Challenging and Supporting the Struggling Student in a Differentiated Classroom-

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EDLS 6507 Research Methods

Genevieve Cox

A Paper Presented in Partial Fulfilment of

EDLS 6507 Research Methods

Date of submission: 22nd September, 2016

Email : genevieve.cox@my.open.uwi.edu

University: University of the West Indies (UWI) Open Campus

Course Coordinator: Dr. M. Jamieson

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Lawrence-Brown D. (2004). Differentiated instruction: Inclusive strategies for standard-

based learning that benefits the whole class. American Secondary Education, pp 34-62.

http://mdestream.mde.k12.ms.us/sped/toolkit/articles/Differentiation/Lawrence-Brown

%20ASE%202004%20DI%20scholarly.pdf

In this article, devising ways to suitably support struggling learners is explored. By making

multilevel instructional decisions that caters to the needs of all students in whole-class lessons

including those who are gifted and those with severe disabilities, all students can be helped to reach

the curriculum standards. Students can all learn in the heterogeneous classroom, and not be

separated, or mainstreamed and still attain the required learning goals. The use of the principles of

differentiated instructional strategies in inclusive classrooms will aid in helping all students to reach

the higher curriculum standards through scaffolding that enables them to attain their zone of

proximal development. Learners can all reap the benefit of high expectations by being significantly

supported through their interests, and catering to their readiness levels. Diana Lawrence-Brown is

Assistant Professor in the School of Education and directs the Masters program in Advanced

Inclusive Processes at St. Bonaventure University, St Bonaventure, New York. The source is useful

to research because it discusses cases of real challenges faced by the learners, and provides advice

and support for implementing manageable change through the use of the principles and practices of

differentiated instruction.

Levy, H. M. (2008). Meeting the needs of all students through differentiated instruction: Helping

every child reach and exceed standards. The Clearing House: A Journal of Educational

Strategies, Issues and Ideas 81 (4), 161-164. Retrieved on 13 th September 2016 from:

http://tccl.rit.albany.edu/knilt/images/c/c1/Di_unit_1b.pdf
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This article discusses how the needs of every student can be met by focusing on the learner

individually, and not on the set standards. The author posits that the tools of differentiated instruction can be

used to help learners reach their potential. To achieve their potential students can be scaffolded, and teaching

must be equitable to meet learners at their readiness levels to assess their level of knowledge and

understanding. Dr. Levy has taught for many years and is currently a teacher at Ridgefield Public School in

New York. She is an Alumni of Western Connecticut State University, where she completed her Doctorate in

Instructional Leadership. The article highlights Formative and Summative assessments as the keys to

establishing student needs and describes how their use aid educators in differentiating instruction for all

students of varying ability levels, interests, and learning styles. The source is useful in the research because it

gives insight into the value of assessment to teachers in getting to understand students and how they learn.

Some students struggle, some excel, and they will need different levels of support to build on their prior

knowledge to advance and support their individual learning goals.

McCarthy, J. (2014, August 13). How learning profiles can strengthen your teaching. Retrieved

September 19, 2016, from Edutopia Web site:

http://www.edutopia.org/blog/learning-profiles-john-mccarthy

In this article, John McCarthy, at the time of this publication, was Educational Consultant

and Advocate for Student Voice in Learning. He discusses why a variety of resources and learning

approaches, when used in combination helps students learn and build understanding of the subject

matter. He outlines how the learning success of every student can be enhanced through the teachers

understanding of how they make sense of content. When teachers collect data about students they

can strategically start to differentiate lessons to meet student needs. Teachers can use learning

profiles derived from gathering formative assessment data to actively engage students interests, and

strengthen their teaching strategies. McCarthys areas of interest includes: assessment,

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differentiation, and 21 century learning. He is an Adjunct Professor at Madonna University in

Livonia, Michigan, attached to Edutopia as a contract blogger, and is also attached to the George

Lucas Educational Foundation. The source is useful to research because it examines students

learning profiles from gathering formative assessment data to aid in informing and improving the

use of differentiated approaches in the classroom. By including students in the process, and making

them know that their input matters, is important in collecting information about how they learn.

Tomlinson, C. A., & Moon, T. R. (2013). Assessment and student success in a differentiated

classroom. ASCD. Retrieved 09th September, 2016 from:

http://www.ascd.org/Publications/Books/Overview/Assessment-and-Student-Success-in-a-

Differentiated-Classroom.aspx

In this book, Tomlinson and Moon extensively examines the principles of differentiation.

They look at the environment that supports learning, quality of the curriculum, the assessment that

informs teaching and learning, and variances in students capacity to learn according to their

readiness, interests, and learning profile. Both authors are professors at the University of Virginia,

Curry School of Education. Dr. Tomlinson teaches curriculum design and differentiated instruction.

Dr. Moon is an educator specializing in educational measurement, evaluation, issues associated with

educational assessments and research, and also teaches research design. The source is useful in

exploring the mutuality among the elements of assessment and the principles of differentiation. The

planning, guiding and evaluating of instruction through content, process, product, and environment

helps in understanding why assessment matters in aligning students interest and learning goals, as

well as their readiness for instruction. Instructional strategies such as small group discussion,
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scaffolding, and intelligence preferences can support the struggling student. In addition, active

learning, high expectation for students and the social context of learning as the foundations of

differentiation, and their implications for assessment are explored, and are relevant to the topic

being investigated.

Waters H., Faith, Smeaton S., Patrick, Burns G., Todd. (2004). Action Research in the Secondary

Science Classroom: Student Response to Differentiated Alternative Assessment. American

Secondary Education, 32(3), 89-104. Retrieved September 14, 2016.

http://web.b.ebscohost.com.library.uwi.edu/ehost/detail/detail?sid=dcafc-d7db-4fcl-bb46
Action Research in the Secondary Science Classroom: Student Response to Differentiated,

Alternative Assessment

In this article, Waters, Smeaton and Burns describe the experience of a secondary school

teacher who implemented differentiated alternative assessment (DAA) into an earth and space

science classroom. The teacher, who is one of the authors conducted action research to explore and

examine students reaction to introduction of the DAA module. Faith Waters is Professor of the

Professional Secondary Education Department (PSED) at the University of Pennsylvania, and

Patricia Smeaton is Assistant Professor of PSED at the same institution. Todd Burns has been a

Secondary Science Teacher for over 18 years, and is the Principal of Pocono Mountain East High

School in Swift water, Pennsylvania at the time of writing the article. Action research allows

teachers to examine the implementation of current theories into daily classroom practices to study

students perceptions and preferences to the use of traditional and alternative models of assessment.

The study results showed that students preferred DAA to traditional methods of instruction because

of increased learning and extended experiences. The source is useful to give insight into how
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adjustments can be made to the curriculum and methods of instruction in a meaningful way to

benefit both learners and teachers in the differentiated classroom.