It is each student’s responsibility to check with his or her state/district and evaluate and understand any requirements related to the use of individual courses for any purpose.
Differentiation in the Mathematics Classroom (6-12)
Graduate Credit: 3 semester hours
Formats: Print & DVD or Online
Level: Grades 6–12
Registration Deadline: July 19, 2013
Complete by: October 31, 2013
Course #: EDUC-6954T
10 weeks after receipt of coursework
*For Print & DVD format, add $30 fee for Course Study Guide (required)
Within one math class, you’ll find middle school or high school students with a wide range of skills, learning styles, and attitudes toward math. How do you bring students of diverse abilities and needs to an equal level of competence, especially given the cumulative nature of mathematics proficiency? In this graduate course, you’ll learn how to apply grade-appropriate, differentiated instruction methods to provide students with multiple paths to understanding content. Through these strategies, you’ll learn to help students master fundamental skills and concepts, internalize content, visualize key concepts, and collaborate to solve problems.
- Assess students’ learning styles, interests, and skills so you can identify the differentiated instruction strategies most appropriate to those styles and abilities.
- Align instruction and student assessments to district, state, and Common Core State Standards.
- Build a repertoire of instructional strategies, tools, and resources geared specifically to content, grade level, and needs of your students.
- Address cumulative mathematics achievement gaps and negative attitudes that hinder student progress.
Download a course fact sheet to share with your supervisor, principal, and other teaching colleagues who may be interested in learning more about Canter graduate courses. The overview includes a description of the course as well as information on:
- Course topics and outcomes
- Course assessment criteria
- System requirements
- Featured education experts
Edward J. Thomas, Ph.D
Dr. Thomas is founder and president of Dimension 2000, a professional development organization that works with teachers of mathematics. He has over 30 years of experience as a mathematics teacher at the middle school, high school, district, and undergraduate levels. Edward has authored several articles and books on mathematics instruction and has developed a number of educational games for the mathematics classroom. He was the co-chair of the Northwest Georgia P–16 council, an initiative designed to improve teacher quality and student achievement from preschool through the undergraduate level. Edward is an experienced mathematics consultant who has conducted workshops for schools throughout the country He has also presented at state, regional, and national conferences for the National Council of Teachers of Mathematics (NCTM), Georgia Council of Teachers of Mathematics (GCTM), Southern Regional Education Board (SREB), Georgia Association of Educational Leaders (GAEL), Georgia Middle School Association (GMSA), and the Association for Supervision and Curriculum Development (ASCD).
Carol Ann Tomlinson, Ed.D.
Dr. Carol Ann Tomlinson is Professor of Educational Leadership, Foundations, and Policy at the University of Virginia's Curry School of Education and co-director of the university's Institutes on Academic Diversity. Special interests throughout her career have included curriculum and instruction for struggling learners and advanced learners, effective instruction in heterogeneous settings, and encouraging creative and critical thinking in the classroom. Dr. Tomlinson is a prominent expert on the concept of differentiation and provides professional development throughout the United States and abroad. She is the author of more than 100 articles, books, book chapters, and other professional development materials, including the text How to Differentiate Instruction in Mixed-Ability Classrooms..
Carol Ann Tomlinson has also authored books available through Canter’s partner, Corwin press.
Grace Smith, Ph.D.
Dr. Smith received a Ph.D. in Instructional (Educational) Technology from Wayne State University. Her experience includes 10 years as a teacher and reading specialist in public and private schools and eight years as a technology curriculum coordinator for a school district of 10,000 students. She has also worked as the director of continuing professional education at a business college, as an educational consultant, and as an adjunct professor at two universities, where she taught writing and technology courses.
Stephanie Throne , Ph.D
Stephanie Throne received a Ph.D. in Spanish Literature from the University of Michigan at Ann Arbor. She has extensive experience in developing online educational materials and at one point was the first instructor at her institution to offer online foreign language classes. Assignments necessitating the use of technology have always played an important role in all of her classes. She currently works as an independent contractor for adult, high school, elementary and preschool Spanish classes and as a private tutor for students of college level Spanish, elementary reading, and math.
The following course materials are included in the cost of tuition and will be delivered directly to you:
- Textbook: The differentiated classroom: Responding to the needs of all learners, by Tomlinson, C. (1999)
- Textbook: (Second book varies by grade taught ) Styles and strategies for teaching high school Mathematics: 21 techniques for differentiating instruction and assessment, by Edward J. Thomas, John R. Brunsting and Pam L. Warrick, or Styles and Strategies for Teaching Middle School Mathematics: 21 Techniques for Differentiating Instruction and Assessment, by Edward J. Thomas and John R. Brunsting
- DVD: Differentiation in the Mathematics Classroom
(The DVD is provided as a backup to streaming video online.)
Articles, other reading materials, academic policies, and other course information will be provided in your online classroom.
This is a graduate-level course; therefore, you must have a bachelor’s degree or above to enroll and receive credit.
Earning Graduate Credit
Total coursework for this course is equivalent to a 45 contact-hour course. Graduate credit will be issued when you successfully complete the following course requirements:
• Collaborate with study partner(s) (Print & DVD format only).
• Collaborate with colleagues through discussion boards (Online format only).
• View video segments.
• Complete required text/journal readings, assignments, and the final paper.
Course Completion Deadline
Print & DVD format: coursework must be submitted via email to WaldenCourseworkSubmission@waldenu.edu on or before October 31, 2013.
Online format: coursework must be submitted online on or before October 31, 2013.
Operating system for PC: Windows® XP, Windows Vista®, or
Operating system for Mac®: OS X or higher
Processor: 1 GHz, 32/64 bit or higher
Memory: Minimum 512 MB of RAM; 1 GB recommended
Browser: Microsoft Internet Explorer® 6.0 or higher; Firefox® 3.6 (also for Mac®: Apple® Safari® 4 or higher)
Internet connection: Broadband (DSL, cable modem, or similar) required
Software: Microsoft Word®, Adobe® Flash® Player 7 or higher (free), Adobe® Acrobat® Reader® version 8 or higher (free)
Monitor resolution: 1280 x 800 pixels or higher
Note: If you are using a Macintosh®, please be sure to download Mozilla® Firefox® 3.6. It’s free, and the download should take only a few minutes at http://www.mozilla.org/.
Got a question about this course?
Give us a call 1-800-669-9011