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32 pages : 28 cm

32 pages : 28 cm

Perma.cc archive of https://www.understood.org/articles/en/differentiated-instruction-what-you-need-to-know created on 2021-11-03 11:50:22+00:00.

Perma.cc archive of https://www.understood.org/articles/en/differentiated-instruction-what-you-need-to-know created on 2021-11-03 11:50:22+00:00.

This manuscript contains 13 curriculum units designed to enhance differentiated instruction for learners with special needs from grades 1-12, including gifted students. It integrates Benjamin S. Bloom's levels of cognitive understanding with Howard Gardner's eight domains of intelligence to provide a framework for individualized instruction. Each unit has activities for the eight multiple intelligences (logical-mathematical intelligence, linguistic intelligence, bodily-kinesthetic intelligence, spatial intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, and naturalistic intelligence) at each of Bloom's taxonomic levels: knowledge, comprehension, application, analysis, synthesis, and evaluation. The manuscript begins by explaining Bloom's and Gardner's contributions to educational research in the area of differentiated instruction, and then provides the following curriculum units: (1) "Solar System" (Jeff Hendrickson and Renee Hendrickson); (2) "Energy" (Chris Hiroto); (3) "Antarctica" (Amy La Jocies); (4) "Author Study of Chris Van Allsburg" (Linda Hurley Lord); (5) "Omnipotent Oceans" (Sheri Marshall); (6) "Starting a Home Business" (Vicki L. Malan); (7) "Fractions" (Denise C. Moriarty); (8) "Whole Numbers and Decimals" (Denise C. Moriarty); (9) "Geometry" (Denise C. Moriarty); (10) "Ancient Egypt" (Audrey C. Rule); (11) "Energy" (Cynthia Rust); (12) "Garden Plants" (Amy Smith); and (13) "Rain Forests" (Jaime Watson). (Contains 11 references.) (CR)

Writing in English with confidence is a matter of great concern for non-native speakers. Since writing fluently requires a multidimensional mastery of language skills, students always regard it as an open question. This paper investigates writing skills which seem to be the least favored and most problematic skills to acquire in a foreign language acquisition. The purpose of the study was to investigate the impact of Differentiated Instruction (DI) on the English writing fluency for the students in the first year of secondary education in Al-Azhar Institutes. To answer the study questions, the researcher adopted the quasi-experimental approach using the one-group design. The study subjects were thirty two (32) students who have been randomly chosen from the Secondary education of Al-Azhar Institutes in Sohag governorate, Egypt. The sampling method is probability sampling which means that every individual of the population has a chance of being selected. The researcher used a program based on Differentiated Instruction's theory in teaching the study group in the second term of the year (2018-2019). The program consisted of 12 units. Each unit has four lessons. To measure the effect of the program, the researcher designed and validated a writing fluency test to be used as a pre and post test. The data of the study were analyzed, using SPSS 19 software, to confirm the test reliability. The researcher used a t-test to spot the statistical differences in students' performance before and after the intervention of the program. The study indicated that there are statistically significant differences at the level of ( 0.05) in English writing fluency skills of the first-year students in favor of the posttest. This meant that the use of the program had a significant impact on developing the students' writing fluency in Al-Azhar Institutes. Based on those findings, the study recommended implementing the suggested program to bring about better outcomes in students' writing fluency. It also was suggested that further research should be conducted concerning other language domains such as reading and listening.

Writing in English with confidence is a matter of great concern for non-native speakers. Since writing fluently requires a multidimensional mastery of language skills, students always regard it as an open question. This paper investigates writing skills which seem to be the least favored and most problematic skills to acquire in a foreign language acquisition. The purpose of the study was to investigate the impact of Differentiated Instruction (DI) on the English writing fluency for the students in the first year of secondary education in Al-Azhar Institutes. To answer the study questions, the researcher adopted the quasi-experimental approach using the one-group design. The study subjects were thirty two (32) students who have been randomly chosen from the Secondary education of Al-Azhar Institutes in Sohag governorate, Egypt. The sampling method is probability sampling which means that every individual of the population has a chance of being selected. The researcher used a program based on Differentiated Instruction's theory in teaching the study group in the second term of the year (2018-2019). The program consisted of 12 units. Each unit has four lessons. To measure the effect of the program, the researcher designed and validated a writing fluency test to be used as a pre and post test. The data of the study were analyzed, using SPSS 19 software, to confirm the test reliability. The researcher used a t-test to spot the statistical differences in students' performance before and after the intervention of the program. The study indicated that there are statistically significant differences at the level of ( 0.05) in English writing fluency skills of the first-year students in favor of the posttest. This meant that the use of the program had a significant impact on developing the students' writing fluency in Al-Azhar Institutes. Based on those findings, the study recommended implementing the suggested program to bring about better outcomes in students' writing fluency. It also was suggested that further research should be conducted concerning other language domains such as reading and listening.

Writing in English with confidence is a matter of great concern for non-native speakers. Since writing fluently requires a multidimensional mastery of language skills, students always regard it as an open question. This paper investigates writing skills which seem to be the least favored and most problematic skills to acquire in a foreign language acquisition. The purpose of the study was to investigate the impact of Differentiated Instruction (DI) on the English writing fluency for the students in the first year of secondary education in Al-Azhar Institutes. To answer the study questions, the researcher adopted the quasi-experimental approach using the one-group design. The study subjects were thirty two (32) students who have been randomly chosen from the Secondary education of Al-Azhar Institutes in Sohag governorate, Egypt. The sampling method is probability sampling which means that every individual of the population has a chance of being selected. The researcher used a program based on Differentiated Instruction's theory in teaching the study group in the second term of the year (2018-2019). The program consisted of 12 units. Each unit has four lessons. To measure the effect of the program, the researcher designed and validated a writing fluency test to be used as a pre and post test. The data of the study were analyzed, using SPSS 19 software, to confirm the test reliability. The researcher used a t-test to spot the statistical differences in students' performance before and after the intervention of the program. The study indicated that there are statistically significant differences at the level of ( 0.05) in English writing fluency skills of the first-year students in favor of the posttest. This meant that the use of the program had a significant impact on developing the students' writing fluency in Al-Azhar Institutes. Based on those findings, the study recommended implementing the suggested program to bring about better outcomes in students' writing fluency. It also was suggested that further research should be conducted concerning other language domains such as reading and listening.

Short- and Mid-Term Effects of Digital vs. Paper-Based Differentiated Reading Instruction on Primary School Students’ Reading Fluency and Comprehension

Logical mathematical intelligence is important to be trained from an early age in the demands of 21st century competencies, because it is related to problem-solving ability, a logical thinking, and numerical processing skills in daily life practices of early children. One alternative way to increase this intelligence is to use interactive media as a practice of digitalization and differentiated instruction in learning activities.  Based on the problem, this study aims to increase the logical-mathematical intelligence of early childhood through the implementation of interactive media in learning activities.  This research method used pre-experiment design in the form of one group pre-test and post-test.  The sample in this study were children aged 5-6 years with a total of 21 children.  Data collection instruments using logical mathematical intelligence observation sheets.  Data analysis techniques using paired sample t-test.  The result of the data analysis showed that the Sig. (2 tailed) of 0,000 < 0,05.  Thus, there is an effect of implementing interactive media to improve logical-mathematical intelligence in early childhood learning by using differentiated learning practices.

Logical mathematical intelligence is important to be trained from an early age in the demands of 21st century competencies, because it is related to problem-solving ability, a logical thinking, and numerical processing skills in daily life practices of early children. One alternative way to increase this intelligence is to use interactive media as a practice of digitalization and differentiated instruction in learning activities.  Based on the problem, this study aims to increase the logical-mathematical intelligence of early childhood through the implementation of interactive media in learning activities.  This research method used pre-experiment design in the form of one group pre-test and post-test.  The sample in this study were children aged 5-6 years with a total of 21 children.  Data collection instruments using logical mathematical intelligence observation sheets.  Data analysis techniques using paired sample t-test.  The result of the data analysis showed that the Sig. (2 tailed) of 0,000 < 0,05.  Thus, there is an effect of implementing interactive media to improve logical-mathematical intelligence in early childhood learning by using differentiated learning practices.

Logical mathematical intelligence is important to be trained from an early age in the demands of 21st century competencies, because it is related to problem-solving ability, a logical thinking, and numerical processing skills in daily life practices of early children. One alternative way to increase this intelligence is to use interactive media as a practice of digitalization and differentiated instruction in learning activities.  Based on the problem, this study aims to increase the logical-mathematical intelligence of early childhood through the implementation of interactive media in learning activities.  This research method used pre-experiment design in the form of one group pre-test and post-test.  The sample in this study were children aged 5-6 years with a total of 21 children.  Data collection instruments using logical mathematical intelligence observation sheets.  Data analysis techniques using paired sample t-test.  The result of the data analysis showed that the Sig. (2 tailed) of 0,000 < 0,05.  Thus, there is an effect of implementing interactive media to improve logical-mathematical intelligence in early childhood learning by using differentiated learning practices.

Logical mathematical intelligence is important to be trained from an early age in the demands of 21st century competencies, because it is related to problem-solving ability, a logical thinking, and numerical processing skills in daily life practices of early children. One alternative way to increase this intelligence is to use interactive media as a practice of digitalization and differentiated instruction in learning activities.  Based on the problem, this study aims to increase the logical-mathematical intelligence of early childhood through the implementation of interactive media in learning activities.  This research method used pre-experiment design in the form of one group pre-test and post-test.  The sample in this study were children aged 5-6 years with a total of 21 children.  Data collection instruments using logical mathematical intelligence observation sheets.  Data analysis techniques using paired sample t-test.  The result of the data analysis showed that the Sig. (2 tailed) of 0,000 < 0,05.  Thus, there is an effect of implementing interactive media to improve logical-mathematical intelligence in early childhood learning by using differentiated learning practices.

Differentiated-Instruction-Wiki dumped with WikiTeam tools.

In spite of evidence against learning style theories, educators feel the need for individualized instruction. Complex concepts may require a robust instructional design, learner feedback, and sound understanding of the learning process. This suggests the need to rethink the potential of learning styles in academic success. This paper hypothesizes that inherent traits of learners predisposes them to processing information in a certain way, requiring differentiated instruction for complex concepts. A proof of concept of clarifying the hundredths place for the learner with kinesthetic perception is presented. It is argued that differentiated thematic instruction with movement is ideal to enforce this learning. Success of this methodology suggests its applicability to next-generation classrooms for better comprehension and retention of the subject matter.

In spite of evidence against learning style theories, educators feel the need for individualized instruction. Complex concepts may require a robust instructional design, learner feedback, and sound understanding of the learning process. This suggests the need to rethink the potential of learning styles in academic success. This paper hypothesizes that inherent traits of learners predisposes them to processing information in a certain way, requiring differentiated instruction for complex concepts. A proof of concept of clarifying the hundredths place for the learner with kinesthetic perception is presented. It is argued that differentiated thematic instruction with movement is ideal to enforce this learning. Success of this methodology suggests its applicability to next-generation classrooms for better comprehension and retention of the subject matter.

In spite of evidence against learning style theories, educators feel the need for individualized instruction. Complex concepts may require a robust instructional design, learner feedback, and sound understanding of the learning process. This suggests the need to rethink the potential of learning styles in academic success. This paper hypothesizes that inherent traits of learners predisposes them to processing information in a certain way, requiring differentiated instruction for complex concepts. A proof of concept of clarifying the hundredths place for the learner with kinesthetic perception is presented. It is argued that differentiated thematic instruction with movement is ideal to enforce this learning. Success of this methodology suggests its applicability to next-generation classrooms for better comprehension and retention of the subject matter.

In spite of evidence against learning style theories, educators feel the need for individualized instruction. Complex concepts may require a robust instructional design, learner feedback, and sound understanding of the learning process. This suggests the need to rethink the potential of learning styles in academic success. This paper hypothesizes that inherent traits of learners predisposes them to processing information in a certain way, requiring differentiated instruction for complex concepts. A proof of concept of clarifying the hundredths place for the learner with kinesthetic perception is presented. It is argued that differentiated thematic instruction with movement is ideal to enforce this learning. Success of this methodology suggests its applicability to next-generation classrooms for better comprehension and retention of the subject matter.

In spite of evidence against learning style theories, educators feel the need for individualized instruction. Complex concepts may require a robust instructional design, learner feedback, and sound understanding of the learning process. This suggests the need to rethink the potential of learning styles in academic success. This paper hypothesizes that inherent traits of learners predisposes them to processing information in a certain way, requiring differentiated instruction for complex concepts. A proof of concept of clarifying the hundredths place for the learner with kinesthetic perception is presented. It is argued that differentiated thematic instruction with movement is ideal to enforce this learning. Success of this methodology suggests its applicability to next-generation classrooms for better comprehension and retention of the subject matter.

In spite of evidence against learning style theories, educators feel the need for individualized instruction. Complex concepts may require a robust instructional design, learner feedback, and sound understanding of the learning process. This suggests the need to rethink the potential of learning styles in academic success. This paper hypothesizes that inherent traits of learners predisposes them to processing information in a certain way, requiring differentiated instruction for complex concepts. A proof of concept of clarifying the hundredths place for the learner with kinesthetic perception is presented. It is argued that differentiated thematic instruction with movement is ideal to enforce this learning. Success of this methodology suggests its applicability to next-generation classrooms for better comprehension and retention of the subject matter.

In spite of evidence against learning style theories, educators feel the need for individualized instruction. Complex concepts may require a robust instructional design, learner feedback, and sound understanding of the learning process. This suggests the need to rethink the potential of learning styles in academic success. This paper hypothesizes that inherent traits of learners predisposes them to processing information in a certain way, requiring differentiated instruction for complex concepts. A proof of concept of clarifying the hundredths place for the learner with kinesthetic perception is presented. It is argued that differentiated thematic instruction with movement is ideal to enforce this learning. Success of this methodology suggests its applicability to next-generation classrooms for better comprehension and retention of the subject matter.

This article deals with the information about differentiated instruction and the importance of usage in the different level students in the classroom. Firstly, at the introduction part of this article, several scientists in EFL gave their perspectives about differentiated instruction and their opinions with their examples have been mentioned in this article. Moreover, types of differentiated instruction such as differentiated content, differentiated process and differentiated product have been clarified to the readers and supported with examples. This article also deals with effective activities for mixed level students related to the differentiated instruction and their instructions to implement them in the classroom have been mentioned in the article. This may open doors starter teachers to employ and understand them better.

306 p. : 28 cm

The article deals the different type of project-based learning and its pedagogical principles. The importance of project-based learning method and its effectiveness was written here. Saidova M.R and Ergasheva D.K 2020. Differentiated instruction, project-based learning, constructivist pedagogy principles . International Journal on Integrated Education. 2, 6 (Mar. 2020), 209-212. DOI:https://doi.org/10.31149/ijie.v2i6.157. Pdf Url : https://journals.researchparks.org/index.php/IJIE/article/view/157/153 Paper Url : https://journals.researchparks.org/index.php/IJIE/article/view/157

a short metaphor

This paper aims at finding out the impacts of differentiation on the comprehension skills of students and their learning achievement. The study focused on students with multiple abilities, and different intelligence; who need extra attention, time and curriculum foundation during the course of study time. Differentiated instruction is modifying teaching methodology according to the needs, interests or mental level of the learners so that the ultimate academic goal is achieved. This technique, though slow, yet it been proven to be effective in boosting the classroom learning environment. The mode of the study was quasi-experimental with a pre-test and post-test conducted on 24 students of class IX in English subjects assigned to the experimental & control group. A pre-test on the reading comprehension and solving exercises was taken as a diagnostic assessment. The result produced that 24% (6) students could succeed in reading only the ninth-class English subject. Hence, the differentiated instruction approach was adopted by changing the teaching method i.e. minimizing the reading material according to the needs, intelligence and mental approach of the students, and allowing the learners to read a part of the passage, and solve easy questions related to the passage in groups. Later on, as per planning, a post-test was conducted where the results showed that 68% given students achieved remarkable progress in English reading & writing. This study provided encouraging insights into using differentiated instructions in improving language comprehension skills as compared to traditional teaching methods.

This paper aims at finding out the impacts of differentiation on the comprehension skills of students and their learning achievement. The study focused on students with multiple abilities, and different intelligence; who need extra attention, time and curriculum foundation during the course of study time. Differentiated instruction is modifying teaching methodology according to the needs, interests or mental level of the learners so that the ultimate academic goal is achieved. This technique, though slow, yet it been proven to be effective in boosting the classroom learning environment. The mode of the study was quasi-experimental with a pre-test and post-test conducted on 24 students of class IX in English subjects assigned to the experimental & control group. A pre-test on the reading comprehension and solving exercises was taken as a diagnostic assessment. The result produced that 24% (6) students could succeed in reading only the ninth-class English subject. Hence, the differentiated instruction approach was adopted by changing the teaching method i.e. minimizing the reading material according to the needs, intelligence and mental approach of the students, and allowing the learners to read a part of the passage, and solve easy questions related to the passage in groups. Later on, as per planning, a post-test was conducted where the results showed that 68% given students achieved remarkable progress in English reading & writing. This study provided encouraging insights into using differentiated instructions in improving language comprehension skills as compared to traditional teaching methods.

This paper aims at finding out the impacts of differentiation on the comprehension skills of students and their learning achievement. The study focused on students with multiple abilities, and different intelligence; who need extra attention, time and curriculum foundation during the course of study time. Differentiated instruction is modifying teaching methodology according to the needs, interests or mental level of the learners so that the ultimate academic goal is achieved. This technique, though slow, yet it been proven to be effective in boosting the classroom learning environment. The mode of the study was quasi-experimental with a pre-test and post-test conducted on 24 students of class IX in English subjects assigned to the experimental & control group. A pre-test on the reading comprehension and solving exercises was taken as a diagnostic assessment. The result produced that 24% (6) students could succeed in reading only the ninth-class English subject. Hence, the differentiated instruction approach was adopted by changing the teaching method i.e. minimizing the reading material according to the needs, intelligence and mental approach of the students, and allowing the learners to read a part of the passage, and solve easy questions related to the passage in groups. Later on, as per planning, a post-test was conducted where the results showed that 68% given students achieved remarkable progress in English reading & writing. This study provided encouraging insights into using differentiated instructions in improving language comprehension skills as compared to traditional teaching methods.

This paper aims at finding out the impacts of differentiation on the comprehension skills of students and their learning achievement. The study focused on students with multiple abilities, and different intelligence; who need extra attention, time and curriculum foundation during the course of study time. Differentiated instruction is modifying teaching methodology according to the needs, interests or mental level of the learners so that the ultimate academic goal is achieved. This technique, though slow, yet it been proven to be effective in boosting the classroom learning environment. The mode of the study was quasi-experimental with a pre-test and post-test conducted on 24 students of class IX in English subjects assigned to the experimental & control group. A pre-test on the reading comprehension and solving exercises was taken as a diagnostic assessment. The result produced that 24% (6) students could succeed in reading only the ninth-class English subject. Hence, the differentiated instruction approach was adopted by changing the teaching method i.e. minimizing the reading material according to the needs, intelligence and mental approach of the students, and allowing the learners to read a part of the passage, and solve easy questions related to the passage in groups. Later on, as per planning, a post-test was conducted where the results showed that 68% given students achieved remarkable progress in English reading & writing. This study provided encouraging insights into using differentiated instructions in improving language comprehension skills as compared to traditional teaching methods.

This paper aims at finding out the impacts of differentiation on the comprehension skills of students and their learning achievement. The study focused on students with multiple abilities, and different intelligence; who need extra attention, time and curriculum foundation during the course of study time. Differentiated instruction is modifying teaching methodology according to the needs, interests or mental level of the learners so that the ultimate academic goal is achieved. This technique, though slow, yet it been proven to be effective in boosting the classroom learning environment. The mode of the study was quasi-experimental with a pre-test and post-test conducted on 24 students of class IX in English subjects assigned to the experimental & control group. A pre-test on the reading comprehension and solving exercises was taken as a diagnostic assessment. The result produced that 24% (6) students could succeed in reading only the ninth-class English subject. Hence, the differentiated instruction approach was adopted by changing the teaching method i.e. minimizing the reading material according to the needs, intelligence and mental approach of the students, and allowing the learners to read a part of the passage, and solve easy questions related to the passage in groups. Later on, as per planning, a post-test was conducted where the results showed that 68% given students achieved remarkable progress in English reading & writing. This study provided encouraging insights into using differentiated instructions in improving language comprehension skills as compared to traditional teaching methods.

This paper aims at finding out the impacts of differentiation on the comprehension skills of students and their learning achievement. The study focused on students with multiple abilities, and different intelligence; who need extra attention, time and curriculum foundation during the course of study time. Differentiated instruction is modifying teaching methodology according to the needs, interests or mental level of the learners so that the ultimate academic goal is achieved. This technique, though slow, yet it been proven to be effective in boosting the classroom learning environment. The mode of the study was quasi-experimental with a pre-test and post-test conducted on 24 students of class IX in English subjects assigned to the experimental & control group. A pre-test on the reading comprehension and solving exercises was taken as a diagnostic assessment. The result produced that 24% (6) students could succeed in reading only the ninth-class English subject. Hence, the differentiated instruction approach was adopted by changing the teaching method i.e. minimizing the reading material according to the needs, intelligence and mental approach of the students, and allowing the learners to read a part of the passage, and solve easy questions related to the passage in groups. Later on, as per planning, a post-test was conducted where the results showed that 68% given students achieved remarkable progress in English reading & writing. This study provided encouraging insights into using differentiated instructions in improving language comprehension skills as compared to traditional teaching methods.

This paper aims at finding out the impacts of differentiation on the comprehension skills of students and their learning achievement. The study focused on students with multiple abilities, and different intelligence; who need extra attention, time and curriculum foundation during the course of study time. Differentiated instruction is modifying teaching methodology according to the needs, interests or mental level of the learners so that the ultimate academic goal is achieved. This technique, though slow, yet it been proven to be effective in boosting the classroom learning environment. The mode of the study was quasi-experimental with a pre-test and post-test conducted on 24 students of class IX in English subjects assigned to the experimental & control group. A pre-test on the reading comprehension and solving exercises was taken as a diagnostic assessment. The result produced that 24% (6) students could succeed in reading only the ninth-class English subject. Hence, the differentiated instruction approach was adopted by changing the teaching method i.e. minimizing the reading material according to the needs, intelligence and mental approach of the students, and allowing the learners to read a part of the passage, and solve easy questions related to the passage in groups. Later on, as per planning, a post-test was conducted where the results showed that 68% given students achieved remarkable progress in English reading & writing. This study provided encouraging insights into using differentiated instructions in improving language comprehension skills as compared to traditional teaching methods.

The main aim of this study is to investigate the effects of an English language education program that addresses the academic and cognitive needs of gifted children on their academic achievement and creative thinking levels. To this end, through an experimental research design, the unit "Health Problems" in English course book was differentiated for gifted students at Grade 5 and the effects of this differentiation on the students' creative thinking levels and academic achievements were examined. Due to the experimental nature of the study, the Randomized Pre-test Post-test Control Group Design was used. The research was conducted with the students who were randomly assigned to control and experimental groups, according to the results of the Raven SPM Test and Torrance Test of Creative Thinking. The Raven SPM Test and Torrance Test of Creative Thinking were applied in the study. The participants of the study consist of 24 gifted students at Grade 5 in Beyazit-Ford Otosan Primary School that is the only mainstream primary school for gifted students in Turkey. The study was conducted in 2011-2012 academic year. The data were analyzed by means of Mann Whitney-U and Wilcoxon Signed Ranks tests. The findings showed that the differentiated English language education program for gifted students significantly improved their creative thinking levels and academic achievement. [This study was presented at the 11th Good Examples in Education Conference organized in 2014 at the Sabanci University as a poster presentation.]

The main aim of this study is to investigate the effects of an English language education program that addresses the academic and cognitive needs of gifted children on their academic achievement and creative thinking levels. To this end, through an experimental research design, the unit "Health Problems" in English course book was differentiated for gifted students at Grade 5 and the effects of this differentiation on the students' creative thinking levels and academic achievements were examined. Due to the experimental nature of the study, the Randomized Pre-test Post-test Control Group Design was used. The research was conducted with the students who were randomly assigned to control and experimental groups, according to the results of the Raven SPM Test and Torrance Test of Creative Thinking. The Raven SPM Test and Torrance Test of Creative Thinking were applied in the study. The participants of the study consist of 24 gifted students at Grade 5 in Beyazit-Ford Otosan Primary School that is the only mainstream primary school for gifted students in Turkey. The study was conducted in 2011-2012 academic year. The data were analyzed by means of Mann Whitney-U and Wilcoxon Signed Ranks tests. The findings showed that the differentiated English language education program for gifted students significantly improved their creative thinking levels and academic achievement. [This study was presented at the 11th Good Examples in Education Conference organized in 2014 at the Sabanci University as a poster presentation.]

Differentiated instruction should be evident in every classroom; however, it is particularly critical in Professional Development Schools (PDS) that have the dual focus of instruction for both Pre-K-12 students and university students completing their final internship experience. In this article, the author illustrates a university and school district collaborative partnership, resulting in graduate coursework immediately applicable to Pre-K-12 differentiated teaching and learning. A model is presented for designing a skeletal graduate course syllabus, followed by an initial course offering involving selected master Pre-K-12 teachers and administrators to complete the final content, presentation, and projects. Additionally, the reasoning behind offering multiple sections of the course through PDS sites in order to maximize immediate implementation of differentiated instruction and responsive teaching is presented.

TMSS-Differentiated-Instruction dumped with WikiTeam tools.

TMSS-Differentiated-Instruction dumped with WikiTeam tools.

The focus of this study was to analyze the classroom language of kindergarten teachers and to relate this information to various normative estimates of the language repertoire of young children. A total of 104 5-minute samples were tape recorded for 15 kindergarten teachers. Transcripts were later checked by an independent listner. These scrits formed the data base for all teacher language analyses. In he first analysis, the words were listed according to parts of speech, and correlations between this language corpus and 2 major listings of children's vocabulary (Thorndike-Lorge and Rinsland) were found to be significant. Over 60 percent of the language used by teachers is within the expected level of familiarity. The 40 percent balance of unfamiliar words may be considered the word load to which these children were exposed in the process of vocabulary acquisition. A Flanders-type analysis of the nature of the communications conveyed by the teachers' language with reference to teacher style across ethnic and socioeconomic (SES) groups revealed that Caucasian teachers of both high SES black children and low SES white children use more verbal reinforcement than was noted with Caucasian teachers with high SES white children or black teachers with low SES black children. In general, Caucasian teachers of high SES Caucasian children give fewer verbal supports, whereas black teachers of low SES black children are the warmest and most supportive. (Author/AJ)

Research shows that participation in a high-quality preschool can improve young children's readiness skills for elementary school, positively influencing behavioral, social-emotional, and cognitive outcomes. However, some preschool program evaluations document that some initial benefits may not persist into early elementary school. To explore how educators might build on and sustain the positive effects of preschool, the study highlighted in this "Results in Brief" examined two types of strategies that preliminary literature searches revealed as promising practices to support children's learning in early elementary school: (1) aligning instruction from preschool through grade 3 (referred to as P-3 alignment); and (2) differentiated instruction. The P-3 alignment strategy emphasizes coordination among standards, curricula, instructional practices and environments, student assessment, and teacher professional development between the preschool years and the early elementary school years. The differentiated instruction strategy focuses on teachers varying their pedagogical practices to meet the diverse needs and skills of individual students. This brief provides the study questions, design, and highlights from the full report. [For the full report, see ED571886.]

Research shows that participation in a high-quality preschool can improve young children's readiness skills for elementary school, positively influencing behavioral, social-emotional, and cognitive outcomes. However, some preschool program evaluations document that some initial benefits may not persist into early elementary school. To explore how educators might build on and sustain the positive effects of preschool, the study highlighted in this "Results in Brief" examined two types of strategies that preliminary literature searches revealed as promising practices to support children's learning in early elementary school: (1) aligning instruction from preschool through grade 3 (referred to as P-3 alignment); and (2) differentiated instruction. The P-3 alignment strategy emphasizes coordination among standards, curricula, instructional practices and environments, student assessment, and teacher professional development between the preschool years and the early elementary school years. The differentiated instruction strategy focuses on teachers varying their pedagogical practices to meet the diverse needs and skills of individual students. This brief provides the study questions, design, and highlights from the full report. [For the full report, see ED571886.]

The purpose of this action research project report was to increase student motivation and engagement. There seemed to be an increasing disconnect between student potential and performance, especially among gifted math and beginning music students. Two teacher researchers carried out this research with 25 fifth-grade students at two different sites in a gifted math class and a beginning band class. The research was conducted from September 11th, 2012, through December 17th, 2012. In order to document the lack of student motivation and engagement, three tools were utilized; a teacher survey, a student survey, and a student behavior checklist. After analyzing the collected data, it was evident that a notable percentage of students felt that their school work was too easy while teachers felt their lessons were appropriately challenging. While students felt they were sometimes given the options to make choices in the classroom, teachers reported that they rarely or never gave students the option to choose an assignment or activity. Students felt grades were the most motivating factor while teachers felt parental involvement motivated students more to do their best in school. During direct instruction, several off-task behaviors (hyperactive, withdrawn, poor attention, disruptive, uncooperative) were noted that reflected a lack of motivation and engagement. The interventions implemented to increase motivation and engagement included differentiated instruction based on flexible grouping and giving choices. Differentiated guided groups with a student choice menu were the selected interventions because the research states that these instructional strategies positively benefit student motivation and engagement. The data collected from the Student Survey provided validating insights into student engagement and motivation. After the intervention, more students felt that they were being appropriately challenged. Overall, more student felt that they were given options to choose their assignments in class. Grades, choosing projects, feeling challenged, authenticity, and knowing teachers care were the most motivating factors for students. Based on the post-results of the Student Survey, the teacher researchers concluded that the intervention positively impacted changes in students' perception of their engagement and motivation. Teacher Researchers attributed this result to increased differentiated instruction in their classes and an increase in open-ended choices during non-instruction time. As students were given more choice in the classroom, they perceived their school work to be more appropriately challenging. The Teacher Researchers thought this increase was due to creating a more learner-centered classroom environment. The following appendixes are included: (1) Student Survey; (2) Teacher Survey; (3) Behavior Checklist Chart; (4) Math Menu; (5) Math Test Reflection; and (6) Differentiated Math Homework. (Contains 14 figures and 8 tables.)

This article aims to describe the mapping done by teachers in elementary schools regarding students' backgrounds before they apply differentiated instruction. Mapping students' backgrounds is very important considering the focus of attention from implementing differentiated instruction is alignment with student characteristics, so as to make learning comfortable and enjoyable. There are several methods and aspects used for mapping student backgrounds. The main thing that is expected from the implementation of differentiated instruction is the suitability of what is learned with what is found in students. With these conditions, it is hoped that it will create fun learning that will support an increase in the academic achievement of learning outcomes. There were 44 teachers who participated in this study which was carried out through workshop activities in the community service program. The results of the study revealed that there were things that became problems in mapping students' backgrounds in the implementation of differentiated instruction.

This article aims to describe the mapping done by teachers in elementary schools regarding students' backgrounds before they apply differentiated instruction. Mapping students' backgrounds is very important considering the focus of attention from implementing differentiated instruction is alignment with student characteristics, so as to make learning comfortable and enjoyable. There are several methods and aspects used for mapping student backgrounds. The main thing that is expected from the implementation of differentiated instruction is the suitability of what is learned with what is found in students. With these conditions, it is hoped that it will create fun learning that will support an increase in the academic achievement of learning outcomes. There were 44 teachers who participated in this study which was carried out through workshop activities in the community service program. The results of the study revealed that there were things that became problems in mapping students' backgrounds in the implementation of differentiated instruction.

Differentiated Instruction dumped with WikiTeam tools.

Differentiated Instruction dumped with WikiTeam tools.