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Sep 19, 2024
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EDUC 609 - Diagnosis and Differentiation
Class members will examine formative, summative, and standardized assessments used to differentiate instructional content areas. Included is the study of differentiation as a philosophical and pedagogical approach, as well as a means of supporting students’ voice and choice of content, process, and products for learning. In addition, creating and/or implementing assessments and differentiated lessons for those students who have IEP’s, BIP’s and 504’s will be explored. Included will be the study of how teachers’ classroom decisions can best be informed by responding to students’ cultural backgrounds, learning styles, multiple intelligences, personality types, and needs for purposeful goal setting. Study of approaches that promote clear and effective communication with parents around matters of diagnosis and differentiation.
Credit Hours: 3
Doctoral/Graduate: GR
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