This study explored teaching beliefs about differentiated instruction among secondary school teachers in Hong Kong. A survey and interviews were conducted with teachers from two secondary schools. The results found that teachers generally held positive attitudes toward differentiated instruction and believed in its strategies. However, they were more doubtful and less confident in its effectiveness for inclusive education. Additionally, teachers tended to rely more on teacher-centered approaches for differentiation. The researchers concluded that while teachers supported differentiation, they faced challenges in implementing it effectively due to large class sizes, exams, and lack of family support. Suggestions were made for further research combining additional data sources to better understand differentiation practices in Asian contexts.
Action research is a type of social research initiated to solve an immediate problems, led by individuals working in teams with others. It involves the process of actively participating in an organization change situation whilst conducting research.
Action research is a type of social research initiated to solve an immediate problems, led by individuals working in teams with others. It involves the process of actively participating in an organization change situation whilst conducting research.
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.
Student Perspectives of Peer Assessment for Learning in a Public Speaking courseEddy White, Ph.D.
This article was published online in the Asian EFL Journal in January, 2009. It forms part of my doctoral research into assessment for learning (AfL) in an EFL context with adult learners.
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.
Student Perspectives of Peer Assessment for Learning in a Public Speaking courseEddy White, Ph.D.
This article was published online in the Asian EFL Journal in January, 2009. It forms part of my doctoral research into assessment for learning (AfL) in an EFL context with adult learners.
Using DesCartes Instructional Ladders to Plan for Differentiated InstructionNWEA
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Using DesCartes Instructional Ladders to Plan for Differentiated Instruction
Sara Reiter, Project Manager, Excellence in Instruction, Kansas Public Schools, KS., Jan Brunell, Education Research Development Council, MN
Fusion 2012, the NWEA summer conference in Portland, Oregon
In this session you will see a transformation of DesCartes to teacher-friendly instructional ladders that have promoted differentiated instruction and quality lesson planning in our district. You will also learn how we work to meet the individual needs of all learners through the use of DesCartes instructional ladders in combination with other data including: growth data, national college-readiness data, state assessment data, and formative assessment data.
Learning outcome:
- Use DesCartes Instructional Ladders with other data to promote differentiated instruction and quality lesson planning.
Audience:
- New data user
- Experienced data user
- Advanced data user
- Curriculum and Instruction
Kansas City Kansas Public Schools is an urban district serving a diverse population of twenty thousand students. We have used MAP data to differentiate instruction and encourage student growth for the past six years.
Differentiated Instruction Action Research Proposalsammunks
An action research proposal on how to train teachers on Differentiated Instruction for implementation. It has detailed calendar events, surveys, documents for observations, coding of observations, goals, expected outcomes, and research of other's action research projects. This was completed for EDD 581 at the University of Phoenix.
Team teaching
Team teaching involves a group of two or more teachers working together to plan, conduct, and evaluate the learning activities for the same group of learners.
Exploring Hong Kong Secondary School Teachers' Teaching Beliefs of Differentiated Instruction
1. Exploring Hong Kong Secondary School Teachers’
Teaching Beliefs of Differentiated Instruction
Coby Ka-Yau WU
Sally Wai-Yan WAN
Ylena Yan WONG
Faculty of Education
The Chinese University of Hong Kong
Corresponding email: sallywywan@cuhk.edu.hk
ABSTRACT
• Catering for learner diversity is one of the key concerns in
Hong Kong curriculum reform.
• Differentiated instruction is introduced in teacher training
sectors.
• With the use of a survey and focus group interviews, this
mixed-method study attempts to explore teachers’
beliefs of differentiated instruction in two Hong Kong
secondary schools.
INTRODUCTION
Differentiated instruction:
• Aim of differentiated instruction:
• To address the diverse needs of individual learners
who are provided with an opportunity to work at a
moderately challenging level (Tomlinson et al., 2003)
Teaching beliefs:
• Definition of teaching beliefs:
• “tacit, often unconsciously held assumptions about
students, classrooms, and the academic material to be
taught” (Kagan, 1992: 65)
• Teachers play a vital role in developing classroom
routines that address learner variance
• Whether Hong Kong teachers are able to successfully
carry out differentiated instruction depends on their
teaching beliefs.
OBJECTIVES
• To investigate in-service teachers' teaching beliefs of the
use of differentiated instruction
• To inform teacher educators in pre- and in-service
teacher education
• Research question: What are in-service
teachers‘ teaching beliefs with respect to differentiated
instruction?
METHODOLOGY
Mixed methods design:
• A questionnaire to two secondary schools
• Two focus group interviews
Questionnaire
• To explore teachers’ teaching beliefs upon inclusive and
differentiated teaching practices
• Based on Scott & Spencer’s (2006) 15-item scale about
teaching beliefs upon differentiated instruction
• 6-point Likert scale (1=strongly disagree to 6=strongly agree)
Semi-structured interviews
• To obtain in-depth information
• Use of guiding questions in an interview guide
Data Analysis:
• The quantitative data was analyzed including frequencies,
percentages, means and standard deviations
• Interview data was analyzed by the use of constant
comparative method and found the similarities or
differences
RESULTS
• Positive attitudes towards differentiated instruction, with
a mean score of 4.46 (S.D.=0.73) [Table 1]
• Teachers’ teaching beliefs towards differentiated strategies
(M=4.54, S.D.=0.73) are stronger than that of inclusive
education (M=4.26, S.D.=0.73) [Table 1]
• Teachers were doubtful about the effectiveness of
inclusive education.
• Both quantitative and qualitative data reveal that teachers
tended to use teacher-centered approaches in
differentiated instruction.
• Great concerns about big class problem as brought by
inclusive education, for example, big teacher-student ratio.
• Family support was regarded as an important
environmental factor affecting differentiated instruction.
RESULTS
CONCLUSION
• Teachers generally held positive attitudes towards
differentiation.
• Teachers faced struggles towards differentiation due to
high-stake examinations and inclusive education.
• To achieve effective differentiated instruction, careful
considerations should be attempted at different aspects.
Poster presented at the ISATT 2015, Auckland, New Zealand, 14 July 2015
LIMITATIONS
• Use of self-reported findings only
• Not intend to make generalizations to other schools or
countries
• Suggestions for further research
• Combined with class observation, professional
development records, and journal entries
• In-depth understanding in the Asian context
“Is this really the best method to students?”
(S01-19 written comment)