SEED 3456: Inclusive Education and Teaching Students with Special Needs: Schedule with Course Materials
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Online Books available for All Students
Leading and Managing a Differentiated Classroom by ISBN: 1416613331Publication Date: 2010-11-16Citation:Tomlinson, C. A., & Imbeau, M. B. (2013). Leading and managing a differentiated classroom. Association for Supervision & Curriculum Development.
Today's teachers are responsible for a greater variety of learners with a greater diversity of needs than ever before. When you add in the ever-changing dynamics of technology and current events, the complexity of both students' and teachers' lives grows exponentially. Far too few teachers, however, successfully teach the whole class with the individual student in mind. In Leading and Managing a Differentiated Classroom, Carol Ann Tomlinson and Marcia B. Imbeau tackle the issue of how to address student differences thoughtfully and proactively. The first half of the book focuses on what it means for a teacher to effectively lead a differentiated classroom. Readers will learn how to be more confident and effective leaders for and in student-focused and responsive classrooms. The second half of the book focuses on the mechanics of managing a differentiated classroom. A teacher who has the best intentions, a dynamic curriculum, and plans for differentiation cannot--and will not--move forward unless he or she is at ease with translating those ideas into classroom practice. In other words, teachers who are uncomfortable with flexible classroom management will not differentiate instruction, even if they understand it, accept the need for it, and can plan for it. Tomlinson and Imbeau argue that the inherent interdependence of leading and managing a differentiated classroom is at the very heart of 21st-century education. This essential guide to differentiation also includes a helpful teacher's toolkit of activities and teaching strategies that will help any teacher expand his or her capacity to make room for and work tirelessly on behalf of every student.
So Each May Soar by ISBN: 1416630317Publication Date: 2021-06-28Citation: Tomlinson, C. A. (2021). So each may soar : The principles and practices of learner-centered classrooms. Association for Supervision & Curriculum Development.
Use this book's curated collection of strategies to reconnect with professional and personal aspirations, build an energized and mutually respectful classroom community, and deliver instruction that feels alive to you and your students. Carol Ann Tomlinson's role in defining and popularizing differentiated instruction has made her one of the most influential voices in modern education. In So Each May Soar, she illuminates the next step forward: creating learner-centered classrooms to help all students gain a deeper understanding of themselves, others, and the world. Join Tomlinson as she explores principles and practices of learner-centered classrooms, including * What it means for teachers to honor themselves, each learner, and the content they teach. * How to assemble a curriculum that ignites students' imaginations and drives discovery. * How to guide classroom experiences that develop the mind of each learner in accordance with that learner's marvelous individuality. * How to shape curriculum, assessment, and instruction to support both equity and excellence. Examples from all kinds of learner-centered classrooms clarify what this approach looks like across grade levels and subject areas and confirm its viability in schools with budgets both big and small. A must-have touchstone for veterans, a beacon for middle-career educators, and a mission statement for those just beginning their careers, So Each May Soar celebrates the commitment of teachers and the opportunity they have to help each young person in their care build a better future and lead a wonderful life.
Week 1
Let’s explore:
- The Syllabus!
- A Sample Individualized Education Program (IEP) on Blackboard!
Artifacts on Blackboard Document’s Page, etc.:
- Syllabus
- Sample IEP
Week 2
Let’s explore:
- The Diagnostic and Statistical Manual of Mental Disorders (DSM-5-TR) & Resources!
- A Tool for summarizing the needs listed in the IEP!
Artifacts on Blackboard Document’s Page, etc.:
- The Diagnostic and Statistical Manual of Mental Disorders (DSM-5-TR) & Resources
- Special Education 601 Quickview IEPs Tool
- Special Education 1101 Quickview IEPs Tool
Week 3
Let’s explore:
- The “Business of Special Education in the USA”!
- An “Integrated Co-Teaching (ICT)” Classroom!
- Some “Resources about Students with Disabilities”
Artifacts on Blackboard Document’s Page, etc.:
- “Business of Special Education in the USA”
- “Integrated Co-Teaching (ICT)” Classroom”
- “Resources about Students with Disabilities”
Week 4
- Explore an adult’s genius with a Disability -- “An Irish Goodbye” – An Actor who has Down Syndrome
- Begin to create our Collaborative Lesson Plan by with differentiation for at least two (2) disabilities.
Artifacts on Blackboard Document’s Page, etc.:
- James Martin: an award-winning actor with Down’s Syndrome.Purcell, Emma. (2020, June 26) James Martin: an award-winning actor with Down’s Syndrome. disability Horizons (dH) URL"
https://disabilityhorizons.com/2020/06/james-martin-an-award-winning-actor-with-downs-syndrome/
Week 5
Explore Neil deGrasse Tyson’s Starry Messenge
- Starry Messenger Chapter 10: “ Body and Mind” (pages 194-199)Neil deGrasse Tyson’s Starry Messenger: Cosmic Perspectives on Civilization 2022. Chapter 10: “ Body and Mind” (pages 194-199)
- The Four Principles of Collective IntelligenceThe Four Principles of Collective Intelligence” URL:
http://meetingsift.com/four-principles-of-collective-intelligence/
- Continue creating our Collaborative Lesson Plan – UBD Stage 1—Identify Desired Results.
- The Understanding by Design guide to creating high-quality units (pdf)Wiggins, G., & McTighe, J. (2011). The Understanding by Design guide to creating high-quality units. Alexandria, VA: ASCD.
Artifacts on Blackboard Document’s Page, etc.:
- We’ll read from the text.
Week 6
Explore Lynn Meltzer’s Promoting Executive Function in the Classroom (What Works for Special-Needs Learners) 2010 Part I.
- Chapter 1. Understanding, Assessing, and Teaching Executive Function Processes: The Why, What, and HowMeltzer, Lynn. Understanding Executive Function: The Challenge for 21st-Century Teachers. Chapter 1. Understanding, Assessing, and Teaching Executive Function Processes: The Why, What, and How. (pgs 3-27)
- The Understanding by Design guide to creating high-quality units (pdf)Wiggins, G., & McTighe, J. (2011). The Understanding by Design guide to creating high-quality units. Alexandria, VA: ASCD.
- Continue creating our Collaborative Lesson Plan – UBD Stage 2—Determine Assessment Evidence.
Week 7
Explore Lynn Meltzer’s Promoting Executive Function in the Classroom (What Works for Special-Needs Learners) 2010 Part I. (continue)
- Chapter 1. Understanding, Assessing, and Teaching Executive Function Processes: The Why, What, and HowMeltzer, Lynn. Understanding Executive Function: The Challenge for 21st-Century Teachers. Chapter 1. Understanding, Assessing, and Teaching Executive Function Processes: The Why, What, and How. (pgs 3-27)
- The Understanding by Design guide to creating high-quality units (pdf)Wiggins, G., & McTighe, J. (2011). The Understanding by Design guide to creating high-quality units. Alexandria, VA: ASCD.
- Continue creating our Collaborative Lesson Plan – UBD Stage 2—Determine Assessment Evidence.
Week 8
- Announcing the Release of Leading and Managing a Differentiated Classroom, 2nd Edition Authored by Renowned Leaders in Differentiated Instruction
https://www.k12dive.com/press-release/20230118-announcing-the-release-of-leading-and-managing-a-differentiated-classroom/ - Managing a Differentiated Classroom A Practical Guide (pdf)Carol Ann Tomlinson’s and Marcia B. Imbeau’s Leading and Managing a Differentiated Classroom 2nd edition 2023.
https://impactofspecialneeds.weebly.com/uploads/3/4/1/9/3419723/di_classroom.pdf
- Rehearse the implementation of our Collaborative Plan.
Artifacts on Blackboard Document’s Page, etc.:
- Leading and Managing a Differentiated Classroom.pdf
Week 9
Collaborative Lesson Plan Implementation
Week 10
Collaborative Lesson Plan Implementation
Week 11
Let’s explore:
- So each may soar : The principles and practices of learner-centered classrooms.Tomlinson, C. A. (2021). So each may soar : The principles and practices of learner-centered classrooms. Association for Supervision & Curriculum Development.
Week 12
Let’s revisit The Diagnostic and Statistical Manual of Mental Disorders (DSM-5-TR) & Resources to garner a further understanding for focusing on educational-social-emotional-physical strengths and hurdles in Community District and District 75 Schools:
- Learning Disabilities;
- Emotional Disabilities;
- Cognitive Disabilities;
- Other Health Impairments;
- English Language Learners;
- Gifted & Talented;
- LGBTQ+ Students
Artifacts on Blackboard Document’s Page, etc.:
- Diagnostic and Statistical Manual of Mental Disorders (DSM-5-TR) & Resources
Week 13
Let’s revisit some “Resources about Students with Disabilities” to garner a further understanding of:
- Due Process;
- Assessment;
- Collaborating with other Support Adults:
- Paraprofessionals, School Psychologist, School Counselor, Master of Social Work (MSW), Community-Based Organizations (CBOs), etc.
Artifacts on Blackboard Document’s Page, etc.:
- “Resources about Students with Disabilities”
Week 14
- Let’s revisit some “Resources about Students with Disabilities” to garner a further understanding of our Families!
Artifacts on Blackboard Document’s Page, etc.:
- “Resources about Students with Disabilities”
Week 15
- Final Assessment plus 20 hours of field experiences
Unless otherwise noted, this OER for SEED 3456 Inclusive Education and Teaching Students with Special Needs was created and curated by Professor Ingrid Thomas-Clark for Brooklyn College Spring 2023 and is licensed under a Creative Commons Attribution-Non Commercial-ShareAlike 4.0 International License.
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