...“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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...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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... |Science, Technology | |Topic or Unit of Study |Classification of plants and animals | |*Grade/Level |4th Grade | |*Summary |The students will learn how to classify plants and animals into groups based on their characteristics. | | |Some of the characteristics that students will look for include plants, animals, things, that lay eggs, | | |things that live underwater, etc. Students will be able to visualize and know that sometimes plants and | | |animals can be classified into more than one group depending on the features of the specific groups. | |STANDARDS AND DIFFERENTIATED INSTRUCTION: | |*Standards |NSES Standards: Life Science: The Characteristics of Organisms -#1 | | |Alabama Science Course of Study Standards – 4.6...
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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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...action. According to the state and federal report card, Denmark-Olar Elementary School has received an At-Risk or Below Average in the area of math. Over 87% of students who take Map Test receive less than the mean score of 200 while over 92% of students are unable to score at least a C on the quarterly benchmark. Providing results from these assessments and teacher’s observation over the last five years, students are not working according to the state standards in the areas of math. (Numbers, Operations, Geometry, and Measurement). In order to find out what is the cause of the school becoming so behind in math there are several questions that may lead to the cause of students being so behind in math. In what ways can teachers offer differentiated instruction daily in math? In what ways can teachers use data to plan and lead instruction? Finally, are teachers attending enough professional developments that are math centered or taking courses that would benefit their ability to plan, deliver, and understand math....
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...Differentiated Instruction Strategies and Student Achievement Communication Strategies January 22, 2012 Annotated Bibliography Grafi-Sharabi, G. (2009). A phenomenological study of teacher perceptions of implementing the differentiated instruction approach. (Doctoral dissertation). (Available from University of Phoenix). ProQuest Dissertations and Theses, (UMI No. 35812) In this qualitative phenomenological study, the author examined the implementation of the differentiated instruction in New York City. The project involved. The study examined the problems encountered by 20 tenured English language arts teachers, who also served as instruction leaders. The findings of the study had several implications. Most of the teachers had a favorable attitude towards differentiated instruction strategy. Only few teachers expressed apprehension of implementing the strategy due to workload, and lack of proper training. The report a lack of proper data collected on student potential, teacher’s knowledge, and strategy management. The study also showed that teachers were aware of the mandates, and policies behind differentiated instruction. However they identified shortfalls with the strategies like preparation, professional development, and administrative support. Durrett, T. A. (2010). Effective differentiated instructional elements for improving student performance as perceived by secondary principals in exemplary public high schools...
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...N. Lodge St. Thomas University Abstract Teaching children with learning disabilities requires extensive knowledge in terminology and multiple frameworks of classroom instruction and management. When implementing different frameworks, it is imperative to understand the role of each concept and how it can be used successfully to support students with learning disabilities. Differentiated Instruction can be provided through Response to Intervention (RTI), the Universal Design for Learning (UDL), and Technology in the Classroom, which are all well-known frameworks or strategies when discussing the teaching of students with disabilities. This paper will discuss each framework and its use within the classroom. Terminology Research Project Teaching students with learning disabilities presents difficulties for teachers utilizing traditional teaching strategies. “As every veteran teacher realizes, students with learning disabilities and other learning disorders may be less engaged in the learning task, unable to cope with multiple instructions, and poorly organized in their thinking and work habits when compared with students without disabilities.” (Bender, 2012, p.1) With this in mind, experts in the field have, over the course of time, developed several frameworks to support students with learning disabilities in the classroom. These frameworks of differentiated instruction, The Universal Design for Learning (UDL), Response to Intervention (RTI), and the use of technology...
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...What exactly is differentiated instruction? Differentiated instruction is a structured model for successful and supportive teaching that involves providing different students with different outlets to learning. Teachers in the U.S. have more diversified class groups than ever before and it is a challenge to reach out to every entity (Fast Facts).Because no two students learn the same, Differentiated Instruction can be and should be relevant, complex, and rigorous. Therefore, the questions asked in instruction should be a challenge for students, require students to think on their own, and should focus on the how the students can apply it on a day to day basis. According to Morgan in “Maximizing Student Success”, an effective teacher should...
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...Foundations and Implications of a Differentiated Classroom Welcome, everybody, to this first school day. I hope you all had an awesome holiday with your family and friends. I would like to welcome you all and extend to you a warm pleasant smile as you are my family now – and I expect a lot more good times as we move forward. In this brochure I have included important information as regards to your children's coming education environment, as well as how, together, we can help them achieve their best out of the classroom. Definition of Differentiation When I have a differentiated classroom, it means I adjust my instruction using various strategies, which help all my students to meet all their learning needs. Not all students have the same learning...
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...Summary In the article, "Differentiate Curriculum Enhancement in Inclusive Middle School Science", it compared differentiated and traditional (teacher-led) instruction. For twelve weeks, they tested thirteen classes of 213 students. Out of the 213, forty-four had learning difficulties. The experimental classes received differentiated instruction, such as, hands-on and peer-mediated. While the control group received teacher-led (traditional) instruction (Mastropieri et al., 2006). This was a four-fold investigation. First, it was "to determine whether differentiated curriculum enhancements relevant to the study of scientific methods could be developed for eighth-grade inclusive science classes" (Mastropieri et al., 2006, pg. 132). Secondly, using a peer-mediated format to incorporate materials. Thirdly, they wanted to see if test scores would improve if they used this randomized field trial. Finally, it was to determine whether the students had a good experience and enjoyed using these materials (Mastropieri et al., 2006). The method of data collection included four parts. Initially, the class was given a pre-test. Then they divided the classes up into two groups. For twelve weeks, 90 minutes four days a week and 45 minutes on the fifth day, the class was instructed either through the traditional way of teaching or by using differentiated instruction. The traditional classroom learned the material either through teacher-led discussion, taking notes, using the textbook or...
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...Arts; Mathematics; Science; and Social Studies. Despite the many different resources being available, it might not always be easy to pick which teaching textbook resource would be the best to use in today’s classroom. For instance, two different books, such as Houghton Mifflin Reading (2003) and Journeys (2011) are similar in some ways and different in other ways making it hard to decide which should be used in today’s classrooms. Houghton Mifflin Reading (2003) and Journeys (2011) for second grade Language Arts are similar when looking at their table of contents and glossary. For instance, both have a table of contents at the beginning of the book as well as a glossary in the back of the book. They do, however, differ in when looking at their index. Houghton Mifflin Reading textbook provides an index at the back of its book, whereas Journeys does not even have an index, but instead, it is sectioned off using tabs to indicate where things are located throughout its book. The layout of these two books are consistent and the chapters are arranged...
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...I know last year when I had the lower learners I would take the tasks sent out by our gifted teacher and those who have large gifted population and tweak them to make them work and benefit my students. Effective teaching strategies are effective no matter the type of learner. I make it effective by knowing my students. I think concept based learning connects wonderfully with differentiated instruction. We can take the large concepts and integrate them into other content areas. In Chapter 6 of her book, The Differentiated Classroom, Carol Ann Tomlinson cautions us against teaching skills in isolation. She says doing so will “strip learning of relevance and power” (Tomlinson, 1999). One way I increase student engagement is by sharing real world examples of I use the given concept or how they can and do use it. When I take that time to make these connections to things they already know, they then feel empowered to learn the concept because they already use the skill. I feel it gives them a step up toward learning difficult ideas and making connects across to...
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...RUNNING HEAD: LEARNING STYLES AND STUDY HABITS: TEACHING STUDENTS TO TAKE CONTROL OF THEIR OWN LEARNING Learning Styles and Study Habits: Teaching Students to Take Control of their Own Learning Stacey M. Meyer LEARNING STYLES AND STUDY HABITS Abstract In this study I examined the potential for using learning styles inventory data to help Advanced Placement Environmental Science students work to their strengths and study more effectively. Researchers in previous studies found that when students were taught how to accommodate their own learning style preferences, their confidence, attitude, and academic achievement improve (Boström & Lassen, 2006; Dunn et al., 2009; Lovelace, 2005). In this study, I recorded students study habits using a pretest and student interviews and then implemented an intervention in which I taught students new study techniques based on their perceptual preferences. After the intervention, I used a posttest and more student interviews to determine if students changed their study habits and record how they felt about these changes. My students reacted positively to this intervention, reporting that it was helpful and that they would continue to use their new strategies. 2 Keywords: Study skills, learning styles, learning style preferences LEARNING STYLES AND STUDY HABITS In this study I examined the potential for using learning styles inventory data to teach students how to make accommodations that cater to their preferences while studying...
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...Differentiated Strategies for Assessment Name: Course: Professor: Institution: Date: Effectiveness of Assessments Assessment is process teachers use to evaluate their students before, during and after learning with an aim of finding out what they know prior to learning and what they have learnt after the learning process. There different types of assessments each with its role. The pre-assessment is a type of assessment done by the teacher before learning begins to evaluate what the students know. It’s done to find out the skills and strengths and prior knowledge that students have before learning. The formative assessment is a type of assessment done during learning to ensure that the students master the concepts being taught in class. It helps the teacher identify the students that need additional help before a unit is completed. The teacher can give questions or assign students to groups and identify the weak students. The summative pre-assessment is done after learning. A teacher uses it to identify what the student has learnt and how effective the learning process (Chapman & Gregory, 2007). Teachers need to ensure students access their education needs equally irrespective of their diversities. This requires them to understand and appreciate the different cultures of the students and develop an assessment that will ensure effective and equitable educational experience for everyone. In order to develop an efficient assessment, the teacher needs first to research on the...
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