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Differentiating to Meet Individual Student Needs EDMA 209


This course provides a process, a way of thinking, to successfully begin to facilitate a differentiated classroom. The components of the process include an emphasis on the relationship between outcomes, assessment, instruction and learning in a classroom of students that includes diversity of many kinds, including academic. Students will learn about managing a differentiated classroom as well as student assessment and learning data. Most of all, students will learn that they can have a differentiated classroom and know that they are addressing the individual needs of their learners.


After completing this course, the student will be able to:

  • recognize the many ways students are unique, and reflect on the diversity of their own classroom.
  • understand the relationship between outcomes, assessment and instructional decisions in a differentiated classroom, and review and reflect on stories from differentiated classrooms.
  • recognize the importance of a data-driven, managed, organized and positive learning environment in a differentiated classroom, and develop management tools for student learning experiences, behavior, and data collection for instructional decision making.
  • comprehend a process of thinking and planning for a differentiated classroom, and develop a plan to use in their own classroom.
  • learn about components of learning experiences that can be adjusted and strategies to use in order to meet the needs of all learners, and create learning experiences to put to use in a differentiated classroom.

Required textbook

  • Tomlinson, Carol Ann. How to Differentiate Instruction in Mixed-Ability Classrooms (ASCD)
    Publisher: Prentice Hall (April 27, 2004)
    SBN-10: 0-87120-512-2; ISBN-13: 978-0-87120-512-4


Margaret Burns-Fess

Course Dates

Fall - September 23-October 21


$185 (not including the cost of the text)

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