Scott learning theory review part 1 6-14-20_es
- 1. LEARNING THEORY REVIEW OF DIFFERENTIATED INSTRUCTION Chapter 99 By Emily Scott
- 2. OVERVIEW OF DIFFERENTIATED INSTRUCTION • Developed by Carol Tomlinson beginning in the 1970’s. • Key elements: learning environment, curriculum, assessment, instruction, and management of routines. • Differentiation can be done through content, process, product and/or environment. • Can be used to accommodate gifted students and students with special needs in general education classrooms. Source: ASCD.org
- 3. DIFFERENTIATED INSTRUCTION EDEL 511PROJECT TOPIC • Concept of individualized education Three focus topics: • Topic 1: Effect of differentiated instruction on teacher professional development • Topic 2: Effect of differentiated instruction on student achievement in various subjects. • Topic 3: Use of differentiated instruction to accommodate students with special needs in general education classrooms.
- 4. ARTICLE 1: Research Questions: Apply differentiated instruction during elementary school science lessons to see if diverse needs of students can be met. Also to familiarize teachers with differentiated instruction. Methodology Took place in western Canada 5 general education teachers in grades ranging from three to five Participants answered pre and post questions about their thoughts of differentiated instruction including possibilities and potential barriers of use during science lessons. Informed Results Teachers found that student involvement and participation increased with use of differentiated instruction during science lessons Differentiated instruction is a way to individualize instruction for diverse learners during science lessons. Potential barriers: Fears and insecurities involving execution Time constraints Possibilities and potential barriers: Learning to plan for differentiated instruction in elementary science by Tobin and Tippett (2014)
- 5. ARTICLE 2: Research Questions: Apply differentiated instruction to a student with dyslexia to see the way it effects his success in the classroom. Methodology Participant: ten year old boy struggling with reading and diagnosed with dyslexia. Instrumentation: QRI-IV Miscue Analysis-Oral Reading and Comprehension test administered by a reading specialist. Teacher and parent interviews. Informed Results Participant showed increased interest in reading with the application of differentiated instruction. Student showed increased confidence in reading abilities. Differentiated instruction: Using a case study by Demos and Foshay (2009)
- 6. ARTICLE 3: Research Questions: How do physical education teachers accommodate students with disabilities during physical education class? Methodology Location: State of New York Case study of 3 elementary school classrooms. Analysis, observations and interviews Three classroom types: Classes with no variation, classes with differentiated instruction, and classes with Universal Design for Learning Informed Results Classes with differentiated instruction and Universal Design for Learning shoed significant resources to support students with disabilities during physical education lessons. Universal Design for Learning and Differentiated Instruction in Physical Education by van Munster, Lieberman, and Grenier (2019)
- 7. REFERENCES: Demos, E. S., & Foshay, J. (2009). Differentiated instruction: Using a case study. New England Reading Association Journal, 44(2), 423-443 Tobin, R., & Tippett, C. (2014). Possibilities and potential barriers: Learning to plan for differentiated instruction in elementary science. International Journal of Science and Mathematics Education, 12(2), 423-443. Tomlinson, C. A. & Imbeau, M. B. (2013) Differentiated instruction an integration of theory and practice. The Handbook of Educational Theories, 1097-1117. Van Munster, M., Lieberman, L., & Grenier, M. (2019). Universal design for learning and differentiated instruction in physical education. Adapted Physical Activity Quarterly, 36(3), 359-377.