Continuing Professional Education Courses (CPE)
- America's Political Heritage: An Educator's Guide
- An Educator's Guide to ADHD
- An Educator's Guide to Dealing with Difficult Parents and with Parents in Difficult Situations
- An Educator's Guide to Preventing Bullying In and Out of the Classroom
- Autism: Putting the Puzzle Pieces Together
- Basic Spanish for the Educational Setting
- Classroom Management for Students with Emotional and Behavioral Disorders
- Differentiated Instruction for the Mixed-Ability Classroom
- Economics for Educators
- Effective Teaching Strategies for Increasing Student Achievement
- Increasing Student Achievement Through Effective Classroom Management
- Intermediate Spanish for the Educational Setting
- Pennsylvania: A History of the Commonwealth
- Positive and Proactive Classroom Management for the 21st Century
- Psychology for Educators
- Reading in the Content Area
- Semantic Mapping: Visual Strategies for Active Learning
- Special Education: Disabilities and Designing Instruction
- Specific Strategies and Interventions for the Most Difficult to Manage Students
- Teacher's Toolbox: 21st Century Educator
- Teacher's Toolbox: Building Self Esteem in the Classroom to Achieve Success, Beat Bullying ......
- Teacher's Toolbox: How to Effectively Communicate with Parents
- Teacher's Toolbox: How to Identify and Combat Bullying In Our Schools
- Teacher's Toolbox: How to Moodle
- Teacher's Toolbox: Teaching What Really Happened: The Holocaust
- Teaching Self-Determination to Students with Disabilities
- Technology for Educators Series: Basic Technology for Non-Techie Teachers
- The American History for Educators Series: America from Province to Nation
- The American History for Educators Series: The American Revolution
- The American History for Educators Series: The Civil War and Reconstruction
- The History of Issues and Challenges Facing Public Education
- Using Functional Behavioral Assessment and Positive Behavior Supports to Manage Challenging Behavior
- Using Multiple Intelligences to Teach Diverse Students
- Using Rubrics to Assess Student Performance
- Central Intermediate Unit 10
- Differentiated Instruction for the Mixed-Ability Classroom
Differentiated Instruction for the Mixed-Ability Classroom
CPE Course #20120006
Upcoming Session Dates
March 4 - April 1, 2019
Registration deadline for this session is February 21, 2019. Payment must be received in the CIU #10 office on or before February 21, 2019. Late fee of $15.00 will be charged for payments received after February 21, 2019.
April 4 - May 1, 2019
Registration deadline for this session is March 28, 2019. Payment must be received in the CIU 10 office on or before March 28, 2019. Late fee of $15.00 will be charged for payments received after March 28, 2019.
May 4 - May 31, 2019
Registration deadline for this session is April 23, 2019. Payment must be received in the CIU 10 office on or before April 23, 2019. Late fee of $15.00 will be charged for payments received after April 23, 2019.
June 3 - June 26, 2019
Registration deadline for this session is May 21, 2019. Payment must be received in the CIU 10 office on or before May 21, 2019. Late fee of $15.00 will be charged for payments received after May 21, 2019.
June 29 - July 22, 2019
Registration deadline for this session is June 19, 2019. Payment must be received in the CIU 10 office on or before June 19, 2019. Late fee of $15.00 will be charged for payments received after June 19, 2019.
July 25 - August 17, 2019
Registration deadline for this session is July 16, 2019. Payment must be received in the CIU 10 office on or before July 16, 2019. Late fee of $15.00 will be charged for payments received after July 16, 2019.
Course DescriptionThis three-credit graduate level course is designed to provide educators with an in-depth exploration of strategies they can use in their classrooms to differentiate instruction in order to meet the diverse needs of today's students, and in doing so, raise their self-esteem, increase their academic success in meeting the Pennsylvania Academic Standards, and perform well on state and local assessments. This is an online Moodle class, and each session contains a series of lessons, videos, written responses, and other activities.This course, which lasts approximately 30 days, will be completed strictly online using the Moodle platform. The instructor for this course is Agolino Educational Services. Pending receipt of payment, participants will receive an email from Agolino Educational Services containing their log-on information the night before the course begins.Participants who successfully complete all requirements of this course will earn Three (3) PDE Graduate Level Credits, equal to 90 Act 48 Hours.Participants will be able to:
- explain why teachers need to differentiate instruction in the classroom.
- identify and define flexible grouping, and discuss its role in a differentiated classroom.
- illustrate why multisensory instruction is necessary to reach the diverse learners in our classrooms.
- specify why it is necessary for teachers to present lessons with a combination of methods in order to effectively reach all learners.
- suggest how teachers can deal with "fairness issues" when they provide academic or behavioral accommodations for individual students or do something for one student that is typically not done for the rest of the class.
- list, identify and define Howard Gardner's nine multiple intelligences, and discuss how each individual possesses varying degrees of each of these intelligences.
- examine the five main elements of cooperative learning.
- analyze twelve ways in which teachers can use groups effectively.
- summarize ways in which teachers and parents can help improve study skills for students who are struggling.
- describe how writing difficulties are manifested because the process requires; pre-planning and organization, memory, spelling, language, grapho-motor skills, editing, self-monitoring, and speed of written output and production.
- illustrate the following strategies for helping students become more successful writers: vocabulary and sentence structure, writing genres, self-monitoring/metacognition, and rubrics.
- discuss the reading process and "what good readers do".
- model strategies for building word recognition, reading vocabulary, and fluency.
- summarize and discuss thirteen reading comprehension/meaning making strategies.
- analyze and discuss other active reading/discussion formats.
- paraphrase why many students experience academic difficulty with mathematics.
Graduate Level RequirementAct 48 requires 42 hours of instruction plus 48 hours of out-of-class activity including a course project. Participants' out-of-class assignments include but are not limited to:
- complete activities that incorporate the Pennsylvania Academic Standards.
- each participant will write a plan of implementation that will include several of the differentiated instruction strategies presented in this course. The paper will state how these strategies can be used in their own classrooms.
- read and summarize chapters in How to Differentiate Instruction in Mixed-Ability Classrooms (2nd Ed).