Now that you have been introduced to the broad framework of beco

Now that you have been introduced to the broad framework of
becoming a culturally competent teacher, it is your challenge to
make the connection between differentiating and the prospective
impact this concept has in making learning experiences more of
a success for students in diverse classrooms.
Watch the following video:
JCPSEmployee. (2012, September 13).
Seven Principles for Culturally Responsive Teaching and
Learning (Links to an external site.)Links to an external site.
[Video file]. Retrieved from
http://www.youtube.com/watch?v=IptefRjN4DY
The video refers to the ideologies of becoming a culturally
responsive teacher and explores the Seven Principles of
Culturally Responsive Teaching.
View the short and informative video, then respond to these
questions in relation to the video and your personal experiences
in your Discussion Post:
What would you identify as an important outcome of
building relationships with your students while focusing on
a culturally inviting environment that is physically safe,
while also providing an engaging and positive learning
experience?

Considering your personal experience as a student, any
professional experiences, and your current and past higher-
education based learning, are the Seven Principles of
Culturally Responsive Teaching theory realistic or
idealistic? Be sure to support your opinion with scholarly
citations in APA format both in the body of your post and at
its conclusion.
Required Resources
Required Text
Puckett, K (2013).
Differentiating Instruction: A Practical Guide
[Electronic version]. Retrieved from
https://content.ashford.edu/
Chapter 1: A Conceptual Framework of Differentiation
Chapter 2: Theoretical Foundations of Differentiation
Multimedia
JCPSEmployee. (2012, September 13).
Seven Principles for Culturally Responsive Teaching and
Learning
(Links to an external site.)Links to an external site.
[Video file]. Retrieved from
http://www.youtube.com/watch?v=IptefRjN4DY
Websites
For the teachers (Links to an external site.)Links to an external

site.
(http://www.fortheteachers.org/differentiation_framework/)
Screencast-O-Matic. (Links to an external site.)Links to an
external site.
(http://screencast-o-matic.com/home)
VoiceThread (Links to an external site.)Links to an external
site.
(http://voicethread.com)
Voki (Links to an external site.)Links to an external site.
(http://www.voki.com)
YouTube (Links to an external site.)Links to an external site.
(http://www.youtube.com
Recommended Resources
Articles
Garden City Public Schools. (n.d.).
Differentiated instruction brochure (Links to an external
site.)Links to an external site.
. Retrieved from
http://www.gardencity.k12.ny.us/cms/lib8/NY01913305/Centric
ity/Domain/29/Differentiated%20Instruction%20Brochure.pdf
Microsoft Office. (n.d.).
Office templates. (Links to an external site.)Links to an external
site.
Retrieved from http://office.microsoft.com/en-
us/templates/?CTT=97
Swanson, J. (n.d.).
How to make a business pamphlet. (Links to an external

Retrieved from http://www.ehow.com/how_8536865_make-
business-pamphlet.html
Tomlinson, C. (n.d.).
Strategies for managing a differentiated classroom
. Retrieved from
http://www.ascd.org/ASCD/pdf/books/tomlinson2001_chapter6_
errata.pdf
Uzayr, S. (2012, March 13).
Top 10 free online blogging platforms. (Links to an external
Retrieved from http://sixrevisions.com/tools/top-free-online-
blogging
Websites
GoogleDocs: Template Gallery (Links to an external site.)Links
to an external site.
(https://drive.google.com/templates?q=newsletter&sort=hottest
&view=default#)
SchoolRack (Links to an external site.)Links to an external site.
(http://www.schoolrack.com)
Weebly (Links to an external site.)Links to an external site.
(http://education.weebly.com)
WordPress (Links to an external site.)Links to an external site.
(http://wordpress.org)
Instructor Guidance
Week 1

Introduction
This week you will:
Evaluate evidence-based research underlying the theory,
principles, and practice of differentiated instruction.
Explain the core principles and applicable modes of
differentiated instruction
Design a work environment that reflects best differentiated
practices.
Welcome to the FIRST week of class-
Instructional Strategies for Differentiating Teaching and
Learning
. To start the week, think about a time when you felt ‘different’
or left out. Where were you? What were you doing? Was anyone
else involved? Why did you feel this way? If something or
someone changed the environment, would your feelings have
changed?
Now think about your future classroom (or current classroom)
full of students from various backgrounds, with unique life
experiences, multiple religious affiliations, and with a wide
range of learning abilities, skills, talents, strengths, and areas of
need. With all this diversity, providing classroom instruction
using only one teaching technique such as lectures or visual
presentations has the potential to cause students to feel left out
or different from their peers.

Discussion Board
The first week of class we will look at
constructivism
which is a foundation for differentiated instruction. Piaget, as
described by Von Glaserfeld (1982), defines constructivism as a
process by which students learn by constructing knowledge for
themselves. In this theory, students don’t really learn just from
hearing or reading something. They must make that new
information fit into their own set of experiences and prior
learning and thereby construct new knowledge. This theory
makes sense when we think about the idea of context, or how
things become more important when they are placed in a context
that helps us to learn and remember things.
There is a webpage of examples to help you create a
constructivist classroom that you are strongly encouraged to
explore
Characteristics of Constructivist Learning & Teaching (Links to
an external site.)Links to an external site.
(Murphy, 2009) on your own; however, here is a brief summary
of suggestions provided:
Make sure you can answer the question “Why are we doing
this?” for each lesson objective because your students are
going to ask you for real-world relevance; without it, they
will be less engaged and involved in the activity.
Formative and summative assessments should be relevant
and applicable outside of the classroom. In addition,
students should be able to self-assess their work in order to
reflect on personal and academic improvement

Students need to be taught the intrinsic value of education,
which is reinforced through a student-centered problem-
solving approach.
Most instruction should be student-led with teachers serving
more as a ‘guide on the side’ than a ‘sage on the stage’
References
Kohn, A. (1996).
Beyond discipline: From compliance to community
. Alexandria, Va.: ASCD.
Murphy, E. (1997, June 1). Characteristics of constructivist
learning & teaching.
Characteristics of Constructivist Learning & Teaching
.
Cockroft, B. (2014, June 10).
Differentiation strategy- classroom management (Links to an
external site.)Links to an external site.
[
Video file]. Retrieved from
https://www.youtube.com/watch?reload=9&v=nQKu3lDOsyo8c
E
Southwest Educational Development Laboratory (1995).
Classroom compass: Constructing knowledge in the classroom
(Links to an external site.)Links to an external site.
. Retrieved from
http://www.sedl.org/scimath/compass/v01n03/1.html

Von Glaserfeld, E. (1982).
An interpretation of Piaget's constructivism (Links to an
external site.)Links to an external site.
.
Revue internationale de philosophie 36
(4), 612-635. Retrieved from
http://www.univie.ac.at/constructivism/EvG/papers/077.pdf

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