The document provides instructions for an assignment to design a differentiated classroom environment plan. Students are asked to describe the demographics of their classroom and discuss how they will use differentiated instruction to design the physical layout. They must also describe how they will encourage positive behavior using proactive differentiated strategies based on current research. The assignment should be presented using Prezi, PowerPoint, blog, Voicethread, or Word document and include citations and references from provided course materials and scholarly sources.

1. Differentiated instruction doesn’t start with teaching, it starts
with building relationships in a safe, positive classroom
environment. This week you will create a differentiated
classroom framework based on a design that was originally
constructed to assist teachers in meeting the new Common Core
State Standards in an inclusion classroom (Voltz, Sims, Nelson,
& Bivens, 2005). This framework will be shared with other
teachers in your Professional Learning Community (PLC) with
the shared vision of creating a strong school vision that is
student-centered through the foundations of differentiation.
Assignment Instructions:
You will design a differentiated classroom environment plan
that includes a physical layout along with pro-social strategies
for encouraging positive behaviors. This may be presented as a
Prezi or PowerPoint, in a Voicethread with audio narration, blog
space, or using a standard Word document. The length of
presentation style will be determined by your choice of
presentation tool. Each section below must be thoroughly
addressed. The minimum length requirements are listed below.
Demographics
- Describe your current (or fictional) classroom including:
· Grade Level and Subject Area
· Total number of students – ability levels, gender, students
with special needs, English Language Learners (ELLs)

2. · Other relevant information (such as socioeconomic status,
family background, recurring behavior issues, etc.)
Classroom Environment
- Discuss how you will use foundational concepts of
differentiated instruction to design your classroom’s physical
layout to meet the demographics you’ve outlined. Be sure to
include:
· Furniture arrangement (this includes students desks, teacher’s
desk, computers, reading corner, library, pets, quiet zone)
· Architecture (this includes immobile objects and structures
such as doors, windows, bathroom, sink, bulletin boards, chalk/
white boards)
You must include at least one scholarly, research-based article
to support your design. You must also include either a diagram,
photos, or illustration along with a written (three to four
paragraphs) or narrated explanation (one to two minutes) of why
you chose this particular layout and how it relates to your class
demographics.
Classroom Environment - Minimum Length Requirements:
· Prezi or PowerPoint – three slides
· Blog or Standard word document – three to four paragraphs
· Narrated Voicethread – one to two minutes
Positive Behavior Environment
- Describe how you will encourage positive behavior using
proactive differentiated strategies based on current (within the
last five years) research. Be sure to include:

3. · Rules and routines that maximize success
· Value individual differences
· Emotionally safe environment
· Specific behaviors are expected (respect, listening, problem
solving)
Positive Behavior Environment - Minimum Length
Requirements:
· Prezi or PowerPoint – six slides
· Blog or Standard Word document – six paragraphs
· Narrated Voicethread – three minutes
Use your course text and at least two scholarly articles from the
Ashford University Library or Google Scholar to support your
research. Be sure to provide proper APA citations at the end of
your assignment for the sources that you use (e.g., at the bottom
of the blog or last slide of PowerPoint). If writing a paper, APA
format should be followed including title and reference pages.
Instructor Guidance
Week 2
This week you will:
Explain the importance of readiness and its relevance to
creating a differentiated classroom.

4. Interpret learning styles and multiple intelligences as a
foundation for differentiated instruction.
Analyze classroom behavior management strategies that
address diverse student populations.
Congratulations for completing the first week of class! Next, we
will move on to Week Two where you will explore how to
evaluate readiness prior to starting a new lesson, and its
importance for preparing students for success. You will also
review how learning styles influence your students’ engagement
in your lesson and its impact on information retention. Finally,
you will learn how to create a classroom management system
that encompasses diverse student populations.
Discussion Board
The ‘Multiple Intelligence’ theory was created by Howard
Gardner in 1983. With this theory, he explained that people
learn using various behaviors that can be translated into
‘intelligences’; in other words, learning strengths. The
behaviors we use to learn new information are not isolated but
include a mix of the following: musical-rhythmic, visual-
spatial, verbal-linguistic, logical-mathematical, bodily-
kinesthetic, interpersonal, intrapersonal, and naturalistic
(Gardner, 2011). In addition to having intelligence strengths
that influence our learning, we also have preferential learning
styles. Although there is no universally accepted ‘learning
styles’ method or specific characteristic list, there are
commonly held traits that are universally accepted that include:
visual, auditory, read/write, and kinesthetic (Fleming & Mills,
1992). By discovering patterns of learning styles and
intelligence preferences among your students, you can create

5. either homogeneous or heterogeneous groups for collaborative
learning environments or tailor independent learning activities.
Assignment
The Environment
Building on last week’s idea of creating a physical environment
that is conducive to learning, we will take a closer look at the
classroom, including how to make the most of fixed structures
such as windows, doors, white boards, and instructional
technology devices. Imagine your dream classroom: what would
it look like? Would it have windows? What kind of technology
would be built in? Would you have one large classroom or
divide it into small group centers? What would be on the walls?
Hanging from the ceiling? Would you have class pets? If so,
what would you have?
Remember that your students have different learning styles and
intelligence strengths and your room must be welcoming to
everyone. Think about how you work best. Do you find music
invigorating or distracting? Does sitting next to a window cause
you to daydream or is the sunlight refreshing? How will you
determine each student’s placement in the classroom?
Your Management Style
One of the biggest fears of new teachers is how to manage the
behaviors of a classroom full of students. It can be, and is,
intimidating, so having a firm plan in place before the first day

6. of school will set the tone for the remainder of the school year.
According to Tomlinson (2011), every teacher must be aware of
three critical questions to help guide them in classroom
management: What is the difference between leading and
managing, what are effective leadership steps, and what are the
strategies involved in effective and efficient differentiation?
The following webinar at the bottom of this website explains
this in more detail. You may click play on the webpage and also
download a pdf handout that goes along with the video.
The Differentiated Classroom: Responding to the Needs of All
Learners (Links to an external site.)
References
Fleming, N. & Mills, C. (1992). Not another inventory, rather a
catalyst for reflection.
To Improve the Academy, 11
, 137-155.
Gardner, H. (2011).
Frames of mind: The theory of multiple intelligences
. New York: Basic Books.
McKnight, H. (2011, November 14).
Multiple intelligences
(Links to an external site.)
[Video file]. Retrieved from
https://www.youtube.com/watch?v=cf6lqfNTmaM

7. Tomlinson, C. (2014, May 15).
The differentiated classroom: Responding to the needs of all
learners (Links to an external site.)
[Video file]. Retrieved from http://www.ascd.org/professional-
development/webinars/revisiting-the-differentiated-classroom-
webinar.aspx
Required Resources
Required Text
Puckett, K (2013).
Differentiating Instruction: A Practical Guide
[Electronic version]. Retrieved from
https://content.ashford.edu/
Chapter 7: Differentiation by Student Characteristic
Chapter 8: Differentiating Content
Articles
Voltz, D., Sims, M., Nelson, B., & Bivens, C. (2005).
A framework for inclusion in the context of standards-based
reform
. Retrieved from http://teachingld.net/pdf/m2ecca.pdf
Multimedia
Nieding , K., & Meyer, K. (n.d.).
Taking differentiation by learning profile to the next level.
(Links to an external site.)

8. Retrieved from
http://www.slideshare.net/jeremyvrtis/differentiation-by-lp-20
Websites
SurveyMonkey (Links to an external site.)
(https://www.surveymonkey.com)
Recommended Resources
Articles
CCSSO. (2011, April).
Intasc model core teaching standards: A resource for state
dialogue. (Links to an external site.)
Retrieved from
http://www.ccsso.org/documents/2011/intasc_model_core_teach
ing_standards_2011.pdf
King-Shaver, B., & Hunter, A. (2003).
Differentiated instruction in the english classroom
. Retrieved from
http://www.heinemann.com/shared/onlineresources/E00577/cha
pter4.pdf
Lui, A. (2012).
White paper: Teaching in the zone: An introduction to working
within the zone of proximal development (zpd) to drive
effective early childhood instruction
. Retrieved from
http://sowamslibrary.weebly.com/uploads/2/3/0/7/23079404/tea
ching_in_the_zone.pdf
Tomlinson, C. (n.d.).
Strategies for managing a differentiated classroom
. Retrieved from

9. http://www.ascd.org/ASCD/pdf/books/tomlinson2001_chapter6_
errata.pdf
Yatvin, Joanne. (2004).
A room with a differentiated view
. (Links to an external site.)
Retrieved from
http://www.nrcs.usda.nj.gov_www.fountasandpinnellleveledboo
ks.com/shared/onlineresources/E00669/chapter2.pdf
Multimedia
Tomlinson, C. [QEP VideoCoursesForTeacher]. (2011, October
5).
Carol Tomlinson on Differentiation: Response Teaching.
(Links to an external site.)
[Video file]. Retrieved from
http://www.youtube.com/watch?v=01798frimeQ
Tomlinson, C. (2012, May 6).
Tips for Configuring Your Classroom for Differentiation. (Links
to an external site.)
[Video file]. Retrieved from
http://inservice.ascd.org/educational-leadership/tips-for-
configuring-your-classroom-for-differentiation/
Web Page
Ashford University. (n.d.).
APA key elements (Links to an external site.)
. Retrieved from http://writingcenter.ashford.edu/introduction-
apa
Websites
Prezi (Links to an external site.)

10. (http://www.prezi.com)
VoiceThread (Links to an external site.)
(http://voicethread.com)
YouTube (Links to an external site.)
(http://www.youtube.com)