- DOES IT AFFECT STUDENTS’ UNDERSTANDING AND OUTCOMES? DIFFERENTIATED INSTRUCTION Janice Congreaves EDU SPRING 2010

TABLE OF CONTENTS INTRODUCTION Statement of the Problem Review of Literature Statement of the Hypothesis

INTRODUCTION With the inclusion of students from non- English speaking backgrounds, disabilities, diverse cultural backgrounds, educators are compelled to rethink their teaching and instructional practices. The homogeneity of yesteryear has been replaced by widespread diversity, however, in many instances teachers do not appear to have adjusted their methods to keep abreast of these trends.

STATEMENT OF THE PROBLEM Regular classroom teachers make very few modifications in their instruction to suit the needs of students of various ability in their classroom. There is a tendency to “teach to the middle,” which can cause boredom in gifted students and confound students at risk resulting in poor achievement in both groups.

Review of Literature Pros: ( Robert Gagne, Dunn and Dunn, Howard Gardner ). Each of these theorist address the idea they students are not made from the same cookie cutter mold, and teaching should be adjusted accordingly. Gagne in his Condition of Learning stipulates that there are several different types or levels of learning. The significance of these classification is that each different type of learning requires different type of instruction. (Gagne, 1965)

Review of Literature Gardner describes learning differences through his multiple intelligences theory. According to his theory, humans have at least eight ways of being intelligent or talented about the world. (Gardner, 1999). Dunn and Dunn Learning Styles Model is built on the theory that each individual has a unique set of biological and developmental characteristics. These unique characteristics impact substantially on how a person learns new information and skills. (Good & Brophy, 1986).

Review of Literature Vygotsky stresses the importance of looking at each child as an individual who learns distinctively. Consequently, the knowledge and skills that are worthwhile learning varies with the individual. ( Vygotsky,1962) Tomlinson a renown educator states that “the differentiated classroom balances learning needs common to all students, with more specific needs tagged to individual learners” (Tomlinson, 2001).

Review of Literature Cons: Many teachers do not feel equipped to differentiate for a class of diverse needs and disabilities with in-service training. Planning for differentiating instruction is time consuming.

Statement of the Hypothesis H R 1. If grouped by academic ability, twenty-eight second grade students at PS X in Brooklyn, N.Y. will improve their math scores over a six week period.

REFERENCES Anderson, K. M. (2007). Differentiating instruction to include all students. Journal.of School Failure, 57 (2), Retrieved from ERIC database. Cox, 5. (2008). Differentiated instruction in the elementary classroom. Education Digest, Retrieved October 21, 2009, from ERIC database. Hawkins,V. J., (2009). Barriers to implementing differentiation: lack of confidence, efficacy and perseverance. The NERA Journal, 44(2), Retrieved from Wilson database. Hertberg-Davis, H. (2009). Differentiation in the regular classroom is equivalent to gifted programs and is sufficient — classroom teachers have the time, the skills and the will to differentiate adequately. Gifted Children Quarterly 53(4), Retrieved October 21, 2009, from

REFERENCES Kronberg, R., York-Barr, J., Arnold, K., Gombos, S., Truex, S., Vallejo, B., & Stevenson, J. (1997). Differentiated teaching and learning in. heterogeneous classroom: strategies for meeting the needs of all students. Retrieved from ERIC database. Pierce, R. L., Adams C., M., (2004).Tiered lessons: one way to differentiate mathematics instruction. Gifted Child Today, 27 (2), Retrieved from Wilson database. Rock, M. L., Gregg M., Ellis E., & Gable, R, A. (2008) REACH: A framework for differentiating classroom instruction. Journal of School Failure 57(2), retrieved October 21, 2009 from ERIC database. Tomlinson, C. A. (2001). How to differentiate instruction in mixed ability classrooms, 2nd ed, chapter 2. Retrieved from / Tomlinson, C. A. (1995). Deciding to differentiate instruction in middle school: one school’s journey. Gifted Children Quarterly 39 (2), Retrieved from Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., Conover, L. A., & Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest and learning profile in academically diverse classrooms: A review of literature. Journal for the Education of the Gifted, 27 (2/3), Retrieved from Wilson database.