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NWABUOGO ANAGBOGU

Presentation of Research Proposal Engaging Students in Elementary, Middle, high, and Life Skill with Various Disabilities Through Differentiated Instruction. NWABUOGO ANAGBOGU. Purpose of Study.

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NWABUOGO ANAGBOGU

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  1. Presentation of Research ProposalEngaging Students in Elementary, Middle, high, and Life Skill with Various Disabilities Through Differentiated Instruction NWABUOGO ANAGBOGU

  2. Purpose of Study • The purpose was to find out if using differentiated instruction will engage students in the math lessons.

  3. Research Question and Hypothesis • Teaching and providing instruction to match students learning styles will increase engagement.

  4. Literature review

  5. Theoretical background • 2001- De Vita began study of Culture and Inclusive Instruction in the Multicultural Classroom. The way content is designed and presented on each activity should be tailored in such a way as to veer to the different thinking, and learning styles of students De Vita, 2001,pp 165-74.

  6. Theoretical background • 2012-Sze,Learning Style and the Special Needs Child. Learning styles help students accommodate what they are learning into their style of understanding Sze (2012).

  7. Theoretical background • 2009-Tatar & Dikici, began study to determine the efficiency of 4MAT( model, action and talk) method of instruction. 4MAT is an eight step cycle of instruction that capitalizes on individual learning style and brain dominance processing preferences. Tatar, E., & Dikici, R, 2009(pp.1027–1036 .

  8. Theoretical background • 2008- Holliday began study of learning comfort. • learning styles includes biological and psychological aspects of the individual. • The students who worked with their preferred learning style had a lower pulse rate than the students who did not work with their learning style. • Holliday, T. L., & Said, S. H. (2008).3(1), 7-16.

  9. Theoretical background • 2009-Bahar began study of learning style and performance. • relationships between learning styles and performance • Individual difference in learning styles can have effect on how individuals perform.

  10. METHOD

  11. Sampling AND PARTICIPANTS • Informed consent was not used for the study because the interview question was done anonymously. • The study was conducted with elementary to high school teachers in the self contained behavior classroom.

  12. Measures • open-ended and close-ended survey questions was used.

  13. Procedure • The participants of the study graduated from University around the Houston area. Their certification was in special education, and content area. • Before the study, the researcher introduced the study and what it entailed to the participants. • Researcher got approval from the university human subject Committee.

  14. Data Analysis • The interview questions were placed in a sealed envelope and placed in participants mail box. • The questionnaire was collected and locked in a cabinet for security purposes. • The researcher only had access to the forms.

  15. Results • The result collected supported the researchers hypothesis that the use of teaching and providing instruction to match students learning styles will increase engagement.

  16. Discussion

  17. findings • Results of the current study supports Sze (2012) that special need students can be accommodated when the classroom teacher knows their learning style • These findings also support Leach, Gaughran, and Seery(2009) study of designing pedagogy and instruction towards the student’s preferential learning styles.

  18. findings • In this study, the teachers view using differentiated instruction as the key to reaching students with different cognitive abilities and to meet their individual needs. • Support Leach, Gaughran, and Seery(2009) study of designing pedagogy and instruction towards the student’s preferential learning styles.

  19. Strength • high return rate of the interview questions. • The study conducted can be replicated

  20. Limitations • lack of omitting classroom observation. • Students not included in the study.

  21. Recommendation • The researcher suggested using all skills to bring a diversified learning to all students utilizing all new technologies out there.

  22. Action Planning • The findings of this study will help alert the schools to train teachers on how to plan a lesson to include different cognitive abilities. • The school board to allocate more money into training teachers.

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