can give yourself and
  others when it comes to differentiated
  instruction?

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• EDU 673 Week 6 Final Paper Professional
  Development Plan

• Focus of the Final Project
• To create your Final Project you will be
  designing your own Professional Development Plan.
  You will need to create a step-by-step timeline
  that shows your commitment to personal and
  professional growth in creating academically and
  culturally diverse classrooms.

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