DIFFERENTIATED INSTRUCTION

Differentiated Instruction

Table of Content

CHAPTER 04: RESULT ANALYSIS1

Research Assessment1

Responses to Survey1

The overall value of instruction at this school is directly related to the No Child Left behind Act1

Professional Development At This School Is Directly Related To Instruction2

Instruction is Directly Related to Student's Learning Preferences3

To Ensure Achievement, Instruction Is Data Driven At This School4

This School Offers Learning Opportunities That Support The Full Range Of Student Abilities5

Professional Development On Various Learning Activities Is Continuously Provided At This School6

Teachers at this School Are Devoted To Academic Achievement For Our Poor Performing Students6

At this School Teachers Solicit Parental Involvement To Help Increase Achievement7

Parent and/or Home Environment Issues Are Important To Student Achievement9

Teachers at This School Also Seek Learning Strategies From Outside Of Our District10

Scale Score Ranges that Define Student Performance Levels12

Scale Score Ranges that Define Student Performance Levels (01)12

Scale Score Ranges that Define Student Performance Levels (02)13

T-Test Analysis14

Pre-Test14

Post-Test15

T-Test to Prove the Hypothesis17

CHAPTER 05: CONCLUSION27

References31

CHAPTER 04: RESULT ANALYSIS

Research Assessment

This research involved two class ranges of 6-15 students per class. A pre test was given to both classes at the beginning of the school year using the assessment. One class used the traditional method of whole class instruction, teacher generated tests and worksheets and simple recall of facts presented. In the experimental classroom teacher used the multiple intelligence check-list to determine each students' learning profile and created differentiated lessons to accommodate each student's style. Weekly meetings were conducted with the teacher of the controlled classroom to discuss and review differentiated instructional strategies. Each week the following strategies were employed to differentiate instruction. Students could select their own book and were grouped according to readiness, interest and learning styles. They were also given the option of having peer buddies and tutors to help them advance to the next level of learning. Each night's homework included varied writing assignments and multiple levels of questions. Each lesson included an instructional objective with tiered activities based on learning style and ability, the use of a graphic organizer to enhance understanding and collaboration. After each meeting, adjustments were made to flexible groupings graduated rubrics as well as assessments to eliminate needless teaching and allow time for student-teacher collaboration as well as the development and completion of learning contracts.

Responses to Survey

The overall value of instruction at this school is directly related to the No Child Left behind Act

The majority of the respondents are “Strongly Agree” with this statement because the teachers have been required to provide evidence of the successes of their teaching. Currently, they are plagued with accountability mandates. The No Child Left behind Act mandates that 100% of students demonstrate adequate yearly progress, meaning that students will meet their state's academic achievement standards. The No Child Left behind Act requirements for standard-based curricula and standardized assessment for all students have changed the focus of education reform. A promising practice for meeting the demands is differentiated instruction, awareness of universal design for learning (UDL), and multicultural education. (Forsten & Hollas 2002)

This philosophy also described by the Benjamin (Benjamin 2002) stated that ...