Woodcock Johnson III Workshop
LINKS™ Strategy Workshop Series
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Data-driven Differentiated Instruction Workshop
Differentiating Instruction Using Metacognitive Reading, Writing, and Math Strategies Course

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Differentiating Instruction Using Metacognitive Reading, Writing, and Math Strategies Course

Graduate Course

This three-credit graduate course will provide participants with practical, hands-on strategies for teaching in heterogeneous settings. Participants will learn how to engage and support struggling learners while challenging advanced learners. Strategies for differentiating content, process, and products will be presented.

Participants will be able to implement multilevel reading, writing, and math strategies immediately. They will receive tools and models for building collaborative teaching relationships in inclusive settings. Teachers will develop instructional and assessment materials to be used in their classrooms and be better prepared to provide all students with high-level, standards-based content.

Five-day Course Covering

  • Understanding student profiles
  • Learning disabilities vs. slow learner
  • Behavioral challenges and strategies
  • Learning and retention
  • Scaffolding instruction
  • Differentiating in a standards-based environments
  • Compacting curriculum
  • Multilevel instruction & tiered assignments
  • Collaborative teaching models and strategies
  • Flexible grouping and assessment strategies
     

Next offered

Call 781-932-1144 or Toll Free 866-EPSI-USA to schedule a course.

Location

Differentiation workshops are conducted on site in school districts. The focus of the day is determined in collaboration with district representatives.

     

Price

Contact EPSI for consultant fees, includes 3 graduate credits from Fitchburg State College

Course Syllabus

  • Day 1: Understanding Student Learning Profiles
    • Learning Disabilities vs. Slow Learner Profile
    • Conceptual vs. Perceptual Disabilities
    • Attention Deficit Disorder
    • Behavioral Challenges and Power Struggles
    • Current Brain Research and Classroom Implications
    • Learning and Retention
    • Procedural Memory
    • Declarative Memory
    • Emotional Memory
  • Day 2: Instructional Strategies
    • Principles Governing Differentiated Instruction
    • Theoretical Foundations
    • Multi- leveling Instruction in Reading, Writing, and Math
    • Scaffolding Instruction
    • Curriculum Compacting
    • LINKING Curriculum to Standards
    • Cognitive Shifting across the Curriculum
  • Day 3: Assessment Tools
    • Designing Five Types of Open Response Questions
    • Using State Standards: Scaffolded
    • Single Dimension
    • Two or More Independent Components
    • Student Choice
      Response to Provided Information
    • Designing Content Rubrics
    • What Strategy do I Use and When do I Teach it?
  • Day 4: Classroom Organization
    • Designing the Content Area Reading Inventory Assessing comprehension in content texts
    • Independent, Instruction and Frustration Levels
    • Student Profile Charts
    • Class Monitoring Charting
    • Instructional Planner
    • Flexible Grouping Planner
  • Day 5: Standards Based Unit Planning
    • Designing the Unit Organizer
    • Designing Essential Questions
    • Organizing the Unit of Instruction
    • Assessing the Unit of Instruction