DIFFERENTIATED INSTRUCTION STAFF DEVELOPMENT MODEL

Differentiated Instruction Staff Development Model

Table of Contents

Chapter 1: Introduction7

Purpose of the study7

Statement of the problem7

Background and significance of the problem8

Research Question(s)9

Significance of the study10

Definition of terms11

Chapter Two: Literature Review12

Model of Differentiated Instruction16

Myths about Differentiated Instruction17

Study on Differentiated Instruction18

A Blueprint for Differentiating Instruction20

The Differentiated Instruction Quality Indicators Inventory21

Reflect on will and skill22

The Content Variable22

Assess the curriculum23

Analyze the learners24

Craft study-based lessons26

Hone in on the data29

Set Particular Performance Goals31

Carry Out and Oversee Performance Goals32

Assess Performance Goals33

Summary33

Chapter 3: Methodology35

Procedures36

Participants36

Instrumentation39

Timeline39

Limitations40

Anticipated outcomes40

References42

APPENDIX A47

APPENDIX B STAFF DEVELOPMENT PARTICIPANT SURVEY49

APPENDIX C50

Chapter 1: Introduction

Teachers are charged with the responsibility of meeting the needs of many students while ensuring each child's academic success. This proposal presents a brief description of a proposed research study designed to develop a differentiated instruction staff development model resulting in effective teaching practices. As a new instructional coach of a newly opened charter middle school, the researcher has met with the principal and the staff. After numerous conversations and in-service opportunities, the researcher came to a consensus that in order for the new staff to effectively reach all students and show academic progress, an ongoing staff development model on differentiated instruction would assist with the mission and vision of the school; and that is to implore effective teaching strategies to produce students that are global leaders.

Purpose of the study

The purpose of this applied dissertation is to implement an ongoing differentiated instruction staff development model that may result in effective teaching practices; thus affecting student achievement. This model will serve as a representation of how teachers can develop a range of instructional strategies that will adversely have an effect on student learning outcomes.

Statement of the problem

Not all students are the same. Based on this information, differentiated instruction applies an approach to teaching and learning so that all students have numerous ways for understanding information. Teaching by using the differentiation model requires teachers to be flexible in teaching techniques and adjusting the curriculum to meet the needs of a diverse set of students. The teacher uses a blend of whole group, small group, and individual instruction. Differentiation is a theory that is based on instructional approaches that vary depending on a diverse population of students within the classroom.

Classrooms mirror an ethnic, cultural, and linguistic diverse population of students (Marx, 2000). Effective teachers understand this fact and must be able to teach all students. The classroom is not made up of all average students on the same learning level either. According to the U.S. Department of Education (2001), many classrooms have students with Individualized Education Plans (IEP). These IEP's require teachers to teach to the student's ability. In addition to having students that need an IEP, the students that are labeled as gifted are in the same class. Students with multiple exceptionalities are in the same classroom as the students with an IEP, gifted, and average students. All of these students deserve and require receptive instruction that will help them to develop to their full ...