...Differentiated Instruction: Multiple Instructional Method (MIM) Emanuel Parker Saint Leo University Introduction Instruction is an important part of the development process for children when they are beginning to read. Many children do not learn or begin to read at the same level as their peers. Research suggests that reading problems are preventable for the vast majority of students who encounter difficulty in learning to read, if these students receive extra support in the form of an early intervention program (Goldberg, 1994). Interventions programs provide multiple methods of instructions that are particular to that student. Being able to determine if differentiated instruction is more effective than the use one method of instruction would be sufficient to change the way America teaches their children to learn. Every learner is different; however, instructors still use one method to instruct. Doing this does not facilitate learning for every learner. Using differentiated instructions would allow for instructors to enhance the learning experience for learners in attendance. The Multiple Instructional Method (MIM) allows the instructor to use various approaches to learning in order to affect every learner. Curriculum would be designed to enhance the learning experience for all learners by being flexible, strategic, and affective. Instructors are aware of how their students are learning; research will never be able to tell them exactly...
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...ABSTRACT The purpose of this study was to determine if differentiated instruction had an effect on student achievement. The researcher sought to answer two research questions “Does differentiated instruction have an impact on student achievement?” and “Are there components of differentiated instruction that have a greater impact on student achievement than others?” The study followed a mixed method design and consisted of two parts. First, a quantitative analysis of test scores from the Michigan Education Assessment Program (MEAP) and teacher and student survey results were analyzed as a means to outline broad relationships from the data. Results from the quantitative findings directed the researcher on how to frame the qualitative design. Second, a qualitative analysis of classroom observations and interviews with teachers was conducted. The qualitative portion of this study followed a social interactionism orientation adopted by social interactionism theorist (Blumer, 1969). This approach allowed the researcher to analyze relationships between the differentiation variables. The quantitative data methods of surveys and test scores, qualitative techniques of classroom observations, and teacher interviews were triangulated. Triangulation of data was used to support research findings through independent measures to point to the same conclusions (Webb et al., 1965). The conceptual framework (Hall, 2004) served as the foundation in the identification of the differentiation variables...
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...ASKING USEFUL QUESTIONS: GOALS, ENGAGEMENT, AND DIFFERENTIATION IN TECHNOLOGY-ENHANCED LANGUAGE LEARNING by Joy Egbert Washington State University jegbert @ wsu.edu In his popular 1997 article, Steve Ehrmann encouraged us to ask useful questions about technology for education (Ehrmann, 1997). In the years since Ehrmann asked his questions, increased pressures from legislative bodies, educational stakeholders, and business have driven an ever-increasing influx of technology into schools; however, this is not necessarily the evil that it has been portrayed as in various media. Within classrooms the availability of technology is offering us as language teachers the opportunity to usefully question what we do and why. Although technology itself is incapable of action or thought, its presence in our classrooms and schools is helping to facilitate questions about the goals of language classrooms, conceptions of teaching and learning, and our ability to address student needs. If we ask good questions and apply the answers to use technology in effective ways, resultant changes in our thinking and our pedagogy can lead to greater student achievement This paper first asks questions about and discusses language classroom goals. It then reflects on two related, essential strategies for language teaching and learning that can help us meet these goals: engagement and differentiation. Finally, the paper provides examples of how technology can be used to engage and differentiate for our learners...
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...Differentiated & Culturally Relevant Instruction EDU 675 Change Leadership for Differentiated Education Environment Dr. Patricia Raney August 13, 2012 Differentiated & Culturally Relevant Instruction American classrooms are full of diverse learners. Some educational practices of the past no longer meet the needs of the ever-changing classroom demographic. As classroom demographics change, so must the perspective of educators charged with educating young people. It is the responsibility of teacher leaders everywhere to find meaningful ways to reach their students. With the growing popularity of professional learning communities on school campuses, teachers can take advantage of professional development prospects enabling them to establish differentiated instructional strategies that give all students equal access and opportunities to learn. Teacher leaders have several roles. To begin with, as lifelong learners these leaders “foster a collaborative culture to support educator development and student learning” (Teachers as leaders, 2011). In other words, teacher leaders are dedicated to improving educational outcomes for students, expanding the professional communities that they work in and creating positive culture. Positive school culture is vital to both students and staff. Roby (2011) offers that “Teacher leaders not only have the ability to shape the culture of the workplace, but if they are operating from a moral mindset...
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...instructional but a complete curriculum for non-native speakers in a content area. The instructional form is meant to extent the time ELLs students receive in language support for academic content area that is required to graduate. | | | | Define EEI! * Education * Environment * InitiativeThis is an environment-based curriculum. This curriculum features 85 individual units. Each unit is aligned to up to 100 selected Science and History-Social Science content standards. This vision encourages an active and hands on experiments. This positively impacts the leaders of tomorrow and their families, schools, and communities. | | | | | | SIOP Key Points * Concrete the structure * Useful for teachers through peer review/self-reflectionEEI Key Points * Teaches Science, History and Social Science standards to mastery * Supports English Language standards | | | | | | Amelia White January 23, 2014 EDU-230 Professor Jeff Martin Multicultural Lesson Plan Analysis 1. Are the objectives aligned with academic standards? State how the lesson objectives support the academic standards. SIOP The SIOP lesson Addition Stories did meet with the Common Core State standards. This lesson clearly identifies the concept of addition through oral storytelling. This lesson also...
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...intended purpose of this thesis is to illustrate how the ensuing commencement of a new dawn of student instruction, the digital-blended-classroom-learning (DBCL) discipline is upon the academic world. The advent of the innovative blending of computers within classroom instruction referred to as digital learning by some, and by others in academic world refer the discipline as blended learning posit the possession the qualities thereof, exceptionally enhance both SDL and SRL disciplines. A wide variety of DBCL discipline programs exhibit signs of incurring the utmost in achieving efficaciously successful method of instruction with both the age of majority and minority age student proficiency, in a plethora of educational institutions, where the DBCL discipline is employed. DBCL involves the integration of computer and the Internet and Intranet into the classroom, thus allowing the communication technology as a teacher/student instruction tool, along the classroom instruction tools employed in the student’s core curriculum. DBCL disciplines demonstrate signs of the improvement of teacher/student interest, student participation, student aptitude, and of the utmost import is student academic proficiency. DBCL further reveal, when, computers with the capability of exceedingly proficient in accessing the Internet and Intranet, as well as associated educational software are employed as instruction tools; promote the enhancement of student comprehension as to the course subject. In that, a student...
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... . Many colleges and universities have started offering distance learning programs before the discovery of internet where these programs were difficult to find at that time. Due to this reason, many people who lived in villages and towns lack access to these universities and colleges. There is no doubt that technology has greatly involved in our daily lives and mainly when we are talking about education field. There is almost no escaping from the fact which is produced by the researchers. Education has been widely affected by the integration of technologies as it is a fast way to reach mass number of students. Literature Review – There are basically three main theoretical frameworks presented in the educational technology literature which are Behaviorism, Constructivism and Cognitivism. These frameworks were presented earlier which is present in today’s literature. We will discuss some of the frameworks which as follows – Behaviorism – This framework was developed in the early 20th century with the animal learning experiments of various scientists. Many psychologists used these theories in order to describe the parallel human learning. (Summers, 2013) Constructivism...
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...RUNNING HEAD: LEARNING STYLES AND STUDY HABITS: TEACHING STUDENTS TO TAKE CONTROL OF THEIR OWN LEARNING Learning Styles and Study Habits: Teaching Students to Take Control of their Own Learning Stacey M. Meyer LEARNING STYLES AND STUDY HABITS Abstract In this study I examined the potential for using learning styles inventory data to help Advanced Placement Environmental Science students work to their strengths and study more effectively. Researchers in previous studies found that when students were taught how to accommodate their own learning style preferences, their confidence, attitude, and academic achievement improve (Boström & Lassen, 2006; Dunn et al., 2009; Lovelace, 2005). In this study, I recorded students study habits using a pretest and student interviews and then implemented an intervention in which I taught students new study techniques based on their perceptual preferences. After the intervention, I used a posttest and more student interviews to determine if students changed their study habits and record how they felt about these changes. My students reacted positively to this intervention, reporting that it was helpful and that they would continue to use their new strategies. 2 Keywords: Study skills, learning styles, learning style preferences LEARNING STYLES AND STUDY HABITS In this study I examined the potential for using learning styles inventory data to teach students how to make accommodations that cater to their preferences while studying...
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...leader, I will incorporate all of my teachers in the curriculum renewal process. The text identifies ten essential steps for assessing the curriculum. I agree with the authors and would support this list at my school. The first step is studying conditions and trends in contemporary society as well as probable conditions and requirements. This requires educational leaders to not just see things as they are today but to envision a future that includes instructional innovations that provide students with a greater desire to learn. The second step is stressing a need for balance. Educational leaders must demonstrate the need for a balanced approach when changing the curriculum. School leaders cannot allow ideological bias against skill-based instructions to stop them from a balanced reading approach. The third step is recognizing teacher isolation voids any efforts to establish a schoolwide purpose. Knowledge sharing cannot take place when teachers work in isolation. The authors suggest that educational leaders must socialize teachers to team approaches. The fourth step is initiating a teamwork approach to establish an appropriate mission for school. According to the text, the initiation of a curriculum team is a first step to improving collegiality. The educational leader should meet weekly with the curriculum team to develop the...
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...Teacher and Author: Teaching Middle and High School Using Literature Sandra Coleman Grand Canyon University RGD 545 Professor Karen Foster February 27, 2008 Teaching Middle and High School Student Using Literature Outline: I. Short Stories a) Activating Prior Knowledge b) Responding to the Selection c) Short Story Selections 1. Suggested Activities to use with Various Groups II. Oral Tradition Literature – Tall Tales and Folktales a) Analyze characteristics and plots of Folktales and Tall Tales b) Understanding Hyperbole c) Writing a Tall Tale d) Selections of Oral Tradition Literature III. Novel Studies a) Previewing the novel b) Defining and Understanding Elements of c) Character Analysis d) Problems and Solutions of the story IV. Historical Fiction a) Activating background/prior knowledge b) Setting a purpose for reading c) Writing about historical fiction V. Realistic Fiction a) Evaluating Realistic Fiction b) Responding to the selection c) Distinguishing between Fact and Opinion d) Summarizing the Story Chapter 1 – Short Stories: A short story is, like the name...
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...RUNNING HEAD: LEARNING STYLES AND STUDY HABITS: TEACHING STUDENTS TO TAKE CONTROL OF THEIR OWN LEARNING Learning Styles and Study Habits: Teaching Students to Take Control of their Own Learning Stacey M. Meyer LEARNING STYLES AND STUDY HABITS Abstract In this study I examined the potential for using learning styles inventory data to help Advanced Placement Environmental Science students work to their strengths and study more effectively. Researchers in previous studies found that when students were taught how to accommodate their own learning style preferences, their confidence, attitude, and academic achievement improve (Boström & Lassen, 2006; Dunn et al., 2009; Lovelace, 2005). In this study, I recorded students study habits using a pretest and student interviews and then implemented an intervention in which I taught students new study techniques based on their perceptual preferences. After the intervention, I used a posttest and more student interviews to determine if students changed their study habits and record how they felt about these changes. My students reacted positively to this intervention, reporting that it was helpful and that they would continue to use their new strategies. 2 Keywords: Study skills, learning styles, learning style preferences LEARNING STYLES AND STUDY HABITS In this study I examined the potential for using learning styles inventory data to teach students how to make accommodations that cater to their preferences while studying...
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...Understanding the Implications of Online Learning for Educational Productivity U.S. Department of Education Office of Educational Technology Prepared by: Marianne Bakia Linda Shear Yukie Toyama Austin Lasseter Center for Technology in Learning SRI International January 2012 This report was prepared for the U.S. Department of Education under Contract number ED01-CO-0040 Task 0010 with SRI International. The views expressed herein do not necessarily represent the positions or policies of the Department of Education. No official endorsement by the U.S. Department of Education is intended or should be inferred. U.S. Department of Education Arne Duncan Secretary Office of Educational Technology Karen Cator Director January 2012 This report is in the public domain. Authorization to reproduce this report in whole or in part is granted. While permission to reprint this publication is not necessary, the suggested citation is: U.S. Department of Education, Office of Educational Technology, Understanding the Implications of Online Learning for Educational Productivity, Washington, D.C., 2012. This report is available on the Department’s Web site at http://www.ed.gov/technology On request, this publication is available in alternate formats, such as Braille, large print, or computer diskette. For more information, please contact the Department’s Alternate Format Center at (202) 260-0852 or (202) 260-0818. Technical Contact: Bernadette Adams Senior Policy Analyst Office...
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...College Dictionary, 1993, p. 16). Adhere is defined as “to stick fast; remain attached” and/or “to be a devoted follower or supporter” (The American Heritage College Dictionary, 1993, p. 16). Adherence, then, is the “process or condition of adhering” or the “faithful attachment; devotion” (The American Heritage College Dictionary, 1993, p. 16). As a nurse practitioner, it is vitally important that we equip our patients with the proper information and instructions regarding treatment regimens to increase adherence and improve patient outcomes. As a nurse practitioner in the area of oncology, medication adherence to chemotherapy and targeted therapy agents, the need for a thorough understanding of adherence, is heightened due to the complexity surrounding the physiological implications of cancer and the pharmacokinetics of the treatment. Not only do the oral chemotherapy/targeted therapy medications have increased number and severity of side effects, they are likely to have more drug interactions and rigid, precise instructions. Most people understand the importance of taking chemotherapy/targeted therapy drugs as prescribed because of the fear that the word ‘cancer’ evokes. To better understand how to increase medication...
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...[pic] Applied Degree Concept Paper Template The Graduate School Version: January 2013 © Northcentral University, 2013 Educators’ Attitudes and Perceptions of Inclusion Model: A Comparison Including Students with Mild, Moderate, and Severe Disabilities Concept Paper Submitted to Northcentral University Graduate Faculty of the School of Education in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF EDUCATION by Teriann S. Nash Prescott Valley, Arizona May- June 2014 Table of Contents Introduction 1 Statement of the Problem 1 Purpose of the Study 2 Research Questions 3 Hypotheses 4 Definition of Key Terms 5 Brief Review of the Literature 5 Summary 7 Research Method 7 Operational Definition of Variables 9 Measurement 10 Summary 11 References 12 Appendix A: Annotated Bibliography 13 Introduction Inclusion is the current terminology (replacing mainstreaming and integration) that is used to describe a classroom where students with and without disabilities learn together. According to Georgiadi, Kalyva, Koukoutas, and Tsakiris (2012), “Inclusion is defined as access to mainstream settings, where children with special educational needs are educated together with their typically developing...
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...CHAPTER II – THEORETICAL FRAMEWORK A. Review of Related Literature There is no adequate literature available on this matter but an effort is made to search some literature to find out the pertinent studies done on grade levels of students to provide the empirical support to validity of this study. It is assumed that the learning styles are different at all instructional levels so in the result of that assumption the search is kept broad and extensive. Literature about impact of visual aid presents diversified evidences. In the first section of literature review a few studies which were conducted on business professionals are discussed and the second section consists of studies conducted on students. Scheiber and Hager (1994) provided relatively strong evidence in support of visual aid, and concluded that the visual aid plays a crucial role for making and delivering an effective presentation. Further they also found from a survey conducted on managers that more than two thirds of the respondents “very frequently” or “frequently” gave presentations. Visual Images demonstrate life or learning as it happens. They represent and suggest a visual representation similar to that of journal entries, artefacts’ and field notes (Bach, 2001). In using visual narrative in the learning environment we can be given an opportunity to evoke memories whereas Bach discussed ‘a memory around we construct and reconstruct life stories’ (2001, pp7). Visual narrative...
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