- DOES IT AFFECT STUDENTS’ UNDERSTANDING AND OUTCOMES? DIFFERENTIATED INSTRUCTION Janice Congreaves EDU FALL 2009

TABLE OF CONTENTS INTRODUCTION Statement of the Problem Review of Literature Statement of the Hypothesis METHOD Participants (N) Instruments (s) REFERENCES APPENDIX (CES) INTRODUCTION Statement of the Problem Review of Literature Statement of the Hypothesis METHOD Participants (N) Instruments (s) REFERENCES APPENDIX (CES)

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 The homogeneity of yesteryear has been replaced by widespread diversity, however, in many instances teachers do not appear to have adjusted their methods to keep abreast of these trends. 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 The homogeneity of yesteryear has been replaced by widespread diversity, however, in many instances teachers do not appear to have adjusted their methods to keep abreast of these trends.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. 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.

Review of Literature / Gardner (1999) 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. / 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 on how a person learns new information and skills. / Gardner (1999) 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. / 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 on how a person learns new information and skills.

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. / 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).“ / 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. / 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 / Differentiation can liberate students from labels, offering students individual opportunities to perform at their best (Tomlinson, 2003). / Implementing Differentiated Instruction exposes students to a variety of learning strategies and experiences, which helps them to be successful in our democratic society. When this happens, the level of student engagement increases because students are working at their ability and interest levels. / Differentiation can liberate students from labels, offering students individual opportunities to perform at their best (Tomlinson, 2003). / Implementing Differentiated Instruction exposes students to a variety of learning strategies and experiences, which helps them to be successful in our democratic society. When this happens, the level of student engagement increases because students are working at their ability and interest levels.

Review of Literature / Through Differentiated Instruction, each student will be able to master critical skills while also gaining an education that challenges them. Differentiated Instruction allows for different learning rates and structuring tasks at different complexities. (Morelock & Morrison, 1999). / Differentiated Instruction allows the teacher to focus on the same key principles for all students, however the instructional strategies would differ. / Through Differentiated Instruction, each student will be able to master critical skills while also gaining an education that challenges them. Differentiated Instruction allows for different learning rates and structuring tasks at different complexities. (Morelock & Morrison, 1999). / Differentiated Instruction allows the teacher to focus on the same key principles for all students, however the instructional strategies would differ.

Review of Literature / Differentiated Instruction, when implemented effectively, can be a solution to managing mixed-ability classrooms, reducing boredom, increasing motivation, improving behavior, and can close educational gaps. / Differentiated Instruction is a lot of work, but the students love it, frustration levels are lowered, and deeper understanding occurs (Scherer, 2000). / Differentiated Instruction, when implemented effectively, can be a solution to managing mixed-ability classrooms, reducing boredom, increasing motivation, improving behavior, and can close educational gaps. / Differentiated Instruction is a lot of work, but the students love it, frustration levels are lowered, and deeper understanding occurs (Scherer, 2000).

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. 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.

PARTICIPANTS / Twenty-eight second grade students at an elementary school in an urban community in Brooklyn, NY. / Seventeen girls and eleven boys. / General education classroom. / Twenty-eight second grade students at an elementary school in an urban community in Brooklyn, NY. / Seventeen girls and eleven boys. / General education classroom.

INSTRUMENTS / Student survey / Parent Consent Form / Student survey / Parent Consent Form

Appendix B: Student Survey Circle one response that shows how you feel about each statement Always=3 Sometimes=2 Never=1 1.I am excited about learning in school. Always Sometimes Never_____ 2.I get distracted during work time. Always Sometimes Never _____ 3.My work is too hard. Always Sometimes Never _____ 4.I feel bored when I finish my work. Always Sometimes Never _____ 5.I would like to have a choice in the kind of work I do. Always Sometimes Never _____ Circle one response that shows how you feel about each statement Always=3 Sometimes=2 Never=1 1.I am excited about learning in school. Always Sometimes Never_____ 2.I get distracted during work time. Always Sometimes Never _____ 3.My work is too hard. Always Sometimes Never _____ 4.I feel bored when I finish my work. Always Sometimes Never _____ 5.I would like to have a choice in the kind of work I do. Always Sometimes Never _____

Appendix A: Consent Form December 17, 2009 Dear Principal, I am currently enrolled in a graduate Childhood Education program at Brooklyn College that requires me to complete an action research project. The focus of my research, will be differentiated instruction. Part of my research will involve a student’s survey, collecting student’s work and data all information gathered will be strictly confidential. Potential benefits of this research include increasing my knowledge of how children learn, helping other teachers who are interested in differentiated instruction, and helping me reflect on and analyze my teaching practices. I am hereby requesting permission to conduct this research in my class Sincerely, Janice Congreaves December 17, 2009 Dear Principal, I am currently enrolled in a graduate Childhood Education program at Brooklyn College that requires me to complete an action research project. The focus of my research, will be differentiated instruction. Part of my research will involve a student’s survey, collecting student’s work and data all information gathered will be strictly confidential. Potential benefits of this research include increasing my knowledge of how children learn, helping other teachers who are interested in differentiated instruction, and helping me reflect on and analyze my teaching practices. I am hereby requesting permission to conduct this research in my class Sincerely, Janice Congreaves

References How to djfferentiate instruction. Retrieved September 16, 2009, from Differentiated instruction. Retrieved September 16, 2009, from Pro and cons of djfferentiated instruction. Retrieved September 16, 2009, from ~ Differentiating instruction. Retrieved September 16, 2009, from http;// shaw.calpriscillatherouxldifferentiating.html Anderson, K. M. Differentiating instruction to include all students (2007), Journal of School Failure, 57(2), 49-5 Retrieved October 21, 2009, from ERIC database. Cox, 5. (2008). Differentiated instruction in the elementary classroom. Education Digest, Retrieved October 21, 2009, from ERIC 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 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. How to djfferentiate instruction. Retrieved September 16, 2009, from Differentiated instruction. Retrieved September 16, 2009, from Pro and cons of djfferentiated instruction. Retrieved September 16, 2009, from ~ Differentiating instruction. Retrieved September 16, 2009, from http;// shaw.calpriscillatherouxldifferentiating.html Anderson, K. M. Differentiating instruction to include all students (2007), Journal of School Failure, 57(2), 49-5 Retrieved October 21, 2009, from ERIC database. Cox, 5. (2008). Differentiated instruction in the elementary classroom. Education Digest, Retrieved October 21, 2009, from ERIC 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 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.

References Rosenbaum, M., (2002). Differentiated instruction: Reality or Fantasy? Tomlinson, C. A. (2001) How to differentiate instruction in mixed-ability classrooms, 2 nd ed, chapter2 [E1ectronic version] Retrieved from Tomlinson, C.A. Deciding to differentiate instruction in middle school: one school’s journey[Electronic version].Gifted Children Quarterly 39(2), Retrieved October21,2009 from University of Minnesota, Minneapolis, Institute on Community Integration. Differentiated teaching & Learning in heterogeneous classroom. Retrieved October 21, 2009 from the website. Rosenbaum, M., (2002). Differentiated instruction: Reality or Fantasy? Tomlinson, C. A. (2001) How to differentiate instruction in mixed-ability classrooms, 2 nd ed, chapter2 [E1ectronic version] Retrieved from Tomlinson, C.A. Deciding to differentiate instruction in middle school: one school’s journey[Electronic version].Gifted Children Quarterly 39(2), Retrieved October21,2009 from University of Minnesota, Minneapolis, Institute on Community Integration. Differentiated teaching & Learning in heterogeneous classroom. Retrieved October 21, 2009 from the website.