This document summarizes several studies on differentiated instruction. It finds that differentiated instruction improves student performance when implemented systematically. Teachers perceive it as effective but also time-consuming. Studies show differentiated instruction based on learning styles and using various strategies like flexible grouping and tiered lessons leads to higher academic achievement, especially in subjects like mathematics, science, and social studies. While teachers understand differentiated instruction, they need more training and resources to implement it effectively. Overall, the literature establishes that differentiated instruction promotes equity and quality in education when used appropriately in mixed-ability classrooms.
In the context of this study, reinforcement is an act of teachers to strengthen students’ positive behaviour in learning English in the classroom. This qualitative case study was a classroom discourse which employed necessary quantification. The aim was to investigate the use of classroom instruction reinforcement strategies by two English language teachers and their perceptions at a state secondary school in Semarang in the academic year of 2019. The two English teachers were observed in five different lessons. The teachers were interviewed to explore their perceptions of using reinforcement in the classroom. The instruments of this study were observation sheet, interview guideline, and audio-video recordings. The findings showed that the teachers reinforced the students in three types of classroom instruction reinforcement. The three types of reinforcement strategies were: praise or other verbal reinforcement, tangible rewards, and token rewards. The reinforcement strategy mostly used was praise, followed by tangible rewards and token rewards. Based on the interviews, the teachers perceived that giving positive reinforcement to the students was important. The findings suggest the teachers implement the reinforcement strategies fairly to increase teacher-students interaction.
In the context of this study, reinforcement is an act of teachers to strengthen students’ positive behaviour in learning English in the classroom. This qualitative case study was a classroom discourse which employed necessary quantification. The aim was to investigate the use of classroom instruction reinforcement strategies by two English language teachers and their perceptions at a state secondary school in Semarang in the academic year of 2019. The two English teachers were observed in five different lessons. The teachers were interviewed to explore their perceptions of using reinforcement in the classroom. The instruments of this study were observation sheet, interview guideline, and audio-video recordings. The findings showed that the teachers reinforced the students in three types of classroom instruction reinforcement. The three types of reinforcement strategies were: praise or other verbal reinforcement, tangible rewards, and token rewards. The reinforcement strategy mostly used was praise, followed by tangible rewards and token rewards. Based on the interviews, the teachers perceived that giving positive reinforcement to the students was important. The findings suggest the teachers implement the reinforcement strategies fairly to increase teacher-students interaction.
A Research Proposal entitled “LEARNERS’ PREFERENCES AND TEACHING STRATEGIES IN TEACHING MATHEMATICS OF FOURTH YEAR HIGH SCHOOL STUDENTS AT MABITAC, LAGUNA S.Y. 2010-2011”
Teachers’ Perceptions and Practices of Classroom Assessment in Secondary Scho...Md. Mehadi Rahman
Classroom assessment is an essential part of education. The study investigated teachers’ perceptions of classroom assessment and their current classroom assessments practices in secondary science in Bangladesh. Specifically, the study sought to gain an understanding of to what extent teachers use different classroom assessment strategies to understand and to support both teaching and learning processes and how their perception is related with their classroom assessment practice. The study was mainly quantitative with some integration of qualitative approach. Data sources were secondary science teachers and their science classrooms. The study used a questionnaire to establish the teachers’ perceptions of classroom assessment in science, a lesson observation protocol, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka city. The findings suggest that teachers perceive classroom assessment as summative assessment. What teachers said about their classroom assessment practice was not reflected during their teaching. Therefore, the teachers’ perceptions of classroom assessment have no significant relation with their classroom assessment practices.
The results of the mathematics learning of junior high school students have not been satisfactory. This is due to the low understanding of students' mathematical concepts. The purpose of this research is to identify the influence of cooperative learning model and learning style towards the understanding of the mathematical concepts of Junior High School students. The method is factorial experiments with 2 x 3 and sample of the study is 60 students of 8th grade junior high school. The analysis results of variance (ANOVA) indicate the following: the use of cooperative learning model of type Student Team Achievement Division influenced the understanding of the mathematical concepts significantly, there is an significant influence of the learning style towards an understanding of mathematical concepts, and there is also a significant influence of the interaction of cooperative learning model of type Student Team Achievement Division and learning style towards the understanding of mathematical concepts. So it can be concluded that the cooperative learning model can improve understanding of students' mathematical concepts and learning styles is a individual differences of learning students in absorbing mathematics subject matter. We hope that this study can be beneficial for further research to improve student’s achievements in mathematics.
Efforts to Improve Indonesian Language Learning Outcomes Students in Writing ...M. Ifaldi Sidik
This study aims to obtain information and find out about Efforts to Improve Student Learning Outcomes of Students in Writing Creative Drama Texts in One Chapter by Paying Attention to the Authenticity of Ideas through the Two Stay Two Stray Model in Class VIII.3 SMPN 1 Batang Anai, Padang Pariaman District. This type of research is classroom action research with 34 students. This research uses a qualitative approach. Research procedures include planning, implementing, observing, and reflecting. This research is carried out in two cycles and is carried out collaboratively between researcher and observer. The technique used in gathering Data are observations, tests, field notes and documentation with the research subjects being the teacher and students. The results of this study indicate that student learning outcomes in the learning process by using the Two Stay Two Stray learning model experienced an increase starting from pre-cycle, Cycle I and Cycle II.
This research aimed to find out the difference of cognitive learning achievement between students taught with Concept Attainment Model and those taught with Discovery Learning model. This study was a quasiexperimental research. The population of research was the 12th Science graders of SMAN 1 Karas of Magetan Regency in school year of 2016/2017. The sample was taken using cluster random sampling technique, consisting of two grades: the 12th Science 4 grade as the first experiment class using Concept Attainment Model and the 12th Science 3 grade as the second experiment class using Discovery Learning model. Technique of collecting data used was t-test technique for data of students’ cognitive learning outcome. Data analysis was carried out using unpaired two-sample variance analysis. The result of research showed there was a difference of cognitive learning outcome between the students treated with learning using Concept Attainment Model and those treated with learning using Discovery Learning. The cognitive learning achievement of students taught with Concept Attainment Model was higher than that of those taught with Discovery Learning.
LEARNER-CENTERED TEACHING: THE STUDENTS’ LEVEL OF LEARNING SKILLS AND STRATEGIESijejournal
Students are challenged to develop their own learning skills and strategies for life-long learning. With this,
the study investigated and analyzed the level of learning skills and strategies of the students in relation to
the extent of implementation of learner-centered teaching in the classroom. This study conducted a survey
in a high school institution where 900 students from first year to fourth year levels were considered as
respondents. A survey tool was used to evaluate the students’ level on their learning skills, collaborative
learning, and study skills through learner-centered teaching. It was found out that students rated
themselves as Good in their learning skills and strategies. This leads to enriching more the learning skills
and strategies of the students and providing them more opportunities to be engaged in meaningful activities
from which they develop their own knowledge and skills applicable in their day-to-day lives
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
The main objective of ARJHSS is to provide an intellectual platform for the international scholars. ARJHSS aims to promote interdisciplinary studies in Humanities & Social Science and become the leading journal in Humanities & Social Science in the world.
Exploring Teachers Practices of Classroom Assessment in Secondary Science Cla...Md. Mehadi Rahman
The study investigates teachers’ classroom assessment practices of secondary schools in Bangladesh. The study is mainly quantitative with some integration of qualitative approach. Secondary science teachers and their science classrooms were main data source of the study, which were selected randomly. Data sources were secondary science teachers and their science classrooms. The study used a lesson observation protocol to understand their classroom assessment practice, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. Qualitative data from interview were used to triangulate the quantitative data from observation. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka. The study explored that teachers’ current practice of classroom assessment was to only assess students learning achievement and they followed traditional methods to assess students. The dominated assessment activity was oral questioning and very few students take part in the assessment activities by answering the questions. The classroom questions are basically focused very specific responses and encouraged rote learning; even students’ didn’t get enough time for thinking and answering the questions. Therefore the study suggests changing current practices by using different assessment strategies like self and peer assessment and focus on assessment for learning to ensure effective teaching-learning and quality education. These findings can inform the classroom teachers as well as o relevant stakeholders in making necessary changes in the present classroom assessment practices in Bangladesh.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Effect of Teachers' Training in Secondary English Teachers' Practice of C...Md. Mehadi Rahman
The study investigates the effectiveness of current teachers' training programs in secondary English teachers practising CLT in Bangladesh. The study follows a mixed design. Secondary trained English teachers were the main data source of the study. The study used an observation protocol for a training session; one questionnaire for teachers, and one
FGD interview schedule for teachers as main sources of data collection. Qualitative data from the interview were used to
triangulate the quantitative data from the questionnaire. One hundred teachers were chosen randomly from twenty secondary schools from Dhaka, Bogura and Rajshahi division.
There were (25) English teachers from five schools who were
chosen purposively for FGD. Result showed that teachers
training has less positive effects on their CLT practice in the
secondary classroom. Through training, teachers understood
the importance of CLT, nevertheless they did not practice CLT properly in the classrooms. Results showed that teachers blamed the mismatch between the assessment system and the
CLT approach for the inability to implement the CLT appropriately. Therefore, the study suggests changing the
current assessment system and increasing support for the trained teachers to practise CLT in the classroom
A Research Proposal entitled “LEARNERS’ PREFERENCES AND TEACHING STRATEGIES IN TEACHING MATHEMATICS OF FOURTH YEAR HIGH SCHOOL STUDENTS AT MABITAC, LAGUNA S.Y. 2010-2011”
Teachers’ Perceptions and Practices of Classroom Assessment in Secondary Scho...Md. Mehadi Rahman
Classroom assessment is an essential part of education. The study investigated teachers’ perceptions of classroom assessment and their current classroom assessments practices in secondary science in Bangladesh. Specifically, the study sought to gain an understanding of to what extent teachers use different classroom assessment strategies to understand and to support both teaching and learning processes and how their perception is related with their classroom assessment practice. The study was mainly quantitative with some integration of qualitative approach. Data sources were secondary science teachers and their science classrooms. The study used a questionnaire to establish the teachers’ perceptions of classroom assessment in science, a lesson observation protocol, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka city. The findings suggest that teachers perceive classroom assessment as summative assessment. What teachers said about their classroom assessment practice was not reflected during their teaching. Therefore, the teachers’ perceptions of classroom assessment have no significant relation with their classroom assessment practices.
The results of the mathematics learning of junior high school students have not been satisfactory. This is due to the low understanding of students' mathematical concepts. The purpose of this research is to identify the influence of cooperative learning model and learning style towards the understanding of the mathematical concepts of Junior High School students. The method is factorial experiments with 2 x 3 and sample of the study is 60 students of 8th grade junior high school. The analysis results of variance (ANOVA) indicate the following: the use of cooperative learning model of type Student Team Achievement Division influenced the understanding of the mathematical concepts significantly, there is an significant influence of the learning style towards an understanding of mathematical concepts, and there is also a significant influence of the interaction of cooperative learning model of type Student Team Achievement Division and learning style towards the understanding of mathematical concepts. So it can be concluded that the cooperative learning model can improve understanding of students' mathematical concepts and learning styles is a individual differences of learning students in absorbing mathematics subject matter. We hope that this study can be beneficial for further research to improve student’s achievements in mathematics.
Efforts to Improve Indonesian Language Learning Outcomes Students in Writing ...M. Ifaldi Sidik
This study aims to obtain information and find out about Efforts to Improve Student Learning Outcomes of Students in Writing Creative Drama Texts in One Chapter by Paying Attention to the Authenticity of Ideas through the Two Stay Two Stray Model in Class VIII.3 SMPN 1 Batang Anai, Padang Pariaman District. This type of research is classroom action research with 34 students. This research uses a qualitative approach. Research procedures include planning, implementing, observing, and reflecting. This research is carried out in two cycles and is carried out collaboratively between researcher and observer. The technique used in gathering Data are observations, tests, field notes and documentation with the research subjects being the teacher and students. The results of this study indicate that student learning outcomes in the learning process by using the Two Stay Two Stray learning model experienced an increase starting from pre-cycle, Cycle I and Cycle II.
This research aimed to find out the difference of cognitive learning achievement between students taught with Concept Attainment Model and those taught with Discovery Learning model. This study was a quasiexperimental research. The population of research was the 12th Science graders of SMAN 1 Karas of Magetan Regency in school year of 2016/2017. The sample was taken using cluster random sampling technique, consisting of two grades: the 12th Science 4 grade as the first experiment class using Concept Attainment Model and the 12th Science 3 grade as the second experiment class using Discovery Learning model. Technique of collecting data used was t-test technique for data of students’ cognitive learning outcome. Data analysis was carried out using unpaired two-sample variance analysis. The result of research showed there was a difference of cognitive learning outcome between the students treated with learning using Concept Attainment Model and those treated with learning using Discovery Learning. The cognitive learning achievement of students taught with Concept Attainment Model was higher than that of those taught with Discovery Learning.
LEARNER-CENTERED TEACHING: THE STUDENTS’ LEVEL OF LEARNING SKILLS AND STRATEGIESijejournal
Students are challenged to develop their own learning skills and strategies for life-long learning. With this,
the study investigated and analyzed the level of learning skills and strategies of the students in relation to
the extent of implementation of learner-centered teaching in the classroom. This study conducted a survey
in a high school institution where 900 students from first year to fourth year levels were considered as
respondents. A survey tool was used to evaluate the students’ level on their learning skills, collaborative
learning, and study skills through learner-centered teaching. It was found out that students rated
themselves as Good in their learning skills and strategies. This leads to enriching more the learning skills
and strategies of the students and providing them more opportunities to be engaged in meaningful activities
from which they develop their own knowledge and skills applicable in their day-to-day lives
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
The main objective of ARJHSS is to provide an intellectual platform for the international scholars. ARJHSS aims to promote interdisciplinary studies in Humanities & Social Science and become the leading journal in Humanities & Social Science in the world.
Exploring Teachers Practices of Classroom Assessment in Secondary Science Cla...Md. Mehadi Rahman
The study investigates teachers’ classroom assessment practices of secondary schools in Bangladesh. The study is mainly quantitative with some integration of qualitative approach. Secondary science teachers and their science classrooms were main data source of the study, which were selected randomly. Data sources were secondary science teachers and their science classrooms. The study used a lesson observation protocol to understand their classroom assessment practice, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. Qualitative data from interview were used to triangulate the quantitative data from observation. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka. The study explored that teachers’ current practice of classroom assessment was to only assess students learning achievement and they followed traditional methods to assess students. The dominated assessment activity was oral questioning and very few students take part in the assessment activities by answering the questions. The classroom questions are basically focused very specific responses and encouraged rote learning; even students’ didn’t get enough time for thinking and answering the questions. Therefore the study suggests changing current practices by using different assessment strategies like self and peer assessment and focus on assessment for learning to ensure effective teaching-learning and quality education. These findings can inform the classroom teachers as well as o relevant stakeholders in making necessary changes in the present classroom assessment practices in Bangladesh.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Effect of Teachers' Training in Secondary English Teachers' Practice of C...Md. Mehadi Rahman
The study investigates the effectiveness of current teachers' training programs in secondary English teachers practising CLT in Bangladesh. The study follows a mixed design. Secondary trained English teachers were the main data source of the study. The study used an observation protocol for a training session; one questionnaire for teachers, and one
FGD interview schedule for teachers as main sources of data collection. Qualitative data from the interview were used to
triangulate the quantitative data from the questionnaire. One hundred teachers were chosen randomly from twenty secondary schools from Dhaka, Bogura and Rajshahi division.
There were (25) English teachers from five schools who were
chosen purposively for FGD. Result showed that teachers
training has less positive effects on their CLT practice in the
secondary classroom. Through training, teachers understood
the importance of CLT, nevertheless they did not practice CLT properly in the classrooms. Results showed that teachers blamed the mismatch between the assessment system and the
CLT approach for the inability to implement the CLT appropriately. Therefore, the study suggests changing the
current assessment system and increasing support for the trained teachers to practise CLT in the classroom
Using Action Research to Identify Data During Clinical Experience (main)Antwuan Stinson
Critical thinking is the focal point missed in many students’ education. Learning to ask appropriate questions and deduce information in order to build a deeper connection to the information is imperative. This paper discusses alternative master’s preservice teachers’ use of action research to serve as a guide during a 16-week clinical experience. Semi-structured interviews and reflection papers were conducted to create a comparative case study that analyzed the clinical experiences.
Student-Centered Teaching and its Impact on Learning.docxorlandov3
Student-Centered Teaching and its Impact on Learning Outcomes
Tyronnica Mingo
Concordia University
A Research Report Presented to The Graduate Program in Partial Fulfillment of the Requirements
For the Degree of Master’s in Education
Concordia University - Portland
Running head: STUDENT-CENTERED TEACHING 1
2019
Student-centered Teaching and its Impact on Learning Outcomes Today’s teachers are presented instruction in different ways. Teachers want learning to be spontaneous. Teaching and learning are no longer traditional. Teachers are not handing out notes and students are following along taking notes. The days are long gone. Students have formative assessment throughout their lessons to check for understanding. Through research and professional developments, teachers have learned to measure their student’s success in a new way. In this new way of learning and teaching, the lessons are more student-centered. Teachers still write lesson plans, but in hopes that students will use strategies previously learned to keep all students engaged in the lesson. The question is how the instructional outcomes becomes successful when they are student-led when students are still in grade school. Students begin to learn this process at the beginning of school in hopes to get better each week. In most schools, holidays breaks come in towards the ends of the year. At this time, educators notice that students are not really engaged in the lesson. The middle years of schooling have been identified as a time when disengagement with education is likely (Chan, Baker, Slee, & Williamson, 2015). This is a problem for teachers because engagement is key when measuring the success of the lesson taught. Engagement is seen as important in promoting school completion (Chan et al., 2015). In rural areas, grades have been shifted around to meet budget cuts. Sixth grade is now considered still elementary in most of these areas. In the older days, sixth grade was the start of middle school. You would remain in middle school until eighth grade graduation. In order to cut the dropout rate, students must come to school and participate in their learning. This means that the lesson must be interested, and less teacher oriented. Research shows that engaging students is a challenging and often frustrating task for mathematics teachers (Madelinebevs, 2013). The planning of activities to go along with the curriculum is key. Students should use strategies that keeps everyone talking and thinking. Student-centered teaching can help alleviate this disengagement. It increases time spent in class on engaging activities (Gorzycki, n.d.). The literature review shows in research that lessons and curriculums that provides room for student-centered activities will have a positive impact on grade schools. The instructional outcomes are met using these strategies.
Review of the Literature
Cooperative Learning vs. Teacher Oriented Learning
Research shows that an experime.
SETTING THE STAGE FOR SUCCESSLeslie BetheaEDU 673 Instru.docxlesleyryder69361
SETTING THE STAGE FOR SUCCESS
Leslie Bethea
EDU 673 Instruction Strategies for Differentiated Teaching & Learning
Dr. Susan Adragna
November 2, 2015
Classroom Demographics
18 Prekindergarten students
10 girls 8 boys
2 students have IEP’s
7 students are ELL students
Classroom Environment
Classroom Layout
Positive Behavior
Patick,Kaplan, Ryan (2011) state, “The environment of a classroom plays an important role in students' motivation, engagement, and achievement at school”(pg.1). The layout of a classroom can also affect a student’s behavior, concentration and attitudes toward learning. If the classroom is designed to promote positive collaborations, physical movement and accessible materials, students are able to take charge of their own learning.
Classroom Environment
The physical layout of the classroom promotes flexibility for movement and is important to student learning. According to Tomlinson (2013), students need to be able to change their seating arrangements and vantage points to keep them engaged in learning. The walls in classroom are utilized to reflect student work , projects and visuals are used throughout the room as rule reminders and choice menus. Bulletin boards and partition walls are also used to draw student attention to highlighted work and project examples that students may be currently working on.
Classroom Environment
The Furniture
All the furniture in the classroom including the desks, tables, bookshelves and supply cart are lightweight and movable to allow for easy access. The furniture is also made out of material that does not stain and is easy for students to wipe down after art activities. Since space is limited in my classroom moveable furniture enables me to create a larger space in the middle of the classroom. The larger space provides me an opportunity to differentiate my lessons in a different learning format. The students in my classroom have diverse learning styles and learning in different formats can promote increased student engagement.
Positive Environment
Classroom Rules
Daily Schedule
Emotionally Safe Environment
Individual Differences
Behaviors modeled and displayed
A positive behavior environment includes, Class rules and routines, an emotionally safe environment that values individual differences, expected behaviors
Rules and Routine
�Students are Valued Member of the Community
�Rules are Posted and Discussed
�
�Class Routines are Posted
�
�Jobs are Assigned
My students and I consider my classroom a learning community. Part of being a community is to follow the rules to enable everyone to learn in a comfortable and respectful environment. My students and I design our community rules on the first day of school, each of my students can either write down a rule idea on a 3x5 card or they can raise their hand and tell me. I then put down all the rules on the whiteboard and once we have decided on appropriate rules, then they are posted in the front of the cla.
Teachers encounter many problems in the classroom and amongst is
classroom management. Classroom management pose a problem to teachers
especially the novice teachers who are not privileged to undergo the training
of teaching profession. Teachers’ personality type play an important role in
whether to increase positive behaviours or decrease negative behaviours
among the students in classroom environment. This study therefore examined
teachers’ personality type as determinant of classroom management in Lagos
State. Descriptive method of research was used for this study. The
respondent comprised of 180 teachers selected from 15 schools in Lagos
State. Two instruments were used in gathering data for the study. Mean
rating and Pearson Product Moment Coefficient were used to answer and test
research questions and hypotheses respectively. Findings revealed that
teachers personality determines their classroom management.
Effective Teachers An Investigation from The Perspectives of .docxSALU18
Effective Teachers: An Investigation from The Perspectives of Elementary School Students
Jludith F. E-vans
Manhattan C'ollege
Abstract
The topic of effective teachers is of significance to the fiei'd of teacher education as well as to the entire
education community While an abundance of research oi this subject identifies findings from adult
viewpoints, this qualitative study uses ethnographic interviews with fijth grade studen7ts to eramine the
characteristics of effective teachersfrom the perspectives qf children, the consumers in education.
Categories of characteristics and themes Jbund in the descriptive data of transcripts reveal the way
children define effective teachers and identify their skills, knowledge, and dispositions. Implications
fir the goals and content of teacher education programs are discu.ssed. Based on findings from this study,
the author argues in support of including the voices of children in the research arena. The article concludes
that in an age of technolog,y, elementary school students ietain a humanistic vision of teaching and learning.
Introduction
The goal of teacher education is to prepare effective teachers who are able to facilitate learning for all students. The
various aspects of becoming an effective teacher are topics intro(duced in the Elementary Education Program at Manhattan
College in Riverdale, NY, when students first begin their teacher preparation. This subject is revisited throughout the
program as understandings are modified as a result of course worlk and field experiences.
Manhattan College, a small LaSallian Catholic liberal arts college, is located in the heart of Community School
District 10, the largest of New York City's 32 school districts. This is a diverse, multicultural district serving 41,000 students,
from 108 countries in 44 schools (Community. 1999-2000). The Program has a commitment to prepare effective teachers
able to work in urban multicultural environments in the 21st Century. Many of our students have come from Catholic schools
and some seek teaching positions in Catholic schools after graduation. However, in recent years. most of the students have
pursued jobs in both urban and suburban public schools. District I 0 and neighboring suburban communities are the contexts
in which students in the Manhattan College Elementary Education Program receive their teacher preparation.
Conceptual Frame/Rationiale for the Study
Teacher effectiveness has become a standard for teacher preparation (Saphier & Gower, 1987; Wonig & Wong, 1998;
Myers & Myers, 1995), a basis for staff development (Danielson, 1996), and a guideline for teacher evaluation (Flores, 1999).
tn fact, the topic has been of such interest to the education community since the middle of the twentieth century that there has
been an abundance of research on teacher effectiveness from different perspectives.
Researchers have studied teacher behaviors in relation to student achievement. They have found that students
a ...
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
DESIGN HEARING ON DIFFERENTIATED INSTRUCTION CHAPTER 2
1. DIFFERENTIATED INSTRUCTION IN
THE TEACHING OF GRADE 8
ARALING PANLIPUNAN
Wendell Taraya
M.Ed. Educational Management
St. Catherine’s College
2.
3. • Today’s teachers are generally familiar with the concept of differentiated instruction because of the highly
diverse learning characteristics displayed by the students in general education classrooms (Bender, 2008).
• There is an evidence of success and effectiveness of using differentiated instruction under K to 12
curriculum in many countries. There was an increased student performance in Science and Mathematics
among students in Australia, Finland and Singapore with the use of differentiated instruction. This
warrants a change in pedagogical approach among teachers to improve student performance among
these subject areas.(Emily Tan, Research Supervisor of University of Sto. Tomas Graduate School)
• It is best conceptualized as a teacher’s response to the diverse learning needs of students
(Tomlinson, 2010; 1999; Tomlinson & McTighe, 2006).
• "I believe that human cognitive competence is better described in terms of a set of abilities, talents, or
mental skills, which I call intelligences“ (Howard Gardner)
• Intelligence is "a biological and psychological potential; that potential is capable of being realized to a
greater or lesser extent as a consequence of the experiential, cultural, and motivational factors that
affect a person" (Howard Gardner)
4. • even though a person may not have any of particular intelligence, they may have another
intelligence which is still functioning in another part of the brain
• each person has and uses all nine intelligences, and, even though one intelligence may be
stronger than another, they all work together in an ordinary person
• Originally, Gardner did not identify how he intended the MI theory to be applied or who would
benefit from using it (Williams, 2002). He anticipated his work to be reviewed and used by
psychologists but instead, educators have looked to his theory and applied it to their teachings
(Gardner, 2003).
• the human brain functions by paying attention to meaningful and substantial information. This
attention to meaningful detail has allowed for the survival of the human species.(Brain Research)
• students whose skills were under-challenged demonstrated low involvement in learning
activities and lessening of concentration.
• Differentiation of instruction could allow for appropriate challenges and engaging lessons for
students based on their interests, ability, and learning needs (Jensen, 1998).
5. In lieu with the Brain Research Tomlinson (1999) added that differentiation is a complex and
sometimes perplexing concept
• Differentiated instruction is not a teaching model. It’s a way of thinking about teaching and
learning that advocates beginning where individuals are rather than with a prescribed plan
of action, which ignores student readiness, interest, and learning profile.
• It is a way of thinking that challenges how educators typically envision assessment,
teaching, learning, classroom roles, use of time, and curriculum.
• Differentiation changes the teacher’s role from classroom commander to facilitator of time
and space and assessor of students.
• Gardner and Tomlinson encouraged teachers to personalize the instructional activities in
order to challenge students with a highly interactive, challenging, and interesting curriculum.
• Teachers were encouraged to consider students’ unique learning styles and then differentiate
the educational activities presented in the class to provide for those divergent learning
styles.
6. Tomlinson encouraged differentiation in three areas:
Content (what is learned)
Process (how the content is mastered by the student)
Product (how the learning is observed and evaluated)
7. • The teacher’s relationship with, and knowledge of, the students in the class was considered
the basis for the differentiation, and so the relationship between the teacher and the learner
was and is viewed as critical for effective instruction.
• Only a solid positive relationship and fairly complete knowledge of the student’s abilities,
learning styles, and preferences can provide an effective basis for differentiated instruction.
8. Aranda and Zamora (2017) investigated the effectiveness of differentiated
instruction in the academic performance of grade ten students in Filipino subject in
National University, Manila.
The study used quasi-experimental design to determine the effectiveness of
differentiated instruction in terms of improving the academic performance of the
students.
The participants were purposively chosen for the control and experimental group,
respectively. The learning styles of the students were identified using the Grasha-
Riechmann Student Learning Style Scale which served as the basis for designing
differentiated activities in the Filipino subject.
The experimental group received differentiated instruction for two months while
the control group received traditional teaching instruction.
The results revealed that the academic performance of the students in the
experimental group is higher compared to the control group.
The study concluded that differentiated instruction based on different learning
styles was effective in teaching the Filipino subject to grade ten students.
9. Stewart (2016) investigated how classroom teachers at the high functioning school are
differentiating instruction and how their reading coaches are supporting the teachers in
designing instructional interventions.
Guided by the concepts of Vygotsky’s zone of proximal development and Tomlinson’s
differentiated instruction, this study examined the connection between these 2 concepts and
explored approaches to the creation of an instructional model to support at-risk students.
The research questions focused on the perceptions of teachers and reading coaches
about instructional interventions and differentiated instruction.
The participants were classroom teachers and reading coaches with 2 or more years of
teaching experience in grades 3-5.
A case study design was used to capture the insights of 7 participants through
interviews and school district public artifacts. Emergent themes were identified from the
data through open coding and findings were developed and validated.
The findings indicated that at-risk students benefit from (a) dedicated, caring teachers;
(b) strong stakeholder support; (c) on-going professional development; (d) opportunities for
teacher collaboration; and (e) effective differentiated instructional strategies. Implications
for social change include increased instructional effectiveness for teachers that improve
academic performance of at-risk students.
10. Valiandes (2015), it was found out that students made better progress in
classrooms where differentiated instruction methods were systematically employed,
compared to students in classrooms where differentiated instruction methods were
not employed.
Based on the findings, the quality of differentiated teaching being given by the
teacher has a great effect on students’ achievement as well as the systematic
employment of differentiated instruction methods in mixed ability classrooms in
promoting equity, optimization of quality and effectiveness in teaching.
11. Maddox (2015) explored how elementary (K-5) teachers define, familiarize, use, and perceive
differentiation.
The conceptual framework was rooted from a constructionist theories of Piaget and Vygotsky.
Purposeful sampling identified 12 participants for individual or focus group interviews.
Data were analyzed through an interpretative analysis of open, axial, and selective coding;
interpretations were subject to member checking to bolster trustworthiness.
The findings revealed that teacher participants understood the textbook definition of
differentiated instruction and focused on student grouping to create differentiated classrooms.
Despite that understanding of differentiation, participants perceived differentiation as time
consuming and challenging due to a lack of materials and diverse populations.
Implications for social change focus on mindset and instruction. Administrators and teachers
may use these findings to broaden the definition of differentiation. Furthermore, teachers may use
this study to gain insight of their personal perception of differentiation, identify materials, and
commit to improved pedagogical practices that focus on its versatility in classrooms and improve
student learning. Teachers may consider the participants’ experiences and change their own
existing classroom environments, thus improving student successes.
12. Amadio (2014) examined teachers’ perceptions about the effectiveness or lack of
effectiveness of differentiated instruction in secondary mathematics in a metropolitan school
district in Minnesota.
The study used a survey and teacher interviews to build understanding of teachers’
perceptions.
The study concluded, based on the results, that secondary mathematics teachers in the
metropolitan school district in Minnesota would benefit from more time, more concise curriculum,
and more professional development to effectively implement differentiated instruction in
secondary mathematics.
13. Muthomi and Mbugua (2014) investigated the effectiveness of Differentiated instruction on
students’ achievement in mathematics in secondary schools in Meru County in Kenya.
The study sought to determine whether there was a difference in achievement when students
were instructed using Differentiated Instruction approach.
The study employed the Quasi-experimental design and in particular Solomon Four-Group
design. The research was carried out in 8 provincial secondary schools in Meru County, Kenya.
The subjects were form three students and the sample size was 374 students. Simple random
sampling technique was used to select the participating schools. Mathematics Achievement Test
provided the needed data.
The hypothesis was tested at α = 0.05 level of significance.
Results indicated that Differentiated Instruction significantly improved the students’
achievement in mathematics which may lead curriculum developers to include Differentiated
Instruction in approaches to teaching mathematics to improve achievement in the subject.
14. Robinson, et. al. (2014), investigated how teacher participants from an elementary school and
high school successfully differentiate instruction.
Teachers’ understanding and knowledge in a differentiating classroom are crucial in achieving
students’ success.
The interviews explored participants' perceptions of how differentiated instruction has
influenced their ability to successfully reach the diverse needs of learners in their classrooms.
Major findings in the case study included a lack of professional development, time constraints,
how differentiated instruction meets the needs of all learners, the difficulties of learning how to
initially implement differentiated instruction, and the belief that differentiated instruction is
essential for student success.
15. Chick and Hong (2012) presented the philosophy and goals of differentiated instruction in the
social studies.
Children’s literature is incorporated to highlight five practical and easy-to-implement strategies
for differentiating instruction.
These strategies are presented to assist teachers in meeting the needs of a diverse student
population.
Differentiated instruction is emphasized in ways that help students experience the benefits of
a democratic social studies classroom where the responsibility for learning is shared.
Although most teachers consider it appropriate and necessary to modify curriculum,
instructional strategies, and student products based on students’ readiness levels and abilities,
interests, and learning preferences, translating that philosophy into practical classroom strategies
can be difficult.
Incorporating easy-to-implement strategies such as Big Paper, Identity Charts, tiered learning
experiences, and open questions can help teachers begin to meet the needs of diverse learners in
the social studies while allowing students to experience a democratic classroom where the
responsibility for learning is shared.
16. Mahyuddin, et.al. (2011) investigated the impact of learning styles on the academic achievement
of secondary school students in Iran.
The Kolb Learning Style Inventory (1999) was administered in eight public schools in Tehran.
The mean of test scores in five subjects, namely English, science, mathematics, history and
geography, was calculated for each student and used as a measure of academic achievement.
A total of 285 Grade 10 students were randomly selected as sample of this study.
The results of the analyses of variance show that there is a statistically significant difference
in the academic achievement of the Iranian students that correspond to the four learning styles
[F(3, 285) = 9.52, p < .05]; in particular, the mean scores for the converging and assimilating
groups are significantly higher than for the diverging and accommodating groups.
17. Stavroula, et.al. (2011) inspected the application of differentiated instruction in mixed ability classes, in
which 24 elementary classes of 479 Cypriot pupils participated.
The study provided evidence about the effect that systematic differentiated instruction in mixed ability
classes has on students’ achievement.
The results of the experimental group of the research that had received differentiated instruction were
compared by multilevel regression with the results of the control group that had not received differentiated
instruction.
The comparison aimed at investigating the difference in achievement between the two groups and the
identification of other factors that affected students’ achievement between and within these groups.
A multilevel structure equation model was used to demonstrate the relations and the impact of the
change of teaching practices, monitored by a differentiated instruction observation key, over students’
achievement.
Along with the main research question determining the impact of differentiated teaching on students’
achievement, research results gave substantial evidence over the dimensions of quality and equity of
education effectiveness. Quality and equity dimensions of education effectiveness consists of main conflict
issues for differentiation instruction in mixed ability classrooms.
Based on the results of the study presented, this articles’ main target is to discuss how differentiated
instruction can promote equity and quality for all in mixed ability classrooms.
18. Allcock (2010) conducted a study comparing learning styles to academic ability as a basis for differentiation
to improve A-level student performance of psychology students.
In one class, learning activities were differentiated by academic ability; in the other class, learning
activities were differentiated by learning style for nine weeks, followed by a further class test.
Both classes showed significant improvement from the beginning to the final test, but there was no
significant difference in improvement between the two groups.
The study recommended further research in personalized learning make student-focused intervention to
enable students to better understand and to employ their own learning styles as a tool for independent
study.
19. Good (2006) explored the creation of a differentiated classroom by introducing the
philosophy behind differentiated instruction.
Because differentiated instruction assumes certain degrees of literacy and
independence, some of these strategies are more appropriate for young children than
others.
The review synthesized and presented a variety of strategies appropriate for use in
elementary schools, particularly in the primary grades.
Hence, implementation of Differentiated Instruction works best when teachers begin
with applying simpler strategies, working their way down the continuum as their skills
and comfort levels increase.
20. Gabison (2005) reviewed the current literature, students’ and parents’ perspectives on
differentiation.
The qualitative research project assessed the perspectives of a group of students and
parents in a 6th-8th-grade charter school classroom where differentiated instructional
practices were utilized.
Data collection methods used during the study included anecdotal records, student and
family interviews at the end of the year, and student and family inventories of multiple
intelligences and learning interests.
The study concluded that differentiated instructional practices implemented at small charter
school had a positive impact on student growth, as determined by student, parent, and
teacher input.
Further research is needed to examine the issues of class size/setting and teacher
personality as other variables that impact student growth.
21. Mulder (1999) determine to what extent differentiated instruction has effect on student
mathematics achievement in primary school classrooms.
Twenty-four primary school teachers in the Netherlands were observed three times by three
observers with the purpose of determining the extent of differentiated instruction to explore
what effect this has on mathematics achievement.
Multi-level analyses were performed to identify the effect of differentiated instruction on
student mathematics achievement.
Results showed that differentiated instruction has no statistically significant effect on student
mathematics achievement, which was against expectations.
The relationship between differentiated instruction and mathematics achievement was
positive, which means that the more the teacher differentiates, the higher the mathematics
achievement of the students is.
22. Burkett (1994) examine how teachers understand and perceive the influence of
differentiation on instructional practices.
The study utilized the qualitative method of phenomenology to explore teacher perceptions
connected to differentiated instruction and the influence of these on instructional practice.
The study interviewed 11 intermediate elementary school teachers using interview questions
to promote conversational dialogue. The interview questions afforded teachers opportunities
to share their thoughts, feelings, and experiences pertaining to differentiated instruction.
Data analysis revealed the following themes: 1.) Differentiated instruction is essential in an
effective classroom, 2.) differentiated instruction occurs naturally, 3.) in-service professional
development influences differentiated instruction, 4.) early schooling influences
differentiated instruction, 5.) pre-service professional development influences differentiated
instruction, 6.) differentiated instruction is prevalent and 7.) classroom environment
conducive to learning.
In addition the study found that teachers used the following differentiated instructional
strategies: flexible grouping, tiered lessons, literature circles, and curriculum compacting.
Consequently, this study supports differentiated instruction as an approach to learning while
highlighting the influence of professional development on teachers’ use of differentiated
instruction.
23. Results of related studies revealed that there were positive attitudes toward
differentiated teaching and the belief that differentiated instruction is effective in
promoting students’ high academic performance.
Cited literatures and studies encouraged the researcher to conduct a study on the
effectiveness of using differentiated instruction to Grade 8 Araling Panlipunan
Students of Mohon Divino National High School.