Professional Documents
Culture Documents
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
Background of Student
Population
4th grade general education ELA classroom
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)
Classroom Observations
Student Surveys
Semantic Differentials
Pre-Assessment Score
Post-Assessment Store
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.
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?
1. Were students able to work effectively and independently during choice practice weeks 46 or did they need more guidance/ask more questions?
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?
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 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 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 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 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 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.
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
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.