...“The relationship between Differentiated Instruction and Standardized Testing Outcomes” Tiffany R. Williams Argosy University June 14, 2012 Theoretical Framework Once the literature review was engineered, it was determined that there was sufficient research provided on differentiated instruction and standardized test outcomes. The theoretical framework consisted of different philosophies and theories on differentiation instruction, meeting the individual needs, and how differentiating instruction and standardized testing outcomes coexist. Differentiation is described as an educational strategy that cogitates that students’ learning profiles are different and that their highest learning capacity is reached when educators accommodate curriculum and instruction to meet individual needs. Other theorists have perceived differentiated instruction in their own ways and the purpose of this literature review is to validate the research study by aligning it with the findings of each point discussed. Literature Review Introduction Education is said to be the process of receiving systematic instruction; the delivery of knowledge and information between a student and a teacher; and the level of cognition. Before the embodiment of education that involves curriculum and assessments mandated by the government, it was merely a system that was in the hands of the state, parents, and church. During this time, schools focused on literacy and assessed students on the basis of how...
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...Differentiated Instruction: Multiple Instructional Method (MIM) Emanuel Parker Saint Leo University Introduction Instruction is an important part of the development process for children when they are beginning to read. Many children do not learn or begin to read at the same level as their peers. Research suggests that reading problems are preventable for the vast majority of students who encounter difficulty in learning to read, if these students receive extra support in the form of an early intervention program (Goldberg, 1994). Interventions programs provide multiple methods of instructions that are particular to that student. Being able to determine if differentiated instruction is more effective than the use one method of instruction would be sufficient to change the way America teaches their children to learn. Every learner is different; however, instructors still use one method to instruct. Doing this does not facilitate learning for every learner. Using differentiated instructions would allow for instructors to enhance the learning experience for learners in attendance. The Multiple Instructional Method (MIM) allows the instructor to use various approaches to learning in order to affect every learner. Curriculum would be designed to enhance the learning experience for all learners by being flexible, strategic, and affective. Instructors are aware of how their students are learning; research will never be able to tell them exactly...
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...for lessons is the many theories that are available for our use. Because of the fact that children learn and develop at different stages, it is important to evaluate each child and make sure the lessons we are planning to teach is at that child’s level. In order to ensure we have chosen the best pathway for the child’s learning experience it is also important for teachers to make themselves familiar with these theories and discover when and how to use them. One theory I found to be a good resource is Behaviorism which is also known as behavioral psychology; this theory is based on the fact that all behaviors are acquired through conditioning. This conditioning can occur with the interaction of the environment. According to this theory behavior can be studied in a systematic and observable manner regardless of internal mental status (cherry, 2012). The two major types of behaviorism are classical conditioning, and operant conditioning. The classical conditioning theory is based on the act of placing a neutral signal before a naturally occurring reflex. For example you smell coffee and you want to drink a cup. On the other hand operant conditioning is considered instructional conditioning and it incorporates methods of learning through rewards and punishments for one’s behavior. There is an association between behavior and a consequence for that behavior (cherry, 2012). Another theory teachers need to become familiar with are cognitive theories. These...
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...year that I teach those students it will be my actions that will entice children to want to be in school and learn. I will be in the position not only in educating them, but to get to know them as individuals. I believe that by assessing each student for their individual qualities I will be able to provide differentiated instructions to connect with each student. My direction in education is to teach middle school science. I chose the subject of science because I feel that this subject can be difficult to understand and overwhelming. I know for me, I had to work hard to learn and understand certain topics in science. But because of my teachers and the way they taught; I began to love science. That is what inspired me to want to become a science teacher. I look forward to creating a curriculum that will challenge students to apply concepts and analyze results. I want to witness children not only learning, but becoming involved in their education. I see myself as a teacher following several theories immersed in education. One theory I accept as a true concept is the constructivism theory. Susan Doherty who is teacher and believed in the constructivism theory wrote: One key, I think, is to allow and encourage the students to ask and seek the answers to their own questions. In this way, students’ minds and hearts become active, leading them on a lifelong journey of inquiry and self-motivated learning. (Cooper & Ryan p. 308 2013). I believe in providing a...
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...of a second language. Many things affect students learning such as factors that have to do with the individual, social and societal issues. These factors are language, language distance, native language proficiency, knowledge of the second language, dialect and register, language status, language attitudes, the learner, diverse needs, diverse goals , peer groups , role models, home support the learning process, learning styles, motivation and classroom interaction and quality of instruction(Walqui,2003). As an educator this essay writer needs to know what second language acquisition theories are important to use, knowing the previous afore mentioned theories and factors will help this writer as a teacher be able to meet the needs of my ELL students. We as educators must be able to use scaffolding, sheltered instruction, stages of language proficiency, sociocultural competence, and standard American English(Echevarria, Vogt, & Short, 2004).. By using differentiated instruction it helps students learn most importantly. In reading the article The Impact of Experience and Coursework: Perceptions of Second Language Learners in the Mainstream Classroom written by Mantero McVicker from the journal Radical Pedagogy in the spring of...
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...Integrating Differentiated Instruction and TRIBES Table of contents Inspiration for Inquiry 1 Inquiry 1 Hypothesis 2 Tribes® 2 Evidence from Literature 4 Critical Analysis 7 Conclusion 9 Application 10 Reflection 11 References 14 Integrating Differentiated Instruction and Tribes® Inspiration for Inquiry Ventana Ranch Elementary School is completing its second full year of existence in the Albuquerque Public School system. An educational model known as Tribes TLC®: A New Way of Learning and Being Together was selected for the school by the principal (Gibbs, 2001). One of the conditions for employment at this school was to attend a twenty-four hour basic training course and then implement the process daily in the classroom. This process centers around four tenants known as agreements: Mutual Respect, Attentive Listening, Appreciations/No Put-downs, and The Right to Pass. These agreements are not only applicable to the classroom; they are also applicable school wide. The outcome of the process “is to develop a positive environment that promotes human growth and learning” (Gibbs, 2001, p. 21). The Albuquerque Public School District (APS), responding to President Bush’s No Child Left Behind Act (NCLB), is mandating that all teachers differentiate instruction in their classrooms in order to help all students learn and succeed in their school careers. . Even with this mandate...
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...ABSTRACT The purpose of this study was to determine if differentiated instruction had an effect on student achievement. The researcher sought to answer two research questions “Does differentiated instruction have an impact on student achievement?” and “Are there components of differentiated instruction that have a greater impact on student achievement than others?” The study followed a mixed method design and consisted of two parts. First, a quantitative analysis of test scores from the Michigan Education Assessment Program (MEAP) and teacher and student survey results were analyzed as a means to outline broad relationships from the data. Results from the quantitative findings directed the researcher on how to frame the qualitative design. Second, a qualitative analysis of classroom observations and interviews with teachers was conducted. The qualitative portion of this study followed a social interactionism orientation adopted by social interactionism theorist (Blumer, 1969). This approach allowed the researcher to analyze relationships between the differentiation variables. The quantitative data methods of surveys and test scores, qualitative techniques of classroom observations, and teacher interviews were triangulated. Triangulation of data was used to support research findings through independent measures to point to the same conclusions (Webb et al., 1965). The conceptual framework (Hall, 2004) served as the foundation in the identification of the differentiation variables...
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...qwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqweyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwerty...
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...Choice Words, by Peter H. Johnston an instructional book I choose for my artifact from Dr. Rodriguez’s EDRE 4861 Integrated Language Arts & Social Studies Instruction K-8 fall class. This book provides many different resources I need in order to make my lesson plans beneficial for every student. When planning my lessons I will individually and collaboratively select and create learning experiences that are appropriate for curriculum goals and content standards, and are relevant to learners. I will consider every child’s background and tap into their prior knowledge when preparing my assignments. It is important for me to help my students meet their learning goals through strategic planning and instructions. It is vital for me to be organized and use content knowledge, curriculum, integrative strategies, and pedagogy to develop each lesson. I will intentionally remember my students’ background, and how they learn in order to create the most effective and meaningful instructions possible. Choice Words, allows me to make sure my lessons are flexible to accommodate all my student’s learning styles. I will develop my individual lesson plans that require attention in the areas of interdisciplinary skills, standards of learning, differentiated, assessment,...
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...Section 1: Mission and Vision Statement My mission statement: I will do everything as a teacher that I can to go above and beyond to teach and encourage my students. By using the latest and most age appropriate technology available, my students will leave my class with the confidence of being able to successfully use and employ each technology tool. Vision statement: I will teach my students what they will need in order to be successful in years to come, giving them a since of knowledge that they can productively improve the community they live in by using good communication, and technology skills. Section 2: Communications Plan The development of a plan to integrate technology into the learning environment in a classroom is a process that needs careful research and planning (Vanderlinde& Van, 2013). As a new educator I do feel confident that if set up for success this is possible. When it comes to communication it very important that teachers use technology as a tool to enable communication to take place easier and faster, with their students and parents. Being a teacher I find it necessary to allow all types of communication to be possible. When doing so it is proven that the parent and family involvement leads to better academic achievement (Kervin, Verenikina, Jones, & Beath, 2013). As a teacher I am a strong believer that communication from parent to teacher is a must for students be become stronger learners. Being a new teacher I need the help from parents...
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...Customized Learning Theory: Reflective-Constructivism Kylie-Anne Noreiga Liberty University EDUC 500: Advanced Educational Psychology Dr. Gary Smith October 8, 2014 Introduction An elementary school first grade classroom teacher has spent the last four months teaching his students concepts of basic addition and subtraction. Students continue to show progress in understanding of both addition and subtraction skills through direct instruction, guided practice, homework practice worksheets, and in-class assessments, both informal and formal. During in class station activities as an alternative to outdoor recess, Mr. Duncan pulls out several games/activities and a timer; students will rotate through game stations every 10 minutes to allow students to experience various stations. Two of the activity stations involve math games such as Monopoly Junior and Candy Land. As students delve into their activity stations, Mr. Duncan observers his students unknowingly performing algorithms, maybe without a true understanding of why they are doing so yet, but still – applying learned skills correctly to real-world activities. Later that same school year, students in Mrs. Robinson’s second grade class are reviewing the value of money. Zayne’s father gives him $1 for each chore completed during the week. Within a few weeks, Zayne earns and saves $30 dollars and decides to spend his money on a Snakeez, a portable cup with a lid that...
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...& Wintergerst, A. C. (2005). Assessing and Validating a Learning Styles Instrument. System: An International Journal of Educational Technology and Applied Linguistics, 33(1), 1-16. Bodycott, P. (2012). Embedded culture and intercultural adaptation: implications for managing the needs of Chinese Students. Journal of Higher Education Policy and Management, 34(4), 355-364. doi:10.1080/1360080X.2012.689199.Bruinsma, M. (2003). Effectiveness of higher education: Factors that determine outcomes of university education. S.l.: ICO. Buckingham, D., & Scanlon, M. (2004). Home learning and the educational marketplace. Oxford Review of Education, 30(2), 287-303. doi:10.1080/0305498042000215575.Cassidy, S. (2004). Learning Styles: An overview of theories, models, and measures. Educational Psychology: An International Journal of Experimental Educational Psychology, 24(4), 419-444. doi:10.1080/0144341042000228834.Charlesworth, Z. M., Cools, E., & Evans, C. (2010). Learning in higher education ? how cognitive and learning styles matter. Teaching in Higher Education, 15(4), 2010. doi:10.1080/13562517.2010.493353.Chiou, H. H., & Chen, B. H. (2012). Learning style, sense of community and learning effectiveness in hybrid learning environment. Interactive Learning Environments, 1-12. doi:10.1080/10494820.2012.680971.Day, C., Schweisfurth, M., & Gu, Q. (2010). Learning and growing in a ?foreign? context: intercultural experiences of international students. Compare: A Journal of Comparative...
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...Development Jane Loevinger Washington University Evidence for the construct validity of the SenCompletion Test of Ego Development (SCT), some of it previously unpublished, is reviewed. The substantive component is substantiated both by intuitive plausibility and by the fact that rating skill can be communicated through written instructions. Internal consistency is shown by alpha coefficients of about .85. Evidence for sequentiality is provided by studies showing cross-sectional gains with age during adolescence, similar profiles of item scores for adjacent total protocol ratings, substantial correlations over long time spans, gains proportional to retest intervals during adolescence, gains following theory-relevant interventions of several months’ length, and better comprehension of lower than of higher stages. The SCT has substantial correlation with tests of related conceptions, such as Kohlberg’s test of moral maturity, and with measures of ego level applied to other behavior samples. Correlations with isolated traits characteristic of specific stages range from negligible to positive. Studies of external validity in general yield positive results, though theory does not sharply define what results should be considered positive. At lower ego levels there is behavioral evidence confirming the syndromes; at higher levels differential evidence lies in attitudes and ideas. Overall, the test has adequate validity for research purposes when administered and scored with sufficient care...
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...Bobbitt’s students at the University of Chicago. Edward Thorndike (1910) Thorndike wrote that “psychology makes ideas of educational aims clearer. Psychology contributes to a better understanding of the aims of education by defining them, making them clearer; by limiting them, showing us what can be done and what can not; and by suggesting new features that should be made parts of them. When one says that the aim of education is culture, or discipline, or efficiency, or happiness, or utility, or knowledge, or skill, or the perfection of all one's powers, or development, one's statements and probably one's thoughts, need definition.” “Alignment is a very old concept in education. Much of the theory behind it was developed by Thorndike (1913) in his creation of the “identical theory of the transfer of training.” – Quote from Deciding What to Teach and Test, by Fenwick W. English The Cardinal Principles of Secondary Education...
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...Collaboration Case Study |Teacher |Strategies |Reasoning |Opportunities |Challenges | |1 |Build Rapport: As a literacy coach, I would |Lillian is an experienced teacher which is why I |Collaborative Resource Management: Through|The biggest challenge I can identify in working with | | |work on building a rapport with Lillian as |chose the collaborative stance. Through validating|collaboration, the teacher and coach work |Lillian, is resistance to coaching suggestions, because | | |the first step. Because she is an experienced|her as a good resource for other teachers, |together to explore school resources, |she was not hired for the Literacy Coach position for | | |teacher, my approach would be in a way that |providing ideas of effective lessons and |discuss effective ways of how to implement|which she applied. Therefore, I feel it’s more important | | |is respectful to recognizing her expertise. |strategies, she will ideally be more open to |the resources, and discuss strategies. |to establish a rapport with Lillian initially. | | |Examples of this are: Initially I would |coaching and collaboration. In other words, if she|This will allow Lillian to share...
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