The master of arts degree in differentiated instruction is designed for current educators with two to ten years of experience who are interested in leading change and reform efforts in their educational settings. These educators are those looking for knowledge, skills and dispositions to act as teacher-leaders in planning and implementing differentiated instructional improvements and curricular enhancements as they relate to all students. Candidates will:
Three of the classes required for this degree program apply toward the Illinois endorsement in Special Education or ESL/ELL. See the Curriculum tab below for details.
Three of the classes required for this degree program apply toward the Illinois endorsements in Special Education or ESL/ELL. These classes are marked with an asterisk (*) next to a course title in the curriculum listing below.
This course will provide an introduction to the philosophy, learning theory and theoretical perspective of differentiation. It will examine ways that classrooms can effectively support differentiating instruction and assessment to address the complex challenges of meeting the diverse learning needs and levels of all students.
Identification of characteristics of exceptional learners; applicable laws and policies; Response to Intervention; educational program development based on empirically-supported instructional techniques; assessment and IEP procedures; transition planning. Field experience required.
This course will focus on methods of instruction for diverse learners. Candidates will develop knowledge and skills for planning, implementing, coordinating and evaluating differentiated teaching and learning environments that challenge and assist diverse learners to achieve at their highest level of ability.
Candidates will develop the knowledge and skills of how to build a democratic learning community inclusive of a broad set of effective teaching strategies. Through this process the candidates will learn to shape and maintain learning conditions that facilitate effective differentiated instruction, including effective classroom management as an ongoing, maintenance-oriented process which involves motivating students to learn, providing appropriate instruction and feedback, and managing student work.
Teachers and educational leaders will develop an understanding of school-wide and classroom-based assessment and evaluation by analyzing the types and purposes of assessment, and the use of assessment as a tool for continuous school and student improvement. This course focuses on creating classroom-based assessment, and collection and analysis of that will be used to create new systems, programs, and instructional strategies that will address student needs by classroom, building and district.
This course is designed to identify the characteristics of individuals ages 3-21 with specific learning disabilities and emotional disabilities. The impact of characteristics on the cognitive, academic, language, and social development of individuals will be examined.
Examination of the correlates of effective literacy instruction. Emphasis on application of current theory and research in literacy and multiliteracies as it applies to P-12 classrooms.
Analysis of the cultural, social, psychological, structural and sociopolitical processes effecting cross-cultural learning in schools and the larger society.
An overview of current instructional technologies and their applications. The role of instructional design in the development of curriculum and the identification of strategies and pedagogical approaches to the integration of technology in the educational setting.
The capstone experience for differentiated instruction is the last course, Seminar in Differentiated Instruction.
As the capstone course, candidates will demonstrate differentiated teaching instruction in a field setting by designing a unit of study or block of instruction using differentiated strategies. Candidates will then teach the unit to students in an educational setting, analyze student learning gains, and reflect on their implementation of differentiated instruction. Candidates also will demonstrate their proficiency, knowledge and skills by integrating technology as a teaching and learning tool throughout the unit and its implementation.
This program is offered in a traditional, cohort, face-to-face setting and is typically completed in two years. This program is also offered online.
Our distinctive cohort system encourages you to foster lifelong professional relationships and worthwhile friendships. You will complete the program one class at a time, according to your cohort template sequence with your group. This collaborative environment facilitates learning and reinforces achievement. In addition, we offer occasional networking opportunities for our graduates, encouraging them to interact with other cohorts, educational professionals and alumni.
A master’s capstone is required for all master of arts candidates. This culminating project highlights the candidate’s mastery of content throughout his or her studies. Capstones are traditionally a summary of work demonstrating overall growth and specific understandings of the professional standards. The capstone serves as a performance-based evaluation and promotes reflective practice. It also demonstrates the professional’s proficiency in integrating technology and his or her ability to interpret theory into practice.
Students should apply online here.
In addition to the online application, students must submit an objective statement, all academic transcripts, copies of teaching certificates, two years of lead teaching experience, two letters of recommendation and a professional résumé.
Full admission requirements for the master of arts degree program are available here.
No. Concordia University Chicago does not require a GRE score for admission.
Applicants who possess a cumulative grade point average of 2.84 or lower or who have earned a master’s degree with a GPA lower than 3.0 may receive provisional or probationary admission. Please see the admission requirements for a full description.
International students must meet all standards for the program they wish to enter, as well as fulfill additional requirements covering English, transcripts, health issues and financial support, as detailed here.
Students do not need to be admitted to their degree program in order to register for their initial semester. Students may be placed on Pending Status until all required documentation has been received and may attend classes for one semester. Pending Status status does not apply to international students.
Classes meet at the cohort location one night per week for four hours from 4:45-8:45 p.m., unless otherwise noted. Candidates take one class at a time for eight-week terms during the autumn and spring semesters and the summer session.
Five years.
Undergraduate courses will not count toward your master of arts degree. Graduate courses from another school will be reviewed on a case-by-case basis by our graduate admission staff.
Payment is due before the start of each course.
Yes. Our financial aid advisors will be happy to discuss your options and go over the application process with you. Contact one of our advisors for more information or see our Steps for Graduate Students to Apply for Financial Aid.
Graduate students should contact Ethan Muench (Ethan.Muench@CUChicago.edu, 708-209-3234).
Currently there are no university scholarships available for students in master of arts degree programs. Students are sometimes able to obtain scholarships from an outside party.
No. Online students will complete all coursework and discussions through Blackboard, which is a web-based program that includes file posting, discussion boards, a calendar and grade posting, among other tools.
Students should be able to use whatever home computer they already own, whether a Mac or PC. You do not need to purchase a specific type of computer.
Students with technology problems or questions should call CougarNet. CougarNet is a collective group of technology services on Concordia University Chicago’s campus serving faculty, staff, and both residential, off-campus and online students. Contact the CougarNet Helpdesk at 708-209-3131 if you need personal assistance.