| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "DIFFERENTIATED INSTRUCTION": |
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Differentiated Instruction in the Classroom, 2004.
An analysis of the success of differentiated instruction in the classroom.
6,212 words (approx. 24.8 pages), 13 sources, MLA, $ 145.95
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Abstract
This paper discusses the issue of differentiated instruction in the classroom. The paper contends that the success of differentiated instruction rests ultimately in the hands of teachers who, for better or for worse, will decide its fate. The paper explains that the attention that teachers find in the use of differentiated instruction is a direct result of actual use of the program's constituent elements. If differentiated instruction serves teachers well and provides them with both the growth in student understanding and concept mastery that they desire, along with the achievement of standardized testing accomplishment, teachers will rally around the idea and see that it is promoted.
Outline
Introduction and Statement of Problem
What is Differentiated Instruction?
Why is it so Important in Today's Classroom?
What is Keeping Teachers from Using Differentiated Instruction?
Encouraging more Differentiated Instruction in the Classroom
Examples of Successful Differentiation
High School Differentiation
District Wide Differentiation
High School Algebra II Differentiation
1st Grade Differentiation
Conclusion
From the Paper
"The differentiation and variety that are but some of the special qualities of humanity too often are lost in the demand for higher scores, better results and more efficient techniques. The gap that exists between the cold, mechanical apparatus of standardized education and the infinitely varying nature of the child results in a theft from society of the educated progeny that it so desperately needs and of the joy and ecstasy of the learning process that children should be enjoying. In many ways "[T]he urgent drives out the important; the future goes largely unexplored; and the capacity to act, rather than the capacity to think and imagine becomes the sole measure for leadership." (Davies 196) This as true for business CEOs as it for those who are charged with the noble and awesome responsibility of educating the nation's young. Worse yet, the gap between true educational success and the call by the unfeeling standardizing machine seem to be growing wider. But a method capable of closing this gap and preventing the losses that society and children so often experience may be nearer than many educators had supposed."
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Differentiated Instruction vs. Streaming, 2008.
An argument for differentiated instruction versus streaming in education.
1,963 words (approx. 7.9 pages), 9 sources, MLA, $ 62.95
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Abstract
This paper compares and contrasts Socrates' differentiated instruction with Plato's streaming in education. The paper analyzes each method of learning individually and discusses how it is applied in the school system. The paper also provides examples of these methods of learning. It concludes that the argument for differentiated instruction is stronger in today's western society, which is focused on the rights of individuals.
Table of Contents:
Differentiated Instruction
Streaming
From the Paper
"They may also have chosen a specialized course of study and/or selected a profession in which differentiation may be either difficult or at odds with the needs of that profession. For example someone studying to be a surgeon must master a set a specific skills and content. He or she must know the muscles, nerves, internal organs, a great deal of chemistry and also simple skills like how to bandage a wound! There may be limits to how much "differentiation" an instructor can give at this level. While we might not consider the Socratic method the most efficient way to present much of the highly technical information to be learned in today's world, one might agree that there is a scope and sequence to becoming a doctor - a life time learning schedule not totally different from what Plato envisioned."
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The Pros and Cons of Differentiated Instruction, 2006.
Examines the controversy over the differentiated instruction approach.
1,610 words (approx. 6.4 pages), 11 sources, APA, $ 55.95
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Abstract
The paper examines the controversy over the differentiated instruction approach by delineating and discussing the arguments on both sides. Both the pro and the con arguments are described. This is followed by the formulation of conclusions about differentiated instruction that each side would derive based on their differing arguments.
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Differentiated Instruction, 2007.
This paper examines the teaching method of differentiated instruction.
1,570 words (approx. 6.3 pages), 8 sources, MLA, $ 51.95
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Abstract
The paper relates that children vary in their ability to acquire information and have different learning styles. The paper examines the tool of differentiating instruction, which means developing multiple avenues of learning, so students with different abilities, interests or educational needs have the opportunity to equally absorb, develop and present concepts and information. The paper explores how differentiated instruction can be incorporated into the reading, writing and speaking curricula.
From the Paper
"According to Carol Ann Tomlinson, a specialist in the field of differentiated learning, teachers can best utilize three areas of the curriculum to develop a more flexible curriculum: content, process, and products. Content refers to the concepts, principles, and skills teachers want students to learn. Everyone should have access to the core content: Give struggling learners the same major ideas as their classmates, but adjust the degree of complexity. Teachers can explain the same concept, such as Shakespearean sonnets, to a very young child or a Ph.D. candidate."
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Differentiation in Elementary Classrooms, 2006.
An overview of differentiated instruction in the classroom and success stories associated with its application.
2,249 words (approx. 9.0 pages), 3 sources, APA, $ 69.95
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Abstract
This paper begins by providing information on the background and fundamental elements of differentiated instruction and then briefly describes some success stories when differentiated instruction was applied in the classroom. The success stories described are provided in order to give the reader a better understanding of how the concept of differentiation has been applied in different elementary classroom settings.
Table of Contents
Introduction
What is Differentiated Instruction
Examples of Successful Elementary Differentiated Instruction
Conclusion
From the Paper
"As children are mainstreamed into modern classes regardless of differing abilities, today's teachers can draw on lessons provided from teachers of yesteryear to manage the situation. Teachers from one-room schoolhouses have contributed more of a legacy than once thought as they displayed the incredible skill of teaching primary and secondary children not just in the same day, but in the same room as well. But the skills used in those rustic settings have not been lost to time. Instead, they have been preserved and improved upon to meet a new need and to serve a new purpose. Today, "differently-abled" children are all taught in the same classroom and while they are similar in age, the techniques used by current teachers to assure that differentiated lesson plans are delivered effectively are some of the most critical skills needed in the classroom."
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Differentiated Learning, 2007.
An analysis of the pros and cons of differentiated learning in the classroom.
1,295 words (approx. 5.2 pages), 1 source, MLA, $ 43.95
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Abstract
This paper examines how, by differentiating instruction, the educator can recognize that learners vary in their background, experience, intelligence, knowledge, language, interests, learning styles and unique abilities. It looks at how differentiated instruction provides an approach to learning tailored to individuals of differing capabilities in the same classroom.
From the Paper
"Tomlinson explains that classrooms have not changed much over the past century. Teachers still act as if all children of a certain age are at the same level of learning and have similar backgrounds and interests. Also, the schools believe that all students must complete the assignments and projects and the same time. Thus, each student uses the same text book, reads the same sections, answers the same questions and takes the same tests. Grading and assessment is similar for each pupil, as well, despite the differences in abilities and interests among the students. "
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Differentiated Learning, 2008.
A review on the philosophy and practice of differentiated learning.
850 words (approx. 3.4 pages), 5 sources, APA, $ 30.95
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Abstract
This paper reviews the basic philosophy and principles of the concept of differentiated learning for students. The paper also provides a personal interpretation of the idea, as well as suggestions for putting differentiated learning into practice in the classroom.
Outline:
Introduction: My philosophy of Inclusion
My Philosophy of Differentiating Instruction
The Instructional Strategies I would use in my Classroom
The Behavior Management I would use in my Classroom
Lesson Plan
Conclusion
From the Paper
"One of the most effective aspects of using group learning techniques is that it forces students to take responsibility not just for their own grades and learning, but for the performance of their fellow students. Students would be graded upon their own, individual contributions, but they could not let down their fellow group participants. They would have to complete their task, and as the task was within their framework of ability, this would not seem too daunting. Another suggested method of behavior management to ensure student compliance with assignments is to instate a points system, whereby a student can earn a maximum number of points for performing specific diverse tasks relating to a unit, which they can select themselves and tailor to their own interests and levels of ability."
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Private School Model for Individualized Instruction, 2004.
Identifies factors that contribute to a successful school program for individualized instruction.
7,682 words (approx. 30.7 pages), 9 sources, APA, $ 167.95
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Abstract
This thesis presents a model for individualized instruction, which is a system of education whereby curriculum and instruction is tailored to the needs of learners to ensure success, such that, through the love of learning generated by this method of instruction, students experience success. The main purpose of the thesis is to identify the main facets of individualized education that contribute to the success of individualized instruction. The thesis argues that successful individualized instruction is a work of A.R.T. (Accountability, Responsibility and Teamwork). The thesis evaluates the concept of A.R.T and the effects of the system at an institute, the South Florida Academy Of Learning, through the use of a questionnaire and an analysis of grades. In addition to the research, its presentation and analysis, and the development of the model for individualized instruction, a literature review is presented, which gives a thorough background to the subject and puts the current research into context.
Table of Contents
Chapter 1: Introduction to Study
Introduction
Background of Study
Statement of Problem
Purpose of Study
Rationale
Research Question
Nature of Study
Significance of Study
Definition of Terms
Assumptions and Limitations
Organization of Remainder of Proposal
Chapter 2: Literature Review
Chapter 3: Methodology
Design of the Study
Design of the Evaluation
Sample and Population or Source of Data
Instrumentation Plan
Data Collection Plan and Other Procedures
Data Analysis Plan
Results and Recommendations
Findings
The Survey/Questionnaire
The Norm-referenced Testing Grade Equivalent Results
Chapter 4: Conclusion and Discussion
Bibliography
Appendix 1: Survey Questionnaire
Appendix 2: Human Participants in Research Form
From the Paper
"Here, therefore, in the work of Gardener, and its modern applications, we see the basis of individualized instruction programs. Indeed, Mindy Kornhaber and her colleagues at the Project SUMIT (Schools Using Multiple Intelligences Theory) have examined the performance of a number of schools and concluded that there have been significant gains in respect of SATs scores, parental participation, and discipline (with the schools themselves attributing this to MI theory) (Smith, 2002). To the extent that Howard Gardner's multiple intelligences theory has helped educators to reflect on their practice, and given them a basis to broaden their focus and to attend to what might assist people to live their lives well, it has to be judged a useful addition (Smith, 2002)."
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Direct Instruction and Cooperative Learning, 2005.
This paper evaluates direct instruction and cooperative learning and provides the strategies used in both educational approaches.
3,915 words (approx. 15.7 pages), 32 sources, APA, $ 106.95
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Abstract
This paper explains that the components of direct instruction include explicit step-by-step teaching procedures, student mastery, immediate feedback, practice and gradual withdrawal from teacher direction. The author points out that cooperative learning is a diverse group of instructional methods in which small groups of students, usually grouped so higher-achieving group members can assist students who are having academic difficulty, work together and aid each other in completing academic tasks. The paper relates that, although there have been issues of research flaws, in general, cooperative learning overwhelmingly has been found to be effective and generally accepted as a viable approach; whereas, direct instruction has received criticism for its ineffectiveness in the classroom and even has been deemed to be harmful to all children. Table of Contents Introduction Direct Instruction Direct Instruction Strategies Cooperative Learning Cooperative Learning Strategies Comparison/Contrast
From the Paper
"Scholars have also focused on processes within cooperative learning groups that seem to be related to academic success. Webb (e.g., 1982, 1983, 1985) conducted a series of influential studies that examined relationships between aspects of peer interaction and achievement. Webb's (1989, 1991) reviews of these and similar studies indicated that giving explanations was positively associated with achievement. However, the effect of receiving help varied. "Receiving explanations is sometimes helpful, receiving information has mixed effects (or no effect), and receiving only the answer is harmful." Receiving a lower level of help than is requested is also harmful. Johnson and Johnson (1985) concluded from a meta-analysis of their studies that the process of elaborative rehearsal of the material, support from team members, and "constructive controversy" among students increase the achievement benefits of cooperative learning. "
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Literacy Instruction and Reading Motivation, 2002.
An examination of the connection between literacy instruction and reading motivation in students with language learning difficulties.
2,205 words (approx. 8.8 pages), 5 sources, MLA, $ 68.95
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Abstract
This paper examines whether there is a connection between reading and motivation in literacy instruction. Literacy instruction programs have proven to students that developing reading and writing skills on an academic level can increase leadership, social and communication skills. The writer shows that once the students experience the advantages of expanding his or her literacy skills in ways that are important to him or her, then his or her learning is accelerated. Literacy instruction provides learning assistance more specifically than the average classroom environment. The paper also examines experiments which were conducted that tested the students' reading and writing motivation after an intense literacy-training program. This essay also proves how literacy training motivated students to expand students reading and writing skills.
From the Paper
"According to the 2001 edition of Digest of Education Statistics, student dropout rate due to literacy problems were primarily determined by race along with other predetermined factors. In the year of 1995, the average dropout rate among Hispanics were 2.7 percent, Blacks were 2.3 percent, and the dropout averages for Whites were between 1.5 and 1.6 percent (Snyder, 2001). Most experts agree that the Hispanic dropout rate were high because of his or her lack of motivation to learn how to read and write the English language. Before the requirements for specialized literacy instruction specialists were raised, Hispanics along with other cultures, were expected to learn how to read and write English as quickly and as fluently as Native Americans. Naturally, students from other cultures did not begin learn to read and write at the same time, but the students were expected to learn reading and writing at the same rate as peers of his or her age."
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Individualized Instruction.
This paper is a research proposal to identify factors that contribute to a successful school program for individualized instruction.
8,285 words (approx. 33.1 pages), 89 sources, APA, $ 176.95
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Abstract
This paper explains that individualized instruction is a system of education whereby curriculum and instruction is tailored to the needs of learners to ensure success by developing a love of learning generated by this method of instruction. The author points out that a successful school program should include multi-age education, whereby children are grouped according to ability and skill level instead by physical age; knowledge-based instruction; and learning through writing, which places an emphasis on strategies for writing across the curriculum. The paper relates that the overall evaluation approach for this research will be an eclectic three-way design: participant, consumer, and expertise orientations.
Table of Contents
Introduction to Study
Introduction
Background of Study
Statement of Problem
Purpose of Study
Rationale
Research Question
Nature of Study
Significance of Study
Definition of Terms
Assumptions and Limitations
Organization of Remainder of Proposal
Literature Review
Methodology
Design of the Study
Design of the Evaluation
Sample and Population or Source of Data
Instrumentation Plan
Data Collection Plan and Other Procedures
Data Analysis Plan
Results and Recommendations
Findings
The Survey/Questionnaire
Conclusion and Discussion
Appendix 1: Survey Questionnaire
Appendix 2: Human Participants in Research form
From the Paper
"Some of the instructional strategies that encourage knowledge building are: problem-based learning and reciprocal teaching; peer tutoring; cooperative learning; hands-on learning; journaling; projects; role play; simulation; and inquiry, and it is possible that all or some of these strategies are used in isolation, or in conjunction with other techniques, as and when necessary, and as decided by the teacher who works closely with the individuals in question. Motivation is also particularly important when working with at-risk students, recognizing that there are three elements of motivation: positive value, clear connection between behavior and consequences, and a belief that success can be achieved with the available skill and resources."
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Direct Instruction, 2004.
An analysis of the direct instruction teaching method, with a focus on early childhood education.
751 words (approx. 3.0 pages), 3 sources, MLA, $ 26.95
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Abstract
This paper discusses the direct instruction teaching method, describing it as a teacher-led learning process. The paper explains that the direct instruction approach to education and teaching research-based instruction states that the curriculum for a course must be logically coherent and explicit; thus, teachers must examine their standard course of study and subject matter in order to create an instructional model that depicts the logical and sequential relationships that exist between varying units of knowledge to be covered.
From the Paper
"In addition implementation of Direct Instruction at schools with first graders performing poorly and students having the demographic markers of a school bound for failure also show improvement and success when direct instruction has been adopted; direct instruction has also shown to be effective at the University of Oregon which offers detailed training packages for teachers (Lindsay, 2004). Direct instruction has shown most effective in the early K-3 years, where significant IQ gains have been found and the program has shown to be effective among students with a ?higher probability of failure in school over the long term? (Becker & Engelmann, 2004). High school follow up has been conducted however and shows that direct instruction students perform better academically and are more likely to stay in school (Becker & Engelmann, 2004). Further the research supports the notion that Direct Instruction can be generalized across time and populations (Becker & Engelmann, 2004)."
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Fluency Instruction, 2007.
This paper explores the utilization of reading fluency instruction for teachers throughout elementary school.
1,290 words (approx. 5.2 pages), 3 sources, MLA, $ 43.95
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Abstract
The paper relates that fluency instruction, which usually begins in the first grade, is a huge aspect of reading comprehension and a defining characteristic of a good reader. The paper discusses the options teachers have to teach fluency and assess children's fluency. The paper also explains how fluency instruction can be adapted for any elementary grade, including kindergarten level. Additionally, the paper provides important definitions associated with fluency instruction.
From the Paper
"Fluency is one of the most important aspects of reading. Without being able to read fluently, children will not comprehend the text, and will not develop a love of reading. There are so many different parts that go into fluency, including the alphabetic principle, blending, decoding, and sight words; by breaking the huge topic of fluency down into these little sections, it will be easier to teach and easier for the children to grasp and understand. Because of this reason, for the self-selected paper assignment, I chose fluency instruction as my topic. In the future, I want to teach second grade, and at this level, children are still developing their reading skills; I want to be able to understand how to make them love reading, and how to teach and assess their fluency. By encouraging them to read with expression and perfect their skills, hopefully my classroom will be a fun reading atmosphere."
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Direct Instruction, 2004.
Defines and discusses the teaching strategy known as direct instruction.
1,327 words (approx. 5.3 pages), 3 sources, MLA, $ 44.95
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Abstract
This paper discusses the main features of the direct instruction method of teaching. It also looks at some of the misunderstandings surrounding the direct instruction model and the reasons for these misunderstandings. The paper contends that direct instruction is a highly effective teaching strategy and cites examples and studies that demonstrate its effectiveness.
From the Paper
"Direct instruction is the most effective teaching strategy today and when compared with other models, it proved to be one teaching method that worked in all cases regardless of children?s age or race. But direct instruction, despite being an extremely popular model has often been misunderstood or wrongly understood because education literature tends to confuse readers regarding the real structure and scope of direct instruction."
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Strategy/Implicit Instruction, 2008.
This paper explores the strategy/implicit instructional strategy as suitable for a middle school mathematics class.
1,117 words (approx. 4.5 pages), 3 sources, APA, $ 38.95
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Abstract
The paper explains that strategy/implicit instruction is a student-centered approach, which focuses on the general skills, rules and processes required for learning a particular concept. The paper highlights the advantages of using this method and refers to several literary sources on the strategy/implicit instruction. The paper presents the conclusion that the combination of strategy/implicit instruction and direct instruction is the ideal method for teaching mathematics in the classroom.
From the Paper
"In order to make the right decision concerning the choice of instructional strategy for middle school mathematics class it appears necessary to take into consideration the general school mathematics standards and the peculiar needs, behaviors and interests of middle school students. Besides complying with the standards, an efficient strategy should promote successful and productive learning. When it comes to middle school, the instructional elements, which could be extremely useful, are the following: clear routines, integrated curriculum, cooperative groups, combination of challenge and support, resorting to real-life connections. All of the above can provide valuable assistance to the teacher. The environment in the class should promote inquiry- and project-based, cooperative instruction. Engaging activities and connections with real life are sure to increase students' motivation and involvement. Thus, the challenging material will be easily tackled by them."
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