Differentiation of Instruction. Collaborative Teacher Inquiry Groups . Nancy B. Hertzog, Ph.D. Department of Special Education University of Illinois at Urbana-Champaign. Dates: Wednesdays - February 4 - April 8; April 15 make-up day; no class during Spring Break Time: 4:00 - 5:30 PM.
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Nancy B. Hertzog, Ph.D.
Department of Special Education
University of Illinois at Urbana-Champaign
Dates: Wednesdays - February 4 - April 8; April 15 make-up day; no class during Spring Break
Time: 4:00 - 5:30 PM.
Site: Stratton Elementary School (Rhonda Young’s Room)
Email; Nancy Hertzog at firstname.lastname@example.org for more information!
Description: This course is designed to empower teachers to make instructional decisions based on what their students are learning. Specifically, attention will be given to ways in which teachers individualize and differentiate instruction to address the diversity of learning styles, readiness levels, and strengths of their students. More importantly, the emphasis of teachers as inquirers will strengthen dispositions for teachers to consistently question, examine, and improve teaching practices in their own classrooms.
Weinbaum, A., Allen, D., Blythe, T., Simon, K., Seidel, S., & Rubin, C. (2004). Teaching as Inquiry. NY: Teachers College Press
Tomlinson, C.A., (2003). Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsive Teaching. VA: ASCD.
Board Credit Available