Course Information
SchoolPhilosophy and Education
Cycle / Level1st / Undergraduate, 2nd / Postgraduate
Teaching PeriodWinter/Spring
CoordinatorSouzana Panteliadou
Course ID280009200

Programme of Study: UPS School of Philosophy and Education (2011-today)

Registered students: 65
OrientationAttendance TypeSemesterYearECTS
CoreCompulsory courses beloging to the selected specialisationWinter/Spring-6
PedagogicCompulsory courses beloging to the selected specialisationWinter/Spring-6

Class Information
Academic Year2016 – 2017
Class PeriodWinter
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
Course Type 2016-2020
  • General Knowledge
  • Skills Development
Course Type 2011-2015
General Foundation
Mode of Delivery
  • Face to face
Digital Course Content
Language of Instruction
  • Greek (Instruction, Examination)
Learning Outcomes
Students will be able to describe the major theoretical principles of differentiated instruction and Universal Design for Learning discuss critically the relation among differentiated instruction, special education and inclusive education explain the significance of individual differences in readiness, interests and larning style for differentiating instruction develop assessment instruments and procedures for differentiation present the major strategies and techniques of differentiated instruction critically discuss about the consequences of learning disabilities on differentiated instruction develop differentiated instructional plans for different curriculum areas
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Make decisions
  • Work autonomously
  • Work in teams
  • Work in an interdisciplinary team
  • Appreciate diversity and multiculturality
  • Demonstrate social, professional and ethical commitment and sensitivity to gender issues
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
The high-diversity within the school population and the inclusive school philosophy, have led to the need for instructional adaptations on part of the teachers. In this course instructional adaptation is approached through the model of Differentiated Instruction (DI). DI includes adaptations of content, process and product based on the academic level, the learning style and the interests of the students. The role of instructional assessments, tiered instruction, management of activities and materials and specific strategies are introduced. A special emphasis is placed on explaining the impact of cognitive learning research findings on instructional applications. Syllabus 1 Presentation of the course content and requirements. Discussion abotu the form of instruction 2 Assessment of Learning style - Basic learningprocesses- Learninf and good instructional practices - myltiple intelligence and instructional methods 3 Need for differentiated instruction - Definition and basic principles - empirical validation 4 Forming working groups - assigning roles -relationship with Universal Diesign for Learning and Special Education 5 workshop 1 - first attempt for differentiation- access to Curriculum - the 3X3 model - Accommodations and adjustments 6 The role of assessment (for ability, interest and learning style) - myltiple ways - the significane of Rubrics 7 Differentiation by readiness - strategies - tiered instruction 8 Workshop - 2nd attempt - differentiation by interest - strategies - grouping strategies 9 Workshop - 3rd attempt- differentiation by learninf style - strategies - managind the environment 10 Differentiation in Language instruction 11 Differentiation in teacheing ancient Greek 12 Differentiation in teaching history 13 The role of teacher in the differentiated classroom
differentiation, effective instruction, learning disabilities
Educational Material Types
  • Notes
  • Slide presentations
  • Multimedia
  • Interactive excersises
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Laboratory Teaching
  • Use of ICT in Communication with Students
Use of videos, power-point presentations during lectures Use of the network during workshops communicating with students throygh e-class and e-mail
Course Organization
Reading Assigment251
Written assigments863.4
Student Assessment
Evaluation is based on the work-portfolio of each group. In the portfolio, students are required to include everything they have produced during the 3 phases of their work/workshops. They are also required to include a final group paer and presented in class. The fianla paper is due at the end of the 2nd exams week. The evaluation criteria are presented and discussed in class and presented also in the syllabus.
Student Assessment methods
  • Written Assignment (Summative)
  • Performance / Staging (Summative)
  • Labortatory Assignment (Formative)
Course Bibliography (Eudoxus)
Διαφοροποίηση της εργασίας στην αίθουσα διδασκαλίας. Tomlinson Carol Ann Εκδόσεις ΓΡΗΓΟΡΗ ΧΡΙΣΤΙΝΑ κ ΣΙΑ Διαφοροποιημένη διδασκαλία: θεωρητικές προσεγγίσεις και εκπαιδευτικές εφαρμογές Σουζάνα Παντελιάδου & Διαμάντω Φιλιππάτου
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