PSG-686 Differentiating Instruction in the Content Areas

This course reviews what it means to be an effective teacher and introduces the concepts of universal design for learning (UDL) as well as differentiation to meet the needs of deaf students who have disabilities. Further studied is the concept of multiple literacies and access to content and opportunity for the development of literate and metacognitive thought. The lesson plan format is augmented with the development of tiered lessons by addressing three levels of content, process and/or product expectations as determined by interest level, learning style, or readiness. In addition, candidates will become familiar with a variety of instructional strategies for evidence-based practice in general and special education, the hierarchy of cognitive applications in Bloom’s Taxonomy, Barbara Given’s 5 natural learning systems, Robert Sternberg’s Triarchic Intelligence model, as well as Howard Gardner’s multiple intelligences. Candidates are taught to encourage a) self regulation and other self-determination skills in their students, b) social interaction and true discussion as a method for developing metacognition and c) developing receptive and expressive learning pathways for academic discourse.