Course Outline
Differentiated Instruction

Course Fee: $95
Continuing Education Hours: 16 CEH
Course Approved by: The American Culinary Federation
Subject Area: Culinary Education
Instructor: Amber Johnson

The fee for this course includes access to all online course materials and an official certificate of completion from chefcertification.com. Once your course is completed, your course completion will be authenticated, and a certificate of completion will be generated. This official certificate of completion will uploaded to your account, and available through the course dashboard for this course.

Introduction/Course Description:

This course is designed to define Differentiated Instruction and demonstrate how educators can get excited about meeting the needs of the varied individuals in their classrooms. It is the goal to provide the classroom teacher with simple ways to start differentiating today, as well as provide an abundance of ideas and tools to better meet the needs of students no matter what subject matter or grade level taught. Differentiated instruction can be adapted to meet different teaching styles. There is no single formula to follow; just basic guidelines which can be implemented as comfort levels increase. In this course, we will also tackle the tough issues of managing and assessing students in a differentiated classroom. It is my hope that as you work your way through this course that you realize and are encouraged by the fact that you most likely already do some differentiating already by using sound instructional strategies.

Course Objectives/Program Outline

This course is broken into major parts called modules. Each module contains content sections. Within each section, we cover one or more of the outlined learning objectives for the module. At the end of each module, there is a quiz. Some modules include a project. The breakdown for modules within this course is as follows:

Module One: What is Differentiated Instruction

Learning Objectives:

  • Provide a working definition for Differentiated Instruction.
  • Describe and offer examples of how to vary the content in order to differentiate instruction.
  • Identify how to vary the processes of how students learn in order to accommodate their individual learning styles, interests, and needs.
  • Explain how to offer a choice of products in order to accommodate the individual learning styles, interests, and needs of students.
  • Investigate the impact that student interest, readiness, and learning style has on instruction.

Project 1: Learning Style Surveys
Quiz: Multiple-choice questions that pertain to objectives above.

Module Two: Where Do I Start?

Learning Objectives:

  • Identify "Micro" strategies that the classroom teacher can use to begin differentiating instruction.
  • Introduce "Macro" differentiation, and explore ways to allow students to set their own depth of study through the use of Layered Describe Extension Activities and how they differ from a traditional Layered Curriculum
  • Describe Extension Activities and how they differ from a traditional Layered Curriculum.
  • Explore additional "Macro" models of differentiated instruction that can be used for all grade levels and subject matters.

Project 2: Layered Curriculum
Quiz: Multiple-choice questions that pertain to objectives above.

Module Three-Managing the Classroom Environment

Learning Objectives:

  • Explore the natural benefits of differentiating and how the brain applies.
  • Examine the importance of readiness, interests and individual learning styles.
  • Introduce "anchoring activities" as a way to enhance the differentiated experience.
  • Offer practical suggestions for maintaining a productive atmosphere in which cooperation and collaboration are the goals.

Project 3: Anchoring Activities
Quiz: Multiple-choice questions that pertain to objectives above.

Module Four-Grading and Assessment Tools

Learning Objectives:

  • Highlight sound educational assessment principles.
  • Identify and develop rubrics for classroom use. Understand what a portfolio is, and why they work.
  • Explore ways to construct a portfolio of skills for future use.
  • Identify additional tools to assess learning in a differentiated classroom.

Project 4: Create a Rubric
Quiz: Multiple-choice questions that pertain to objectives above.

Final Exam

Multiple choice questions taken from each module

Final Learning Statement

Learning statements should be in a narrative format – as opposed to an outline format. Depending on individual writing styles Learning statements should be 2-3 pages. The learning statement can vary according to individual style. Your learning statement should answer the broad question of "what did you learn?". To help get you thinking, here are some suggested questions:

  • What are the major concepts of the course that you have learned?
  • What new professional language have you acquired relating to the topic?
  • What teaching techniques for implementing new strategies in the classroom did you come away with?
  • Thinking back to your project reflections, were you surprised at the outcomes?
  • What new resources did you find in the study of the content?
  • As an educator, what new concepts will you now integrate into your teaching?
  • Are there any ideas that presented themselves as enlightening and useful?
Requirements for Course Credit

The following are the general course requirements for issuing academic credit:

  • Student must receive 80% or better on each module quiz as well as the final exam
  • Student must complete all course projects as outlined within the course
  • Student must complete a Final Learning Statement at the end of this course
Summer Option

If you are not currently teaching (ie. Summer break, you are a substitute teacher, etc.), each class offers you the ability to complete coursework independent of a classroom assignment.