EDUC 380

I. Course Title: Differentiation in the Diverse Elementary Classroom

II. Course Number: EDUC 380

III. Credit Hours: 3 credits

IV. Prerequisites: Minimum 2.5 GPA, EDUC 370

      Corequisites: Minimum 2.5 GPA, EDUC 370

V. Course Description: 

Teachers need to be prepared to create learning experiences that foster success for the diverse populations found in today’s classroom.  A strong foundational understanding of how individual experiences, talents, abilities, language, culture, family, and community values influence student learning is critical for anticipating how students will access, engage with, and respond to the instructional methods their teachers choose. This course will focus on how teachers collaborate with colleagues, specialists, families, students, and the community to make instructional choices that support the achievement of culturally and linguistically diverse learners (including English learners), gifted and talented students, and students who have experienced trauma, family disruptions, or other adverse childhood experiences.

VI. Detailed Description of Content of the Course:

Instruction that engages all elementary students and ensures their progress requires strategic decisions about design and assessment before, during, and after implementation.  Effective teachers know how to carefully match methods and practices to their learners’ prior knowledge, interests, and needs as well as the cognitive demands of the content.  These choices must be guided by an understanding of child development, the science of learning, knowledge of state and national standards, and research on what structures and practices have been demonstrated to be effective. Prospective teachers will learn how to use design and assessment to create learning experiences that engage their students in critical thinking about big ideas, prepare them for the complex challenges of the world beyond the classroom, and guide them to become confident and independent learners.  

VI. Detailed Description of Conduct of Course:

A variety of instructional methods will be used including lecture, small group work, research, class presentations, guest speakers, university-wide events, videos, case studies, and field experiences.

VII. Goals and Objectives of the Course:

Goals, objectives, and assignments address the Virginia Department of Education regulations for preparing early/primary and elementary educators and the Interstate New Teacher Assessment and Support Consortium (INTASC) and National Association for the Education of Young Children (NAEYC) standards.

Candidates successfully completing this course will demonstrate their knowledge, skills, and dispositions to:

1. Describe culturally relevant teaching in terms of teacher characteristics, teaching strategies, materials, and assumptions about teaching, learning, and knowing.
2. Understand and describe how classroom environments can utilize the strengths of culturally, linguistically, and academically diverse students to empower them to become independent and engaged learners. 
3. Understand and apply concepts, theories, research, and practice that facilitate the acquisition of a primary and new language in and out of classroom settings. 
4. Describe traits, attributes, and characteristics of gifted learners and English learners. 
5. Understand and describe how trauma can impact child development and academics.
6. Recognize and discuss professionalism needed to effectively work with diverse families and other professionals to increase family engagement in student learning at home and in school. 
7. Use critical lenses to explore and utilize instructional practices and teaching methods that are sensitive to culturally and linguistically diverse learners, including English learners, gifted and talented students, and students with disabilities.
8. Model Digital Age Work and Learning by exhibiting knowledge, skills, and work processes representative of an innovative professional in a global and digital society. 

VIII. Assessment Measures:

Students will be assessed in multiple ways.  These may include, but are not limited to:

1. Lesson plans that reflect considerations for diverse learners.
2. An impact analysis evaluating elementary students’ growth during and upon completion of the unit of study.
3. Journal entries, reading annotations, and/or other informal writings.
4. Presentations or micro-teaching exercises.
5. Quizzes, tests, or formal writing assignments.
6. Class participation and discussion.
7. Observation and/or interview with teacher in a K-6 classroom.
8. Attend and reflect on one family event held at a local school.

Review and Approval

August 2020