Effects of Differentiated Instruction on Students' Achievement, Attitude, and Engagement in an Upper Elementary Math Classrooms PDF Download
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Author: Nour Chawki Khattar
Publisher:
ISBN:
Category :
Languages : en
Pages : 94
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Book Description
The main purpose of this quasi-experimental study was to explore the influence of Differentiated Instructions on students engagement in Mathematics classrooms, their attitudes towards Mathematics and their achievement in Mathematics specifically in the Fractions unit. This study was conducted by using quantitative data methods. They involved an observation checklist during the implementation of Differentiated Instructions, an attitude survey before and after the intervention, and pre and posttests for both the control and intervention groups. The results showed that students average in the control group decreased significantly, whereas the average of the students in the treatment group increased significantly. Moreover, the average of students attitude scale toward Math increase from 3.96 to 4.38. Class observations showed that students in this mixed ability classroom were all challenged, on task, and engaged. Challenges in implementing Differentiated Instructions were identified followed by a discussion of recommendations and implications.
Author: Nour Chawki Khattar
Publisher:
ISBN:
Category :
Languages : en
Pages : 94
Get Book Here
Book Description
The main purpose of this quasi-experimental study was to explore the influence of Differentiated Instructions on students engagement in Mathematics classrooms, their attitudes towards Mathematics and their achievement in Mathematics specifically in the Fractions unit. This study was conducted by using quantitative data methods. They involved an observation checklist during the implementation of Differentiated Instructions, an attitude survey before and after the intervention, and pre and posttests for both the control and intervention groups. The results showed that students average in the control group decreased significantly, whereas the average of the students in the treatment group increased significantly. Moreover, the average of students attitude scale toward Math increase from 3.96 to 4.38. Class observations showed that students in this mixed ability classroom were all challenged, on task, and engaged. Challenges in implementing Differentiated Instructions were identified followed by a discussion of recommendations and implications.
Author: Cheryl L. Rayl
Publisher:
ISBN:
Category : Inclusive education
Languages : en
Pages : 266
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Book Description
Author: Renee Ingram Garriss
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 290
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Book Description
Author: Kristina J. Doubet
Publisher: ASCD
ISBN: 1416624554
Category : Education
Languages : en
Pages : 365
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Book Description
In this comprehensive resource for elementary school teachers, Kristina J. Doubet and Jessica A. Hockett explore how to use differentiated instruction to help students be more successful learners--regardless of background, native language, learning preference, or motivation. They explain how to Create a healthy classroom community in which students' unique qualities and needs are as important as the ones they have in common. Translate curriculum into manageable and meaningful learning goals that are fit to be differentiated. Use pre-assessment and formative assessment to uncover students' learning needs, tailor tasks accordingly, and ensure that students are "getting it." Provide interactive learning experiences that encourage students to engage with both the content and one another. Present students with avenues to take in, process, and produce knowledge that appeal to their varied interests and learning preferences. Navigate potential roadblocks to differentiation. Each chapter provides a plethora of practical tools, templates, and strategies for a variety of subject areas developed by and for real teachers. Whether you're new to differentiated instruction or looking to expand your repertoire of DI strategies, Differentiation in the Elementary Grades will show you classroom-tested ways to better engage students and help them succeed every day. Includes URL and password for free downloadable forms.
Author: Barbara Mattison
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 146
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Book Description
The purpose of this study was to see if differentiated instruction or direct instruction would be more beneficial in improving students' problem abilities. There were two different groups involved in this study. The first group was the treatment group that received differentiated instruction. The second group was the control group that received direct instruction. Two pretests were given at the beginning of the study to establish a baseline. Once baseline data were collected, students participated in an eight-week treatment period. At the end of the eight weeks, participants were given posttests consisting of the same questions asked on the pretests. In addition, they were given attitude presurveys and postsurveys concerning math. At the end of the study scores of each group were compared.
Author: Alison Beierman
Publisher:
ISBN:
Category :
Languages : en
Pages : 232
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Book Description
The research question addressed in this project was, how does differentiated instruction using tiered lessons affect student achievement and attitudes in understanding number sense in second grade? It describes the process of differentiating one chapter of the math curriculum using tiered lesson plans based on Tomlinson's research of the instructional strategy of differentiation. The author provides details on assessing student needs, grouping individuals based on learning needs, creating differentiated learning activities, as well as an analysis of the data created from the posttests and student surveys. Implications of differentiation, limitations of the findings and future plans are also described. As a result of implementing this unit, the author concludes that: 1) differentiation is a valuable strategy and does work to increase student achievement in the classroom; 2) differentiation cannot be directly linked to positive attitudes toward learning.
Author: Rita Dunn
Publisher: Rowman & Littlefield
ISBN: 157886982X
Category : Education
Languages : en
Pages : 203
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Book Description
When the activities described herein are introduced to students whose learning styles they match, most will demonstrate strong abilities to learn and remember new and difficult content within the first four months of beginning_if not earlier. This book is written to prevent more children from becoming at risk and to help those who already have fallen behind their classmates and do not enjoy school.
Author: Ramona Janet Luster
Publisher:
ISBN:
Category :
Languages : en
Pages : 109
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Book Description
Existing research and the popular media have consistently pointed to the need for improvement in student performance across the curriculum and especially in science and math. Unfortunately, little research has been conducted on elementary school mathematics education to investigate the pedagogical impact of adapting instructional methods to students' abilities and learning styles. The purpose of this study was to contrast whole-class and differentiated instruction to determine what is the more effective instructional strategy in a standards-based curriculum taught in an inclusive classroom environment. This quantitative ex-post facto study included six Grade-4 classrooms using either whole-class or differentiated instruction. Georgia Criterion Reference Competency Test (GCRCT) math scores of 67 general education students in classes receiving whole-class instruction and 68 general education students in classes receiving differentiated instruction were analyzed using independent t -tests to examine the differential impact of instruction. Responses to a modified version of a survey instrument developed by the Atlanta Public Schools system assessing teacher attitudes regarding the value of the different forms of instruction were analyzed using independent sample t-tests and Pearson correlations. The t tests revealed statistically significant differences in student achievement levels on the GCRCT between students taught utilizing whole-class instruction and differentiated instruction as well as differences teachers' attitudes. The study provides educators with a comparative analysis of whole-class instruction and differentiated instruction. The study is relevant to social change because it will aid in the definition of instructional strategies that endorse learner-centered classrooms to assist society in educating a diverse and heterogeneous population of students.
Author: Mary Hamm
Publisher: Rowman & Littlefield
ISBN: 147580198X
Category : Education
Languages : en
Pages : 130
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Book Description
This book builds on the expanding knowledge of what works in classrooms and suggests approaches that can open up individual and group possibilities for science and mathematics instruction, suggesting ways that formative assessment practices can inform differentiated teaching, learning, and assessment.
Author: Carol Ann Tomlinson
Publisher: ASCD
ISBN: 1416617744
Category : Education
Languages : en
Pages : 174
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Book Description
Carol Ann Tomlinson and Tonya R. Moon take an in-depth look at assessment and show how differentiation can improve the process in all grade levels and subject areas. After discussing differentiation in general, the authors focus on how differentiation applies to various forms of assessment—pre-assessment, formative assessment, and summative assessment—and to grading and report cards. Readers learn how differentiation can * Capture student interest and increase motivation * Clarify teachers' understanding about what is most important to teach * Enhance students' and teachers' belief in student learning capacity; and * Help teachers understand their students' individual similarities and differences so they can reach more students, more effectively Throughout, Tomlinson and Moon emphasize the importance of maintaining a consistent focus on the essential knowledge, understandings, and skills that all students must acquire, no matter what their starting point. Detailed scenarios illustrate how assessment differentiation can occur in three realms (student readiness, interest, and learning style or preference) and how it can improve assessment validity and reliability and decrease errors and teacher bias. Grounded in research and the authors' teaching experience, Assessment and Student Success in a Differentiated Classroom outlines a common-sense approach that is both thoughtful and practical, and that empowers teachers and students to discover, strive for, and achieve their true potential.
