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Concordia University College of Education

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MAT 590: Differentiating for the Learning Community (3 cr.)

Summer, 2015: M/W/F 8:00-11:00 am, Tues Aug 4, Thurs Aug 6
July 17 August 7, 2017

Instructor: Rachel Gardner

Cell Phone: 503.830.3937 (texting ok)
Email Address: [email protected]
Office Hours: by appointment
Website: rgardnermat590.weebly.com
Course Description

This course helps teacher candidates consider the various learning styles, differences and
cultural backgrounds of students. Theories and strategies that promote differentiated instruction,
cultural competence and community building within the classroom are discussed and practiced.
There is an intentional focus on working with, and addressing the needs of, special education
students and students living in poverty.

Course Goal
To prepare pre-service middle and high school teachers to construct and execute lesson
plans focusing on students individual, specific needs.

University Mission Statement

Concordia University is a Christian University preparing leaders for the transformation of
society.

College of Education Mission Statement

With Christ as our teacher, the College of Education prepares educators to serve
diverse communities, promote moral leadership, demonstrate effective teaching skills,
and encourage lifelong learning.

InTASC Standards Addressed

Standard #1: Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of
learning and development vary individually within and across the cognitive, linguistic,
social, emotional, and physical areas, and designs and implements developmentally
appropriate and challenging learning experiences.

Standard #2: Learning Differences

The teacher uses understanding of individual differences and diverse cultures and
communities to ensure inclusive learning environments that enable each learner to meet
high standards.

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Standard #3: Learning Environments

The teacher works with others to create environments that support individual and
collaborative learning, and that encourage positive social interaction, active
engagement in learning, and self-motivation.

Standard #7: Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning
goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills,
and pedagogy, as well as knowledge of learners and the community context.

Standard #8: Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage
learners to develop deep understanding of content areas and their connections, and to
build skills to apply knowledge in meaningful ways.

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Course Objectives
The graduate student will:
1. Examine his/her ethnocentric and socio-economic perspective to develop
diversity consciousness and sensitivity.
o PI: Students will complete an I Am From piece, a Where Ive Been
piece, and a social identity grid.
2. Understand bias, racism, privilege and prejudice as they relate to the field of
education.
o PI: Students will discuss case studies and readings.
3. Cultivate an awareness of, and strategies for, working with students living in
poverty.
o PI: Students will discuss case studies and readings and reflect on guest
speakers talks.
4. Look at the classroom as a conglomeration of many variations of learners and
validate each individual students contributions.
o PI: Students will discuss case studies and readings and reflect on guest
speakers talks.
5. Structure instructional lesson plans/activities focusing on the individual child in
regard to his or her specific needs in the classroom through diversity awareness
and sensitivity.
o PI: Students will write 3-5 differentiated lessons.
6. Become familiar with the IDEA and the process of developing IEP and 504 plans
and understand the classroom teachers role in implementation.
o Students will reflect on a SpEd guest speaker talk.

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7. Use the school and community demographics to create lesson plans addressing
the needs of individual students.
o PI: Students will analyze school demographics and write 3 - 5
differentiated lessons.

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Required Texts/Important Resources

Jensen, E. (2009). Teaching with poverty in mind: What being poor does to kids brains
and what schools can do about it. Alexandria, VA: ASCD.

Moule, J. (2012). Cultural competence: A primer for educators (2nd ed.). Belmont, CA:
Wadsworth.

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Required Activities & Assignments:

1) Class work & Participation Students are expected to demonstrate qualities
respective of their status as graduate students.
Class time is a time for
productivity, and being off task or not willing to contribute will reflect upon student
grades. All students are responsible for making quality use of class time, and not
engaging the class/instructor/classmates on a regular basis will result in a lower
academic ranking.
2) Lesson Plans Students will be asked to create a mini-unit of lesson plans
which highlight the various elements of instruction discussed in class and the
textbooks. Students will craft 3 - 5 Concordia-format lessons with materials that
show the instructor your proficiency in crafting differentiated units. Unit topics
should be approved by the instructor.
3) Readings & Other Homework Students are expected to come to class
prepared. This includes completing assigned readings and other assignments.
We will often address the homework during the next class, so being prepared will
be important for participation and contributing to the class.
4) Micro-teach Students will work in teams to create and teach a lesson that
highlights the various elements of instruction discussed in class and the
textbooks. Groups will get feedback from the instructor and their peers.

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Attendance Policy:
Attendance and punctuality are required for all MAT courses. In situations that
necessitate an absence, notify the instructor prior to class, if possible. Please note that
tardiness or absenteeism may affect your grade, and candidates who miss more than
25% of the total class time must retake the course. If you have questions about this
policy, consult your instructor.

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Late Assignments
If you discover yourself in such a situation, please remember these guidelines:
1) Arrangements for extensions are made with me. Please make every effort to
request an extension prior to the class session the assignment is due, especially
if the assignment involves others.
2) Make every effort to honor the extension deadline you made.

*** Note: Several assignments are only completed in class. It is challenging, therefore,
to offer a make-up for a role-play or team teaching assignment. As such, while
absences may be legitimate, there may be no way I can offer a make-up assignment for
some tasks. Be aware of this possibility when it comes to absences.

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Appropriate Usage: Electronic Device Policy

You will use your mobile learning devices when needed for activities and discussions in
class. However, please follow reasonable expectations for courtesy and
professionalism: Turn off or silence cell phones, keep laptops/iPads closed unless they
are being used for research or note-taking, and refrain from text messaging. Model the
same behaviors in our class you will expect from your students.

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Assessment
Assignments are graded on a point basis. Big assignments will have specific grading
criteria beforehand, so youll know how you will be assessed. Grades should not be
your main focus. Concentrate on participating, reflecting, learning and growing, so that
you are as prepared as you can be for educating youth.

Assignment

Point Value

Readings & reflection

10 points each

Class work/participation

180

Differentiated mini-unit

200

Micro-teach

200

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Grading Scale
Percentage:
96-100%
93- 95%
90- 92%
87- 89%

Grade:
A
AB+
B
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84- 86%
80 83%
77 79%
74 76%
71 73%
67 70%
64 66%

BC+
C
CD+
D
D-

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MAT/MATE students must score an 84% or higher in order to pass the class.
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Citations
The proper format for reference and citation for COE graduate work is found in the
latest APA publication manual (6th edition).

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Library Resources
To find articles and other resources for your assignments, begin at the Concordia
University Libraries website: http://www.cu-portland.edu/library

For more information on how to use the resources provided by the library, view the
Library Research Tutorial: http://libguides.cu-portland.edu/researchtutorial

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Concordia University Code of Academic Integrity

This course empowers students for independent learning, resourcefulness, and
reflection. All work submitted should be genuine examples of individual achievement.
Plagiarism or dishonesty of any sort subvert these goals are not acceptable and will be
treated in accordance with policies stated in the Student Handbook. As a Christian
community, our code of academic integrity reflects the values expressed in Philippians
4:8-9: Whatever is true, whatever is honorable, whatever is just, whatever is pleasing,
whatever is commendable, if there is any excellence and if there is anything worthy of
praise, think about these things. Keep on doing the things that you have learned and
received and heard and seen in me. . . .

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Special Issues
There may be a time when it is necessary to discuss a problem regarding this class or
the instructor. Students often feel anxious or embarrassed to request help or to deal
with a group project issue or concern, feeling it reflects poorly on them and may be held
against them at grading time. Please do not feel this way! Everyone needs
clarification at times with regard to intent of the instructor, the assignments or the course
material. Never hesitate to ask for clarification regarding material presented in class,
group project issues or concerns, or any other issues. It is better to meet, clarify, and
receive help than to get by without it, or perceive that the instructor doesnt care. Bottom
line: please contact your instructor at the first sign of an issue. Waiting until the end of
the semester or approaching someone else with the problem does not correct it, solve

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it, or help develop positive relationships. Be "solution-focused" and solve problems

together.

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Learning Disabilities & Accommodations

Any student with a documented learning, physical or mental disability who feels his or
her disability may impact academic success may be qualified to receive
accommodation. Students needing academic adjustments are required to contact the
Learning Services Coordinator, no later than the second Friday of the semester for
which accommodation is being sought. All discussions will remain confidential. Should
an issue arise mid-semester, students should contact the coordinator as soon as
possible. However, not all mid-semester requests can be guaranteed. Once your
learning needs have been established, the Learning Service Coordinator will work with
you and (with your consent) your professors and academic advisor to obtain appropriate
learning accommodations. The Learning Service Coordinators office is located in
Student Services.

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Course Assessment
You will assess this course and the instructor at the conclusion of the course. In order to
complete that assessment, you will need to access a link on the intranet, http://
intranet.cu-portland.edu/provost/eval/, using your network user name and password. If
you have not yet activated your user name and password, go to http://www.cuportland.edu/its/helpdesk/faq.cfm#intranet for more information, or contact CUs help
desk.
You will receive an e-mail message with a link to the intranet assessments
approximately two weeks before finals. Please complete the assessment once you
receive the link. The assessments are anonymous and confidential, and I will not
receive collated results until the following semester. Your feedback about the class is
important to me, and your comments often help shape the future direction of
assignments and activities.

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Tentative Big Assignment/Tentative Big Activities Summary
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Note: I reserve the right to add, delete and change these assignments as
necessary. Readings will often accompany some kind of short reflection piece. I
will let you know as readings are assigned.

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Date

Activity

Readings (due at Additional HW

beginning of next (due at beginning
class)
of next class)
see power point/
website for more
details

1) 7/17

-Introductions
-Dr. Freeman Hrabowski
-Fixed vs Growth Mindset

Moule: xiv, Part 1,

Chapter 1

Reading reflection
emailed or turned in

2) 7/20

-Reading Check In
-Where I Am From
-D.A.P

Moule: Ch 2
Jensen: Ch 1

Where I Am From
piece

3) 7/22

-Reading Check In
-Share out I Am From piece
-Case studies

Moule: Ch 3, 4

Reflection

4) 7/24

- Unpacking privilege (article)

Jensen: Ch 2, 3

Reflection

Moule: Ch 5, Intro
to part II, Ch 6

Reflection: 1 deeper
cultural trait that you
have

5) 7/27

and class discussion

Guest Speaker: Diana Collins
on middle school and
helping all students achieve

-Contemporary issues in
Education

Reflection

Interview
6) 7/29

- Contemporary issues in
education

Jensen: Ch 4, 5

- Guest Speaker: Alicia Brown

-What is differentiation?
-Share Where Ive Been
-Lesson plan work time
-Micro-teach groups

Where Ive Been

piece

on SpEd

7) 7/31

Reflection

Moule: Ch 7, 8

Reflection - Find a
quote from each
chapter and respond
to it.

Watch - Danger of
a Single Story Ted
Talk

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8) 8/3

-Micro-teach (small groups)

work time
-Guest Speakers: Scott Reis,
Vanessa Crock, and Keri
Troehler on teaching

Moule: Ch 9

-reflection

9) 8/4

-Micro-teach?
-Complex instruction
-Guest Speaker: Daniel
Ramirez

Jenson: Ch 6

-reflection
-Micro-teach

10) 8/5

-School Demographics
-Micro-teach

Moule: Part III Jigsaw ***No reflection

needed***

11) 8/6

-Micro-teach
-Present from Moule - Jigsaw

12) 8/7

-Lesson swap
-Micro-teach

Lesson plans

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