Differentiated Instruction for the Inclusive Classroom
Course Code:
EEX3294
Credit Hours:
3
Effective beginning:
2023-24
Sections:
000
Course Description:This course focuses on preparing pre-service teachers for the inclusive classroom setting. Emphasis will be placed on differentiating instruction to effectively meet the academic needs of students in the inclusive classroom. This course requires a field placement.
Course Details
Required textbooks/ course materials:
No textbook or course materials are required to purchase for this course.
A copy of the following documents downloaded from www.fldoe.org:
Guide to FSA and FSA 2.0 Accommodations for Students with Disabilities Accommodations: Assisting Students with Disabilities
Assignment/course outline:
See your Instructor First Day Handout for individual instructor assignment schedule.
Discipline-level learning outcomes:
E – 1 Designs and plans effective instructional lessons.
E – 2 Maintains a student-centered learning environment that is safe, organized, equitable, flexible, inclusive and collaborative.
E – 3 Delivers and facilitates effective instruction.
E – 4 Analyzes and applies data from multiple assessments to diagnose learning needs and inform instruction.
E – 5 Designs purposeful professional goals for continuous improvement to strengthen instructional effectiveness and impact student learning
E – 6 Practices professional responsibility and ethical conduct and fulfills expected obligations to students, the public, and the education profession.
Course-level learning outcomes:
| Course-level student learning outcomes | Discipline-level learning outcomes | Assessment methods |
|---|---|---|
|
Define and describe key elements for differentiated instruction. Identify and explain learning styles and how to apply learning styles to students in the inclusive setting. Gain experience by completing a field placement in an inclusion classroom and develop a field journal to include assignments. Plan with supervising teacher to teach a lesson within the inclusive classroom incorporating necessary supports, a hands-on activity, higher order questions, and assistive technology (if needed). Define and apply the principles of multiple intelligences to the diverse learner. Demonstrate various approaches to cooperative learning groups for the inclusive classroom. Participate in open discussions about state and federal mandates regarding inclusion. Collaborate with classmates as a team to development a “mock” individualized education plan using a case study. Design activities and learning centers for diverse learners in the inclusive classroom. Identify positive behavior supports (PBS) and collaboration strategies in working with students and parents in an inclusive setting. Discuss current trends and issues regarding response to intervention model (RTI). |
1.7 1.1, 1.2 1.2, 1.6 3.5 4.5 1.7 |
Class Participation, Task CC8C Class Participation, Field Placement Log, Task CC10C Field Placement Log, Task CC10C Class Participation, In-Class Activity Class Participation, M.A. Class Participation, In-Class Activity, M.A. In-Class Activity, (Make & Take), M.A. In-Class Activity Attend PD on Behavior Management / PBS Class Participation, Task CC8C |
Means of accomplishing learning outcomes:
See first-day handout.
College-wide policies and resources
For more specific information on Chipola's college-wide academic policies and resources available to students, visit the link below.
Policies & Resources