differentiated instruction action research proposal

Differentiated Instruction Action Research Proposal

1Action Research Proposal

Samantha Munks-Folty

EDD/581: Action Research and Evaluation

December 23, 2013

Elizabeth Ashley

Introduction

Differentiated Instruction helps students achieve objectives through their academic level and learning style. To be able to properly differentiate lessons, teachers must be trained in the various ways. Through teaching the educators on how to properly differentiate instruction through lesson plans and hands-on activities the implementation has a better chance of taking place. The teachers must be able to see other professionals differentiate instruction, and be observed themselves. In this action research proposal, the how, why, when, who, and what will be answered. The way data is collected will also be presented as well as resources to help educators.

Section One: Background

Problem Statement4

The problem is that Differentiated Instruction is not taking place in the General Education setting to boost student’s knowledge and test scores. Once the problem is narrowed down then an intervention will be implemented into the general education classroom to improve student’s knowledge and in result their test scores.

Problem Description5

The main problem in the district is that some students who are in general education are falling more and more behind each year in their academics. Those specific students have been identified as having some learning difficulties and are on the RTI (Response to Intervention) Tier 2. This Tier is where students are to receive intervention in the general education classroom. What better way then through Differentiated Instruction, which will boost their knowledge in the content area through their academic level and learning style. Which in turn will increase their test scores. Here are some problems that may occur: The biggest difficulty I may encounter is teacher’s not being willing to participate in the study, because of the added work to each lesson. Since there are more than one way of demonstrating a lesson in small groups, the teachers may be hesitant. The main reasons the problem has not been addressed is:

Lack of knowledge and practice of Differentiated Instruction implementation on the teacher’s part.

Extra work for the teacher to plan the lessons on different levels and learning styles.

The reason Action Research is being used to address the problem is to show the teachers how to Differentiate Instruction hand on. Also to enlighten them how this will capture the student’s attention and boost the student’s knowledge.

Purpose of the Project6

This Action Research Project has two purposes: 1) to enhance teacher’s knowledge on how to use Differentiated Instruction in the General Education Setting and 2) to strengthen student’s knowledge in a specific content area through their academic level by using their specific learning style(s); which will increase test scores.

Writer’s Role7

I relate to this topic of Differentiated Instruction because I am the Instructional Special Education Teacher and RTI Teacher for our middle school. I have seen many more students being added to the RTI list because of their low test scores in reading and math. I see teachers not understanding that students who are on the Tier 2 of the RTI triangle are not to be getting intervention outside the classroom. Intervention on this tier must happen inside the general education classroom, and many teachers are unsure of how to differentiated instruction based on academic level through their learning style. I picked this topic because I have seen the struggle in our students and teachers. I use Differentiated Instruction in my classroom on a daily basis, and I want to share my knowledge with my co-workers. In turn this will enhance our test scores, and lessen our RTI list. I have many teacher’s coming to me asking me ways to differentiate their current lesson, and I walk them through it. I have influenced others to differentiate their instruction and feel that I can reach and influence the ones who are hesitate.

Section Two: Problem Documentation

Differentiated Instruction Survey Instrument The following survey instrument has been designed to

assess the feelings and knowledge on Differentiated Instruction. For the purposes of this survey “Differentiated Instruction” is being defined as providing different students with different avenues to learning! The survey instrument, composed of ten (10) questions about Differentiated Instruction. It will look at their current knowledge of Differentiated Instruction, if it is being implemented in their school, how well prepared they feel they are, if they have enough materials, and if they are interested in more professional development. This data will be collected and a plan will be put into place on how to help the teacher’s out with Differentiated Instruction.

Action Research Proposal

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Who will take the survey & why…

Teachers General Education Special Education FACs, Physical

Education, Administration Specialty Professionals

Social workers Speech Therapists

Teachers (general & special education) are with the children inside an academic setting day in and day out. FAC and Physical Education teachers are with the students almost everyday, and at times have tests, notes, and discussions that students might benefit from if lessons are differentiated.

Administration will be surveyed because they are the leaders of the school, and make important decisions that effect student learning.

The specialty professionals will be tested, because they see specific students who have different needs, too. They need to be informed on differentiated instruction for their group sessions to be successful.

Who? Why?

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1. What is your position in the district? Paraprofessional Teacher Administrator Specialty Teacher Administration Secretary

2. Are you aware of the different methods of differentiating instruction? No Sort of Yes

3. Differentiated Instruction is taking place in the general education classrooms in your district with fidelity. No Sort of Yes

4. Implementation of differentiated instruction is a problem in your district Low Level Medium Level High Level

5. How comfortable do you feel with Differentiated Instruction methods? Low Level Medium Level High Level

6. Have you been given the adequate training on how to properly differentiate instruction? Low Level Medium Level High Level

7. Differentiated Instruction would improve the student's understanding of the objectives and test scores. Low Level Medium Level High Level

8. There is enough resources in your district/school to properly implement differentiated instruction.

Low Level Medium Level High Level

9. Common Core makes Differentiated Instruction implementation easier. No Sort of Yes

10. Would you be interested in more professional development sessions on differentiated instruction? No Maybe Yes

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Survey can also be found at: https://www.surveymonkey.com/s/QZHKZKX

Differentiated Instruction Research Survey…Differentiated Instruction involves providing different students with different

avenues to learning! Please fill out the survey to the best of your knowledge and be honest.

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22 responded to the survey within the district schools. These responders range from Pre-K to 8th Grade teachers, paraprofessionals, and administrators. Out of the 22 who responded: 3 were paraprofessionals11 were teachers4 were administrators.

(The numbers next to the words on the Y axis are corresponding with the question numbers on previous slide.)

Literature Research13

Study 114

Authors of the study

Title of the study

Purpose of the study

Pertinent findings that support your project

Dominique Bondley How will Differentiated Instruction affect student learning?

To meet students where they currently are and help them progress. All academic levels will be addressed in the class according to their learning process.

Through this study helps assure that there is a need for differentiated instruction in any given math group. The findings showed there is growth when there are assignments geared to the student interest and learning levels.

http://yourspace.minotstateu.edu/laurie.geller/Capstone%20Examples/Final%20Capstone%20Projects/Dominique%20Bondley%20Capstone%20Project.pdf

Study 2

http://files.eric.ed.gov/fulltext/ED500838.pdf

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Title of the study



Jamie DanziKelly ReulRana Smith

Improving student motivation in mixed ability classrooms using differentiated instruction

Through the student’s learning style they will increase motivation to the mixed abilities in the class.

The information that is provided is inline with the problems that lay within my district. There is a mix of class demographics and grade levels that shows that all levels need differentiated instruction. Through the implementation the students were able to progress.

Study 3

https://research.vancouver.wsu.edu/sites/research.vancouver.wsu.edu/files/702%20Galvas%20w%3A1%20app.pdf

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Title of the study



Jason Galvas Does the use of differentiated performance tasksfollowing Gardner’s multiple intelligences theory improvemy high school science students’ opportunity to demonstrate their achievement?

The purpose of this study was to determine if using Gardner’s Multiple Intelligences would improve the student’s achievement.

Using Gardner’s multiple intelligences to differentiate instruction proves to be a sufficient way to get kids motivated and caring about what they learn. Even having older students being aware of their learning style helps them take control of their learning, and how they want to demonstrate their knowledge.

Study 4

http://oar.nipissingu.ca/pdfs/v833e.pdf

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Title of the study



Terri Lynn Kirley Differentiated instruction and enrichment opportunities: An Action Research Report

The purpose of this study was to reflect on teaching practices and explore the benefits of Differentiated Instruction.

This study shows that many teacher’s don’t have the correct practice of different instruction, and how we need to be properly trained. This study showed how to differentiate instruction in a reading class for not just one student but a variety. Many times math is the concentration for differentiated, but reading is just as important if not more.

Study 5

http://search.proquest.com.ezproxy.apollolibrary.com/docview/1461413137

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Title of the study



Shondra Denise James

Does Differentiated Instruction Raise Student Performance in Mathematics: An Action Research Study

The purpose of this study was to determine if an intervention in a 2nd grade math class was successful then could it be implemented and adjusted to other grade levels.

The findings in this study strengthens my believe in using learning styles, hand on, and student interests to drive instruction.

Study 6

http://search.proquest.com.ezproxy.apollolibrary.com/docview/1424274598

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Title of the study



Gretchen Kelly Differentiated Instruction in the Classroom

The purpose of this study was to compare whole group instruction and differentiated instruction to define which strategy was more effective to increase low achievement in a middle grade classroom.

My concentration will be for math and reading in a low income/achieving middle school. This study shows how hands on activities can be for older students, and can increase student motivation and understanding of the concepts.

Study 7

Tomlinson, C. (1999). The Differentiated Classroom: Responding To The Needs Of All Learners. Alexandria, VA: Association for Supervision and Curriculum Development.

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Title of the study



Carol Ann Tomlinson The Differentiated Classroom: Responding to the Needs of All Learners

The author devotes three chapters of the book to describe actual lessons, units, and classrooms with differentiated instruction in action. The purpose to show how differentiated instruction can be implemented into a classroom of multiple levels and learning styles.

Tomlinson really proves and demonstrates on to differentiate instruction for all academic core subjects. This study shows how a teacher can teach the same topic to a variety of Gardner’s learning styles. Through this I am able to add to the resources for the classrooms.

Study 8

Blackburn, B. (2008) Rigor is not a four-letter word. Larchmont, NY: Eye on Education

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Title of the study



Barbara R. Blackburn Rigor is not a four-letter word

The author devotes a chapter of the book to describe actual lessons and methods with differentiated instruction. The purpose is to show how differentiated instruction can be implemented into a classroom of multiple levels and learning styles buy goal setting and motivation. Also by raising the level of content in instruction, raise expectations, and open up the questions that are asked of them.

This study also demonstrates on how using Bloom’s Taxonomy and Gardner’s Multiple Intelligences can be differentiated together in all different grade and academic levels. It helps prove there is a need to differentiate instruction and train teachers correctly. It also gives many resources for teachers to use inside the classroom, and while preparing the lessons.

Study 9

Drapeau, P. (2004). Differentiated Instruction: Making It Work. New York, NY: Scholastic.

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Title of the study



Patti Drapeau Differentiated Instruction: Making it Work

This resource begins with theory and ends with how to make the theory practical. A beginning professional will be able to quickly look up, define, and understand the typical verbiage of differentiated instruction. The purpose is to show language arts, science, and social studies sample units. By offering both examples and non-examples of when to use the various strategies, the author makes it easier for a teacher to decide which strategy to use.

This is important for training teachers in differentiating instruction by giving examples of when to use different strategies. It gives a teacher a guide of how to and why to do it! It’s putting the theory into practice!

Section 3: Solution Strategy


Goal(s)24

Action Goal

The overall goal of this intervention is to increase the effectiveness of Differentiated Instruction in the general education setting after given the teacher’s proper training with many different techniques. In turn this will increase student knowledge and test scores. Teachers will be able create lesson plans and centers/stations to implement in their classrooms.

There are two benchmark goals to this intervention: By the end of the summer all general education teachers will be

given adequate training on different techniques for Differentiating Instruction for their classroom with 100% accuracy.

By the end of the first semester (December), teachers will be able to implement proper practice of Differentiated Instruction in their classrooms with 80% accuracy.

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Solutions26

Selected Solutions

Below are the solutions to get teachers to implement Differentiated Instruction properly into their classroom:

Training on different ways of Differentiating Instruction for Math-lesson plans, centers/stations Reading-lesson plans, centers/stations Learning Styles Inventory

Observations from Teacher Leader and demonstrations Math Reading

Observations of teachers by other teachersWeekly JournalsWeekly Lesson PlansWeekly student assessmentsWeekly/monthly meetingsData Portfolios

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Teacher Training

First, we need make sure that teachers are made aware of what Differentiated Instruction is and why it is so extremely important to our student’s education. To do this, I have created a presentation on Differentiated Instruction. It goes through what DI is and how to Differentiate Reading and Math. Here are the steps that need to be followed:

As a group please give your definition of Differentiated Instruction and the team will share with one another.

Start the presentation located at The first day will result of understanding differentiated instruction:

What it is : http://www.youtube.com/watch?v=Fa82Icnzo9s How it is to be implemented:

http://www.youtube.com/watch?v=oS45ZkIh_rA What it means for them:

http://www.youtube.com/watch?v=Ys-OWfOpHoM Teachers will also be required to understand Learning Styles

and take a survey themselves. (See appendix A for link to survey)

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http://prezi.com/eozqgbvvjcqt/?utm_campaign=share&utm_medium=copy

Teacher Training

Day 2 to Day 7: This is for math & readingTeachers will be shown how to differentiate instruction on a specific learning objective.

Teachers are to bring a lesson they already have that all students seem to struggle with. (e.g. Inferencing, sequencing, etc...) The lesson needs to be connected to Common Core Standards

Through the Prezi presentation (link located on slide 29 and appendix A) the teachers will walk through the lesson plan to match how to differentiate the reading section.

For example, they will create the folders that are mentioned in the presentation, and come up with how they form a lesson around the different learning styles.

There are handouts located on Appendix B, C, & DTeachers will prepare a 30 minute lesson using Differentiated Instruction and present it to the class

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Teacher Training

Day 8 to Day 10: Teachers will continue perfecting their lessons and will walk away with a portfolio of lesson plans.

Teachers will create centers for their math objectives (using their own creativity or finding them on line.

Teachers will learn more about lesson plans.

Teachers will learn about their weekly journals, weekly student assessments, and keeping a data portfolio weekly to show growth.

Data Portfolio is their weekly assessment scores and qualitative observation notes

Math and Reading websites found on Appendix E

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Observations & Meetings

Observations will be as follows throughout the 19 weeks of implementing this action research project.

Observations by the teacher leader every other week. The general education teachers will observe other teachers once a month Teacher leaders will present a lesson at the beginning of the implementation and in

the middle if needed.

Meetings: Weekly meetings will be held for the first month to check in with the teachers to

answer questions and see what progression is occurring. Months (October, November, December) there will be monthly meetings to answer

questions and see what progression is occurring. At the end of the study there will be a meeting to show evidence of implementation

and growth of students.

Journals: Weekly reflection journals are due electronically as well as lesson plans.

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Journals & Portfolios

Journals: Weekly reflection journals are due electronically as well as lesson plans. Write observational notes of:

student’s progression/regression Next steps for the following week How well the lessons went or what needs to be changed How centers are going and any other concerns How the lesson went when teacher leader was there Notes of watching another teacher’s lesson

Portfolios Pre-assessment of students in math and reading Weekly assessment scores of students Mid-Term assessment Post assessment scores Chart of progression

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Calendar33

Weeks 1- 3: Training & first week of Implementation

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Teacher’s Calendar of Events

1

2

3

Weeks 4-7: Implementation35


4

5

6

7


Weeks 8-12: Implementation

36

8

9

10

11

12


Week 13-16: Implementation

37

13

14

15

16


Week 17-19: Implementation & Wrap Up

38

17

18

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Section 4: Outcomes and Evaluation


Outcomes40

Expected Outcomes

To increase the effectiveness of Differentiated Instruction in the general education setting after given the teacher’s proper training with many different techniques. In turn this will increase student knowledge and test scores.

By the end of the summer all general education teachers will be given adequate training on different techniques for Differentiating Instruction for their classroom with 100% accuracy.

By the end of the first semester (December), teachers will be able to implement proper practice of Differentiated Instruction in their classrooms with 80% accuracy.

Student’s knowledge of the content will reflect through teacher observations, teacher made assessments, and overall grades. We will be able to measure the growth from the pre-test in September to the mid-term test in January made by the teacher.

The outcome is for teachers to have a binder full of differentiated lessons of the Common Core Standards along with hands-on centers to support the lessons. This will be measured through observations and meetings.

Throughout the semester prior to the mid-term testing, the teacher leader will evaluate the the teacher’s differentiated instruction techniques in the classroom. To be able to determine if the teacher is properly implementing differentiated instruction, the teacher and teacher leader will meet weekly within the first month. After the first month they will have a monthly meeting. The teacher leader will be doing weekly visits to the classroom to make sure that implementation is taking place. Through lesson plans the teacher leader will be able to determine if the implementation is being done correctly as well.

Goal Outcome

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Measurement42

Measurable of Outcomes

Student’s knowledge of the content will reflect through teacher observations, teacher made assessments, and overall grades. We will be able to measure the growth from the pre-test in September to the mid-term test in January made by the teacher.

The outcome is for teachers to have a binder full of differentiated lessons of the Common Core Standards along with hands-on centers to support the lessons. This will be measured through observations and meetings.

Throughout the semester prior to the mid-term testing, the teacher leader will evaluate the the teacher’s differentiated instruction techniques in the classroom. To be able to determine if the teacher is properly implementing differentiated instruction, the teacher and teacher leader will meet weekly within the first month. After the first month they will have a monthly meeting. The teacher leader will be doing weekly visits to the classroom to make sure that implementation is taking place. Through lesson plans the teacher leader will be able to determine if the implementation is being done correctly as well.

Student’s pre and post test will be at the teacher’s discretion. However, there are specific guidelines for the pre and post test located in APPENDIX F. The teachers will have a portfolio filled with observations (which will be coded: APPENDIX F.1) and student artifacts from their centers/stations. Grades will be shown for the semester.

At the end of the teacher training sessions, teachers are expected to have at least 20 lesson plans with Common Core standards with differentiation. These lessons will be in a binder, and they will have hands on for each lesson as well leveled assignments according to academic and learning styles. (APPENDIX G)

Teachers will be observed through the Danielson Model http://www.danielsongroup.org/userfiles/files/downloads/2013EvaluationInstrument.pdf

This model includes all areas of what the observations are looking for. There are four levels that are coded. (SEE APPENDIX H-I) For a breakdown of what each level is looking for see the website listed above.

Meetings will be measured through the success of the meeting, and the outcome of the surveys. (SEE APPENDIX J)

Outcomes Measurement

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Analysis 44

Analyzing my Results?45

Through grading of the coded observations, meetings with the teachers, and surveys I will be able to determine if the training was a success. I will also be able to tell if the implementation of Differentiated Instruction is being done with fidelity.

Through the student’s test scores, grades, teacher observations of the students, as well as student artifacts I will be able to see if the differentiated instruction is taking place. I will also be able to tell if progression is taking place, and that will show if the intervention is working.

Was it effective?46

I will be able to tell if the intervention was effective by: Student progression through grades and test

scores Teacher’s are less stressed from student’s not

progressing Lesson plans are detailed and differentiated

instruction is shown in different ways Hands on materials and assignments are

differentiated by academic level and learning styles

Through teacher responses to surveys will also tell me if the implementation of DI is effective.

Presentation of findings…47

I will present my findings to: Administration of my building:

Principal & Dean This way they will know the progression that can be gained

through differentiated instruction through hands on activities according to academic level and learning styles.

Teachers that were not part of the implementation To show them how it can help their classroom.

Board of Education, Superintendent, Special Education Director, Principal(s) in other building within my district This way they will know the progression that can be gained

through differentiated instruction through hands on activities according to academic level and learning styles.

Conclusion

Differentiated Instruction helps students achieve objectives through their academic level and learning style. Through this proposal how to train teachers, collect data, and how to properly differentiate instruction have been explained. To be able to properly differentiate lessons, teachers must be trained in the various ways. The teachers must be able to see other professionals differentiate instruction, and be observed themselves. In this action research proposal, the how, why, when, who, and what was answered. The end result will be student’s academic progression and understanding of the content!

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References49

Blackburn, B. (2008) Rigor is not a four-letter word. Larchmont, NY: Eye on Education Bondley, D. (2011) How will differentiated instruction affect student learning. Retrieved

from: http://yourspace.minotstateu.edu/laurie.geller/Capstone%20Examples/Final%20Capstone%20Projects/Dominique%20Bondley%20Capstone%20Project.pdf

Danzi, J., Reul, K., Smith, R. (2008) Improving student motivation in mixed ability classrooms using differentiated instruction. Retrieved from: http://files.eric.ed.gov/fulltext/ED500838.pdf

Danielson, C. (2013) The framework for teaching evaluation instrument. Retrieved from: http://www.danielsongroup.org/userfiles/files/downloads/2013EvaluationInstrument.pdf

Drapeau, P. (2004). Differentiated Instruction: Making It Work. New York, NY: Scholastic. Galvas, J. (2010) Does the use of differentiated performance tasks following Gardner’s

multiple intelligences theory improve my high school science students’ opportunity to demonstrate their achievement? Retrieved from: https://research.vancouver.wsu.edu/sites/research.vancouver.wsu.edu/files/702%20Galvas%20w%3A1%20app.pdf

References

James, S.D. (2013) Does differentiated instruction raise student performance in mathematics: an action research study. Retrieved from: http://search.proquest.com.ezproxy.apollolibrary.com/docview/1461413137

Kelly, G. (2013) Differentiated instruction in the classroom. Retrieved from: http://search.proquest.com.ezproxy.apollolibrary.com/docview/1424274598

Kirley, T.L. (2002) Differentiated instruction and enrichment opportunities: An Action Research Report Retrieved from: http://oar.nipissingu.ca/pdfs/v833e.pdf

Tomlinson, C. (1999). The Differentiated Classroom: Responding To The Needs Of All Learners. Alexandria, VA: Association for Supervision and Curriculum Development.

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Appendix A

Lesson plans: http://www.docstoc.com/docs/4963635/Differentiated-Lesson-Plan-Tem

plate Learning Style Inventories:

http://wvde.state.wv.us/counselors/links/students/documents/10.18.1-Learning_styles_assessment.pdf

http://ualc.umass.edu/advising/uploads/textWidget/422.00020/documents/Learning_Styles__Study_Strategies.pdf

http://stetsonassociates.com/wp-content/uploads/2011/11/Learning-Inventory-Elem.doc

Presentation http://prezi.com/eozqgbvvjcqt/?

utm_campaign=share&utm_medium=copy

Differentiated Instruction http://bit.ly/1eiFEve


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Appendix B

Literacy Station Handout:

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Appendix C


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Appendix D54

Appendix E55

Math Sites: http://www.kidsites.com/sites-edu/math.htmhttp://www.coolmath.comhttp://www.mathfactcafe.com/worksheet/flashcardhttp://www.mathplayground.com/flashcards_timed.html

Reading Sites: http://readinga-z.com/http://www.raz-kids.comwww.easycbm.comwww.mobymax.com

Appendix F56

Student assessment must have:Pre test and post test must be at least 4 weeks apart5-8 objectives (depending on pacing guides)3 or 5 questions per objectiveMultiple choice, short answer, or extended response questions are acceptedSame test given as the pre test and post test. Make charts to grade the objectives and get the percentage.

EX:

Obj RL.6.4 Student Response

Question 1 A

Question 6 D

Question 14

C

Questions 21

C

Correct/Total

Appendix F.1 Coding observations and student artifacts

TIME PERCENTAGE 0 1: 25% 2: 50% 3:75% 4:100%

Appropriate Peer Interaction

Completed Work

Assistance Needed

Time on Task

OBSERVATION

ARTIFACTS

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0 1: 25% 2: 50% 3:75% 4:100%

Complete Work

Assistance Needed

Appendix G Coding Teacher Binder

Completed 0 1: 25% 2: 50% 3:75% 4:100%

At least 20 lesson plans

Differentiation stated

Hands-on & assignments for all levels and learning styles

Neatly put in a binder and labeled

BINDER

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Appendix H Teacher Observations: Danielson Model

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Appendix H con’t Teacher Observations

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Appendix I Teacher Observations Coded

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Appendix I con’t Teacher Observations Coded

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Appendix I con’t Teacher Observations Coded

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Appendix J Teacher Survey for Pre, Mid, & Post

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https://www.surveymonkey.com/s/LQZD2SR

differentiated instruction action research proposal

Education

students knowledge

teachers knowledge

general education classroom

different students

specific students

general education setting

students attention

physical education