The Effects of Differentiating through

Choice on Fourth Graders

Growth in Spelling
Rachel Schultz
Capstone B
Marygrove College

How does providing students with

the opportunities for choice
impact student growth
performance in spelling in a
fourth grade classroom?

Purpose
To determine whether giving fourth grade
students choices in how they practice their
spelling impacts student performance on
spelling assessments

Process
Students will take a spelling pre test on Monday and post test on
Friday
First 3 weeks: Teacher determines how students will practice spelling
each day in class

Second 3 weeks: Students choose how they will practice spelling

each day in class
Teacher will compare the growth from pre to post assessments in the
first three weeks versus the second three weeks to determine if there
is a significant difference

Background of Student
Population
4th grade general education ELA classroom

86% White, 9% Hispanic, 2% African-American, 2% Multiracial, 1%

American Indian
65% eligible for free or reduced-price lunch
15 female students

(North Elementary, 2014)

Literature Review
3 year study in Alberta Canada found that differentiated instruction,
especially in small groups, with learning disabled students led to
significant academic growth
(McQuarrie, McRae, & Stack-Cutler, 2008)
Carol Tieso studied growth performance from pre-post assessments
between classrooms that taught whole group versus differentiation
through flexible grouping; students who received differentiated
instruction scored significantly higher on post assessments
(Tieso, 2005)

Literature Review Continued

Students who receive differentiated instruction score significantly
higher on standardized tests than students who receive solely whole
group instruction
(Uresti, et al., 2002)
Students who are given choices in their learning and whose instruction
met learning needs showed significant improvement on standardized
tests
(Uresti, et al., 2002)
Differentiation provided through process, product, and content
(Tomlinson and Strickland, 2005)

Literature Review Continued

Student choice is directly related to personal learning profiles and
styles
(Brooks, 2004)
Students desire control and make more of an effort when this is
addressed
(Hume, 2008)
Choice leads to intrinsic motivation, resulting in greater learning
(Ellison, Boykin, Tyler, & Dilihunt, 2005)

Literature Review Continued

Choice and interest play an important role in student learning
satisfaction
(Gibson, 2013)
Student achievement and motivation can be changed by teachers
allowing choice in learning
(Opdenakker & Minnaert, 2011)
Students who were provided opportunity to make choices, especially
those at lower readiness levels, appeared to expend more energy and
have more positive attitudes towards curriculum and school
(Gibson, 2013)

Literature Review Continued

Giving students choice increases positive emotions; choice teaches
students decision making and increases interest and learning
(Flowerday and Bryant, 2004)

Based on findings in literature, I expect when students are provided

with choices in spelling, they will experience greater academic
achievement, retention and satisfaction.

Data Collection Tools

Pre and Post Assessment Recording Sheet

Classroom Observations
Student Surveys
Semantic Differentials

Data Tool #1: Pre-Post Assessment

Recording Sheet
Quantitative tool to track and compare student growth
Week 1
Student

Pre-Assessment Score

Post-Assessment Store

Difference Between Pre & Post

Assessment

1
2
3
4
*Only a portion of this data tool can fit into powerpoint. The table is extended to hold data for
each of the six weeks and for all the students participating in the study.

Data Tool #2: Student Survey

Qualitative tool that allows for deeper, more meaningful
questions
1. Did you receive enough time to practice spelling words during the week?
1. Where the teachers expectations clear concerning what you were supposed to do during
the allotted time for your spelling practice? Why or why not?
1. Did you have enough options to choose from when given choice to practice your spelling
words?
1. Did you have too many options of how to practice your spelling words, and become
overwhelmed with the number of ways you could practice your spelling words?
1. Which option do you use to practice your spelling words most often?

Data Tool #2: Student Survey

Student Survey Questions Continued:

6.

Which option do you use to practice your spelling words least often?

7.
focus

Did having the option to choose how you would practice your spelling help you to
more on practicing your spelling words?

8.
Do you think you made more progress/improvements when given the option to
choose how
to practice or when the teacher told you how to practice? Why do you think that?

Data Tool #3: Classroom

Observations
Qualitative tool that allows the teacher to observe and analyze the
instructional strategy of allowing or not allowing choice in
spelling practice
1. Do students remain focused during mandated spelling activities during 1-3?
1. Do students remain focused during choice spelling activities during weeks 4-6
1. Were students able to work effectively and independently during mandated practice
weeks 1-3 or did they need more guidance/ask more questions?

1. Were students able to work effectively and independently during choice practice weeks 46 or did they need more guidance/ask more questions?

Data Tool #3: Classroom

Observations
Classroom Observation Questions Continued:

5. How long did it take students to get started during mandated practice weeks 1-3?
6. How long did it take students to get started during choice practice weeks 4-6?
7. How did student conversation about spelling compare in weeks 1-3 to weeks 4-6?

Data Tool #4: Semantic Differentials

Quantitative tool students use to rate spelling experiences on a
number of bipolar adjectives
Completed one semantic differential during weeks 1-3 and one
semantic differential during weeks 4-6, rating the following
statements
The options my teacher/I choose for practicing spelling were boring.
-3 -2 -1 0 1 2 3
The options my teacher/I chose for practicing spelling were fun.
-3 -2 -1 0 1 2 3

Data Tool #4: Semantic Differentials

The options my teacher/I chose for practicing spelling were helpful.
-3 -2 -1 0 1 2 3
The options my teacher/I chose for practicing spelling were very helpful
-3 -2 -1 0 1 2 3

I did not learn my spelling words.

-3 -2 -1 0 1 2 3
I learned my spelling words.
-3 -2 -1 0 1 2 3

Data Tool #4: Semantic Differentials

I never liked how I had to practice my spelling.
-3 -2 -1 0 1 2 3
I always liked how I had to practice my spelling.
-3 -2 -1 0 1 2 3

I did not like being told/being able to choose how to practice my spelling.
-3 -2 -1 0 1 2 3
I liked being told/being able to choose how to practice my spelling.
-3 -2 -1 0 1 2 3

Data Analysis & Findings: Pre-Post

Assessment

Data Analysis & Findings: Pre-Post

Assessment
Weeks 1-3: Teacher chose method of practice
Weeks 4-6: Students chose method of practice

Significant difference in growth between weeks 1-3 and

weeks 4-6
When students had the opportunity to choose how they
would prefer to learn, they showed a significant increase in
their growth from pre to post assessments

Data Analysis & Findings: Pre-Post

Assessment

Data Analysis & Findings: Pre-Post

Assessment
Weeks 1-3: Teacher chose method of practice

Weeks 4-6: Students chose method of practice

There appeared to be a significant difference between weeks 12 and 3-6; but because this is not true of weeks 1, 2, and 3; I
have come to the conclusion that there is not a significant
difference in actual post test scores when students have the
option to choose compared to when teachers made the choice
for the students

Data Analysis & Findings: Student

Surveys
Most students felt they were given ample amount of time to
practice their spelling
All students felt that their teacher had set clear expectations
during
Most students felt that there were plenty of options to choose
from when practicing spelling and were not overwhelmed by the
number of options
Most of the students chose spelling crosswords or hiding the
words in a picture

Data Analysis & Findings: Student

Surveys
Most students disliked writing their words 5x each the most
Most students felt that they focused more on their spelling when
given the option of how to choose their spelling
Most students felt that they performed better on post tests when
they were able to choose how to practice their spelling words
throughout the week

Data Analysis & Findings:

Classroom Observations
Students appeared to remain focused during spelling activities during weeks 1-6
Students did not appear to need more guidance or ask more questions during either
set of weeks 1-3 or 4-6
Students appeared more eager to get started when given the option of what activity
to choose; I believe this is a result of them finding greater enjoyment in the activities
that they were choosing. I did not notice a significant difference in the amount of
time it took students to get started, just an eagerness in attitude and readiness to
begin.
Students seemed to talk more about what options they were choosing, and looked
forward to trying different activities every day

Data Analysis & Findings:

Semantic Differentials

Data shows students disagreed that activities they chose to practice spelling were boring, but were more neutral to the
idea that activities the teacher chose to practice spelling were boring

When asked this question in a different way, there was not a difference in students feeling of thinking the activity was fun
when the teacher chose the activity vs. when they chose the activity.

Data Analysis & Findings:

Semantic Differentials

Data shows students disagreed that activities they chose to practice spelling were not helpful, but were more neutral to the
idea that activities the teacher chose to practice spelling were not helpful

When asked this question in a different way, there was not a difference in students feeling of thinking the activity was
helpful when the teacher chose the activity vs. when they chose the activity.

Data Analysis & Findings:

Semantic Differentials

Data shows that students felt that whether the teacher chose the activity or they chose the activity, there was no
significant difference between opinions in which option was more helpful

When asked this question in a different way, there was not a difference in students feeling of thinking the activity helped
them learn when the teacher chose the activity vs. when they chose the activity.

Data Analysis & Findings:

Semantic Differentials

Data shows that students disagreed with the statement that they never liked the spelling activity in both situations when
the teacher chose and when they chose the activity; however, when asked this question in a different way, data shows
that students significantly liked the spelling activities they chose over those that the teacher chose.

Data Analysis & Findings:

Semantic Differentials

Data shows that students were neutral to the idea of liking/disliking being told what to do by the teacher; however data
shows that students very much enjoyed having the independence and opportunity to make the choice of what activity they
would use to practice their spelling.

Action Plan
Allow more opportunities for choice
Continue with Spelling Choices from Students
Reading Selections
What order to complete assignments
How to complete assignments
Options for projects
Tic-Tac-Toe Boards
I will use this information to provide more opportunities for choice in
ELA and other subject areas, as this study has shown that providing
differentiation through choice improves student growth, interest, and
engagement.

School Wide Improvement

Improve Student performance in every subject area
Encourage you to allow more opportunities for students to make and
have choices in their learning education
Suggestions for choice:
Practice spelling, reading selections, choice in order of
completing daily work, how students complete work
tic-tac-toe, choice boards
Work together, plan together, share together

References
Brooks, R. (2004). Nurturing student ownership and responsibility: A vital ingredient of
a positive school climate. [Online]. Retrieved from
http://www.drrobertbrooks.com/wrtiings/articles/0312.html.
Ellison, C. M., Boykin, A., Tyler, K. M., & Dillihunt, M. L. (2005). Examining classroom
learning preferences among elementary school students. Social Behavior & Personality:
An International Journal, 33(7), p. 699-708.
Flowerday, T. & Bryant, M. (2004). Teacher craft: Choice in the classroom. [Online].
Retrieved from http://tc.unledu/mbryant/Choice.htm.
Hume, Karen (2008). Start Where They Are: Differentiating for Success with the Young
Adolescent. Toronto, Ontario: Pearson Education Canada.
Gibson, Jeffrey (2013). Work Smart Not Hard: Creating Effective Differentiation through
Choice in the Classroom. Choice as Differentiation: St. Marys College of Maryland.

References Continued
McQuarrie, L., McRae, P., & Stack-Cutler, H. (2008). Differentiated instruction
provincial research review. Edmonton: Alberta Initiative for School Improvement.
Mills, Geoffrey E. (2014). Action Research: A Guide for the Teacher Researcher, Fifth
Edition. Boston, Massachusetts: Pearson.
North Elementary School. (n.d.).GreatSchools. Retrieved October 14, 2014, from
http://www.greatschools.org/michigan/watervliet/3642-North-ElementarySchool/?tab=demographics

Opdenakker, M., & Minnaert, A. (2011). Relationship between learning environment

characteristics and academic engagement. Psychological Reports, Retrieved from
http://www.education.alberta.ca/media/6412208/research_review_differentiated_instruc
tion_2008.pdf.
Sagor, Richard. (1992). How to Conduct Collaborative Action Research. Alexandria,
Virginia: ASCD.

References Continued
Tieso, C. (2005). The effects of grouping practices and curricular adjustments on
achievement. Journal for the Education of the Gifted, 29(1), 6089.
Tomlinson, C. A., & Strickland, C. A. (2005). Differentiation in practice: A resource
guide for differentiating curriculum, grades 912. Alexandria, VA: ASCD.
Uresti. R., Goertz, J., & Ernesto, B. (2002). Maximizing achievement for potentially
gifted and talented regular minority students in a primary classroom. Roeper Review,
Retrieved from
http://www.researchgate.net/publication/247528280_Maximizing_achievement_for_pot
entially_gifted_and_talented_and_regular_minority_students_in_a_primary_classroom.