The Effects of Differentiated Instruction in Reading on Student Achievement and Attitude in a Fifth Grade Classroom PDF Download
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Author: Cheryl L. Rayl
Publisher:
ISBN:
Category : Inclusive education
Languages : en
Pages : 266
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Book Description
Author: Cheryl L. Rayl
Publisher:
ISBN:
Category : Inclusive education
Languages : en
Pages : 266
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Book Description
Author: Pamela Martus
Publisher:
ISBN:
Category : Individualized instruction
Languages : en
Pages : 130
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Book Description
Author: Lindsay R. Schroeder
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 136
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Book Description
The purpose of this study was to determine how differentiating mathematical instruction for fifth-grade upper-level learning students would impact their learning. The students were involved in mathematical challenges at their instructional level to see if they would show advancement with their mathematical knowledge and become more motivated in the classroom. This study used a pretest/posttest design during the fall trimester of the 2010-2011 school year. At the beginning of the study, the students were given an attitude survey to assess their feeling about mathematics an their current motivational levels in math class. They were also given a prealgebra pretest and the mid-year fifth-year grade assessment to determine what types of mathematical challenges would benefit them. After nine weeks, students were given the attitude survey again to determine if their attitudes and motivational levels about math class changed from the use of determine if their attitudes and motivational levels about math class changed from the use of differentiated math instruction. They were also given the prealgebra posttest, along with the mid-year fifth-grade assessment a final time to assess how much growth was made with their mathematical knowledge after receiving the differentiated instruction. During the study, the Iowa City Community School District's math curriculum. Everyday Math, was used as the main source of instruction and supplemental support was given through the book Real World Algebra, written by Edward Zaccaro. Assessments were given and data were collected on a regular basis through observation and the completion of the Everyday Math enrichment activities and the Real World Algebra practice pages. The data and results showed an increase in both the students' math skills and motivational levels in math class, which supported the hypothesis.
Author: Rachel Katherine Screnar
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 144
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Book Description
My classroom has children of varied background knowledge, learning differences, and readiness to learn. During math I often find myself teaching to the middle, neglecting to meet the diverse needs of all of my students. This project focused on the effects of differentiated instruction on students' understanding of fifth-grade math concepts. The effects of differentiated instruction on the level of understanding, and both student and teacher attitudes and motivation were also considered. This project investigated the effects of differentiated instruction strategies as compared to traditional classroom instruction. Students' understanding of fifth-grade math concepts were assessed by comparing two differentiated instruction units to the traditional taught unit using pre and postunit assessment data, concept maps, exit cards, and interview data. Student motivation and engagement were assessed through student questionnaires, observations, and interviews. Effects on my own teaching, attitude, and motivation were determined through the use of journaling, self-evaluation, and peer observations. The results indicated an increase in student understanding, motivation, and engagement. Results also suggest that students developed a deeper level of understanding of fifth-grade math concepts as reflected in their ability to develop higher-order answers according to Bloom's Taxonomy. Increased student motivation and engagement positively affected my teaching, attitude, and motivation toward math instruction.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 936
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Book Description
Author: Gwen Louise Rudney
Publisher:
ISBN:
Category : Literature and history
Languages : en
Pages : 346
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Book Description
Author: Laura Jean Andrews
Publisher:
ISBN:
Category : Fifth grade (Education)
Languages : en
Pages : 532
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Book Description
Author: Sharon Walpole
Publisher: Guilford Press
ISBN: 160623790X
Category : Language Arts & Disciplines
Languages : en
Pages : 193
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Book Description
This book provides a research-based framework for making differentiated instruction work in the primary grades. It includes scientifically validated techniques for teaching each component of the beginning reading program. The authors describe how to use assessment to form differentiated small groups and monitor student progress; plan which skills to target and when; and implement carefully selected instructional strategies. Vivid classroom examples illustrate what differentiated instruction looks like in action in each of the primary grades. For additional helpful resources, including classroom-ready lesson plans, teachers can purchase the complementary volume, How to Plan Differentiated Reading Instruction: Resources for Grades K-3.
Author: Olivia A. Brazil
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 60
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Book Description
Author: Elizabeth D. Dragone
Publisher:
ISBN:
Category : Inclusive education
Languages : en
Pages :
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Book Description
This qualitative case study was designed to identify and analyze instructional strategies used by fifth grade teachers to meet the needs of students with disabilities receiving reading instruction in inclusive settings. Seven participants in a large suburban school system were chosen through purposeful, criterion-based sampling. Semi-structured interviews were used to gain information about how teachers use data related to student readiness, interests, and learning profiles to design differentiated instruction. Observations were used to gain information about how the teachers implemented differentiated content, process, and products in the classroom. As more students with disabilities are served in inclusive settings, teachers are finding they need to differentiate instruction to meet the varied needs of their students. Previous studies have found that adjusting one of the components of differentiated instruction (readiness levels, interest levels, learning profiles, content, process, or product) to meet individual needs increases the opportunities for students to be successful in the classroom. However, there is limited research on the impact of combining all of these components into the framework of differentiated instruction on achievement levels. There is also limited research on how teachers actually plan and implement differentiated lessons. The results of this study indicate that general and special education teachers can work collaboratively to meet the diverse needs of all students in an inclusive classroom. By using data to analyze the readiness levels, interest levels, and learning profiles of all students and planning lessons to address student needs, teachers were able to successfully teach the required curriculum to their students in an inclusive setting. The teachers that demonstrated the greatest amount of differentiated instruction had the strongest collaborative relationships. These were the teachers that described their relationship as a partnership. They analyzed student data and planned lessons together, felt a shared responsibility for all students in the class, and, as a result, provided a supportive learning environment. Administrative support, shared planning time, on-going professional development, and appropriate materials were identified by the teachers as key ingredients for a successful inclusive classrooms.
