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Transcript of Joy Clauson, Suzy Dees, Julie Nourie. Background Do we want to add any info here about who we are,...
CAUGHT IN THE MIDDLE:TEACHERS’ PERCEPTIONS OF
DIFFERENTIATED INSTRUCTION IN THE MIDDLE SCHOOL
Joy Clauson, Suzy Dees, Julie Nourie
Background Do we want to add any info here about
who we are, teaching experience, etc.??
Problem
Waning of Interest and Practices of DI
Federal Mandates and DI
Increased Demands on Teachers
Purpose
Facilitate Teacher Self-Reflection
Inform Administration
Inform Staff
Research Question 1
What are teachers’ perceptions regarding differentiation within their own classrooms?
Research Question 2
What are teachers’ perceptions of support for Differentiated Instruction?
Research Question 3
What, if anything, hinders a teacher’s implementation of Differentiated Instruction?
Literature Themes
Defining DIHistoryConnection to RtIContent, Process, and Products
Literature Themes
Obstacles of DIKnowledgeSupport
Literature Themes
Necessary Support StructuresAdministrationCollegialityCommunity
Methodology
Online SurveySurvey Monkey28 Questions
Email Invitation to ParticipateReminder Email75 Teachers Emailed29 Participated in Survey
Data Collection
Data Exported into Excel from Survey Monkey
Data Imported into SPSS from Excel
Independent T-Test Generated Mean Scores
Participants’ Experience
Category % or Number
Years of Experience
0-4 Years 6.9
5-10 Years 6.9
11-16 Years 37.9
17+ Years 48.3
Level of Education
Bachelor’s 10.3
Master’s Degree 87.9
Doctorate Degree 0
Perceived Effectiveness of DI in the Classroom
Types of DIStrongly
Agree Agree DisagreeStrongly Disagree Avg.
% # of Part.
% # of Part.
% # of Part.
% # of Part.
Differentiation of Content
25.9% 7 63.0% 17 7.4% 2 3.7% 1 1.89
Differentiation ofInstructional Approaches
53.6% 15 35.7% 10 7.1% 2 3.6% 1 1.61
Differentiation of Assessment
25.9% 7 59.3% 16 14.8% 4 0.0% 0 1.89
Effectiveness of Differentiation Based on Instructional Approaches
Differentiated Instruction Regarding Content Questions Mean SD
I bring in differentiated content material. 1.58 0.82
How effective do you feel in your implementation of DI Content (standards-based core curriculum)? 1.82 0.54
Within my classroom, I feel differentiation is mostly achieved through the differentiation of content. 1.88 0.69
Teachers’ overall perceived effectiveness of Differentiation of Content 1.78 0.68
Differentiated Instruction Regarding InstructionQuestions Mean SD
I plan my lessons/units using a DI model. 1.79 0.77
How effective do you feel your implementation of differentiated INSTRUCTION is? (delivery of skills, information, and processes) 1.39 0.62
Within my classroom, I feel differentiation is mostly achieved through Differentiation of instructional approaches.
1.60 0.78
Teachers’ overall perceived effectiveness of Differentiation of Instruction 1.61 0.72
Differentiated Instruction Regarding AssessmentQuestions Mean SD
I assess my students using various methods. 1.483 0.57450
I use formative assessments to determine the direction of my teaching. 1.724 0.75103
How effective do you feel your implementation of differentiated ASSESSMENT (formative and/or summative measurement of what students know or are able to do) is? 1.679 0.66964
In my classroom, I feel differentiation is mostly achieved throughdifferentiation of assessment. 1.759 0.78627
Teachers’ overall perceived effectiveness ofDifferentiation of Assessment 1.705 0.65262
Perceived Support for Differentiated Instruction
Perceived Support for Differentiated Instruction IN THEIR SCHOOLQuestion or Category
Strongly Agree Agree Disagree
Strongly Disagree
There are a variety of quality materials/resources available for me to use for me to differentiate in my classroom. 13.8 51.7 24.1 10.3
Administration is knowledgeable in differentiated instruction. 24.1 65.5 6.9 3.4
There is support available for colleagues for the implementation of differentiated instruction.
27.6 62.1 3.4 6.9
I have been provided training for Differentiating in my classroom. 10.3 51.7 17.2 20.7
I have opportunities for continuing Education regarding differentiation. 20.7 48.3 20.7 10.3
Overall Support for Differentiated Instruction IN MY School 19.2 56.2 14.4 10.3
Overall Perceived Support for Differentiated Instruction
Mean ModeStandard Deviation
Perceived Support for DI 2.158 2 0.85
Overall Perceived Effectiveness in DI Implementation & Support for DI in Participants’ SchoolQuestion or Category
StronglyAgree Agree Disagree
StronglyDisagree
Overall Perceived Effectiveness in DI Implementation 35.8 59.3 4.9 00.0
Overall Perceived Support for DI in Participants’ School 19.2 56.2 14.4 10.3
Correlation between Perceived Support and Perceived Effectiveness of DI
Paired Differences
t dfSig. (2-tailed)Mean
Std. Deviatio
n
Std. Error Mean
95% Confidence Interval of the
Difference
Lower Upper
Pair 1 Support – Effectiveness
.48148 1.00139 .11127 .26006 .70291 4.327 80
.000
Analysis – What does this mean?
Education/Experience As It Relates to DIExperts in content feel more effective in DI
implementation Post-Graduate Work
Teachers are more willing to embrace new pedagogy
Participants perceived strength in differentiation of instructional approachesMost training in this area at PJHS
Analysis – What does this mean? Uncertainty regarding differentiation of
assessmentsPerhaps due to fluctuating assessment
practices today PJHS teachers feel supported by
colleagues and administrationLong history of supportive administratorsTeams configuration
References Blaz, D. (2008). Differentiated assessment for middle and high school classrooms. Larchmont, NY: Eye on Education. George, P. (2005). A rationale for differentiating instruction in the regular classroom. Theory into Practice, 44(3), 185-193. Hertberg-Davis, H.L. & Brighton, C.M. (2006). Support and sabotage: Principals’ influence on middle school teachers’ responses to
differentiation. The Journal of Secondary Gifted Education, 17(2), 90-102. King-Sears, Margaret E. (2008). Facts and fallacies: Differentiation and the general education curriculum for students with special educational
needs. Support for Learning, 23(2), 55-62. Marzano, R.J. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum
Development. Nordlund, M. (2003). Differentiated Instruction: Meeting the educational needs of all students in your classroom . Lanham, MD: The Scarecrow
Press. O’Meara, J. (2010). Beyond differentiated instruction. Thousand Oaks, CA: Corwin Publishing. Rock, M.L., Gregg, M. Ellis, E. & Gable, R.A. (2008). REACH: A framework for differentiating classroom instruction. Preventing School Failure,
52(2), 31-47. Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms . Alexandria, VA: Association for Supervision and
Curriculum Development. Tomlinson, C.A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and
Curriculum Development. Tomlinson, C.A. (2005). Traveling the road to differentiation in staff development: Teacher leaders can help educators hurdle four key barriers
to implementation. The Journal of National Staff Development Council, 26(4), 8-13. Tomlinson, C. A. & Allan, S. (2000). Leadership for differentiating schools and classrooms . Alexandria, VA: Association for Supervision and
Curriculum Development. The United States National Center for Educational Statistics (2003). Retrieved from
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Practice, 44(3), 211-217. Walker-Dalhouse, D., Risko, V., Esworthy, E., Grasley, E., Kaisler, G., McIlvain, & Stephen, M. (2009). Crossing boundaries and initiating
conversations about RtI: Understanding and applying differentiated classroom instruction. The Reading Teacher, 1(63), 84-87. Winebrenner, S. (2001). Teaching gifted kids in the regular classroom: Strategies and techniques every teacher can use to meet the academic
needs of the gifted and talented. Minneapolis, MN: Free Spirit Publishing, Inc. Wormeli, R. ( 2007). Differentiation: From planning to practice grades 6-12 . Portland, ME: Stenhouse Publishers. Yatvin, J. (2004). A room with a differentiated view: How to serve all children as individual learners . Portsmouth, NH: Heinemann.