Download or read book Teacher s Perceptions of a Differentiated Instruction Professional Development Program written by Lisa Fields Holmes and published by . This book was released on 2008 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teachers Perception of the Use of Differentiated Instruction Strategies on Teacher Practice and Student Learning written by Dr. Althea Seivwright-Lue and published by Xlibris Corporation. This book was released on 2019-11-20 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative case study was developed to explore teachers’ perceptions of the use of differentiated instructional strategies and the impact it had on teacher practice and student learning after engaging in a professional development initiative. Teachers were trained using two professional development modules; a 90-minute face-to-face module and/or, an eight-hour book club. The research questions addressed how targeted professional development, in differentiated instruction, changed teacher instructional practice and how teachers, who used differentiated instructional strategies and techniques, perceived these strategies impacted student learning. Data instruments included teacher perception surveys, demographic surveys, classroom observations, lesson plan checklists, semi-structured questionnaires, and book club evaluations were collected over a two month time period, were analyzed from themes using a manual coding system. Based on the multiple sources of data collected, teachers needed change for their instructional practices and more differentiated instructional strategies in their daily lesson delivery models.

Download or read book Teacher Perceptions of the Relationship Between Professional Development in Differentiated Instruction and Student Outcomes in High School Social Studies written by Cathy G. Powell and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: Quality teaching and student achievement have been discussed in educational milieus for decades. However, as teachers are increasingly tasked with high-stakes testing and accountability, combined with diverse classrooms and budgetary constraints, the need for teacher professional development becomes especially significant. Thus, the purpose of this study was to examine teachers’ perceptions of the relationship between job-embedded professional development in differentiated instruction and their students’ learning outcomes in high school social studies. For the purpose of this study, student learning outcomes included both cognitive and affective learning domains. This qualitative study explored the perceptions of six high school social studies teachers in a Georgia school district, featuring in-depth interviews as the primary method of data collection. Data analysis revealed themes related to knowledge construction, student learning outcomes, and teachers as learners. Although teachers’ perceptions indicated that the implementation of this particular professional development experience did not reflect the tenets of job-embedded professional development as touted, the results revealed compelling benefits of utilizing differentiated instruction on student learning outcomes in high school social studies in both the affective and cognitive learning domains. The results of this study also provided insight into teacher professional development which is beneficial for numerous educational stakeholders including, but not limited to, classroom and pre-service teachers, building- and district-level administrators such as principals, assistant principals, curriculum and instruction specialists, college and university professors, teacher education programs, parents, and students. Furthermore, the results of this study provided a foundation for continued discussion through its implications and recommendations, which are designed to improve student achievement through job-embedded teacher professional development.

Download or read book Teachers Perceptions of Their Literacy Professional Development written by Patrick Suber and published by AuthorHouse. This book was released on 2021-02-17 with total page 197 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Title-I schools, how adequately do administrators prepare teachers to implement new reading curriculums? The majority of students at these Title-I schools are from low-income families. Literature has indicated that families from low socioeconomic situations often depend heavily on schools to provide the foundational literacy skills their children need to become capable and lifelong readers (Teale, Paciga, & Hoffman, 2008).

Download or read book Professional Development for Differentiating Instruction written by Cindy A. Strickland and published by ASCD. This book was released on 2009 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: More than 45 tools and activities that make it easier for professional development leaders to show teachers and administrators how to successfully implement and maintain differentiated instruction.

Download or read book Integrating Differentiated Instruction and Understanding by Design written by Carol Ann Tomlinson and published by ASCD. This book was released on 2006-01-15 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers struggle every day to bring quality instruction to their students. Beset by lists of content standards and accompanying "high-stakes" accountability tests, many educators sense that both teaching and learning have been redirected in ways that are potentially impoverishing for those who teach and those who learn. Educators need a model that acknowledges the centrality of standards but also ensures that students truly understand content and can apply it in meaningful ways. For many educators, Understanding by Design addresses that need. Simultaneously, teachers find it increasingly difficult to ignore the diversity of the learners who populate their classrooms. Few teachers find their work effective or satisfying when they simply "serve up" a curriculum—even an elegant one—to students with no regard for their varied learning needs. For many educators, Differentiated Instruction offers a framework for addressing learner variance as a critical component of instructional planning. In this book the two models converge, providing readers fresh perspectives on two of the greatest contemporary challenges for educators: crafting powerful curriculum in a standards-dominated era and ensuring academic success for the full spectrum of learners. Each model strengthens the other. Understanding by Design is predominantly a curriculum design model that focuses on what we teach. Differentiated Instruction focuses on whom we teach, where we teach, and how we teach. Carol Ann Tomlinson and Jay McTighe show you how to use the principles of backward design and differentiation together to craft lesson plans that will teach essential knowledge and skills for the full spectrum of learners. Connecting content and kids in meaningful ways is what teachers strive to do every day. In tandem, UbD and DI help educators meet that goal by providing structures, tools, and guidance for developing curriculum and instruction that bring to students the best of what we know about effective teaching and learning.

Download or read book Teachers Perception of the Use of Differentiated Instruction Strategies on Teacher Practice and Student Learning written by Althea Seivwright-Lue and published by Xlibris Us. This book was released on 2019-11-20 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative case study was developed to explore teachers' perceptions of the use of differentiated instructional strategies and the impact it had on teacher practice and student learning after engaging in a professional development initiative. Teachers were trained using two professional development modules; a 90-minute face-to-face module and/or, an eight-hour book club. The research questions addressed how targeted professional development, in differentiated instruction, changed teacher instructional practice and how teachers, who used differentiated instructional strategies and techniques, perceived these strategies impacted student learning. Data instruments included teacher perception surveys, demographic surveys, classroom observations, lesson plan checklists, semi-structured questionnaires, and book club evaluations were collected over a two month time period, were analyzed from themes using a manual coding system. Based on the multiple sources of data collected, teachers needed change for their instructional practices and more differentiated instructional strategies in their daily lesson delivery models.

Download or read book Assessment and Student Success in a Differentiated Classroom written by Carol A. Tomlinson and published by ASCD. This book was released on 2013 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: Carol Ann Tomlinson and Tonya R. Moon take an in-depth look at assessment and show how differentiation can improve the process in all grade levels and subject areas. After discussing differentiation in general, the authors focus on how differentiation applies to various forms of assessment--pre-assessment, formative assessment, and summative assessment--and to grading and report cards. Readers learn how differentiation can --Capture student interest and increase motivation --Clarify teachers' understanding about what is most important to teach --Enhance students' and teachers' belief in student learning capacity; and --Help teachers understand their students' individual similarities and differences so they can reach more students, more effectively Throughout, Tomlinson and Moon emphasize the importance of maintaining a consistent focus on the essential knowledge, understandings, and skills that all students must acquire, no matter what their starting point. Detailed scenarios illustrate how assessment differentiation can occur in three realms (student readiness, interest, and learning style or preference) and how it can improve assessment validity and reliability and decrease errors and teacher bias. Grounded in research and the authors' teaching experience, Assessment and Student Success in a Differentiated Classroom outlines a common-sense approach that is both thoughtful and practical, and that empowers teachers and students to discover, strive for, and achieve their true potential. This is PDF Format E-book: ISBN 978-1-4166-1773-0

Download or read book Design Principles for Teaching Effective Writing written by Raquel Fidalgo Redondo and published by BRILL. This book was released on 2017-11-20 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume aims to analyze validated intervention programs focused on: the teaching and learning of writing as a skill and the use of writing as a learning activity in various school subjects/skills.

Download or read book The Impact of Professional Development on Classroom Teachers Use of Differentiated Instruction Strategies written by Lillie Stone and published by . This book was released on 2012 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt: "A review of the literature revealed that urban teachers in a small school environment are rarely researched, and their experiences and perceptions of their workplace experiences with differentiated instruction have gone unnoticed and undocumented. The literature further revealed that increased numbers of students are being diagnosed with learning differences in virtually all classrooms. They come with a variety of needs. They represent cultures that vary in significant ways. Professional development providers in urban settings need to connect their delivery with the actual situations that exist in these classrooms so that teachers can begin to address the diversity that exists in their classrooms and narrow the achievement gap. The purpose of this research was to examine my own professional development delivery by facilitating action research on differentiated instruction, an instructional concept that maximizes learning for ALL students?regardless of skill level or background. The research method selected for this study was qualitative pre- and post-interviews, a questionnaire, ejournals, and transcriptions from professional development sessions. The analysis used a constant comparative approach. The researcher used open-ended interviewing, which allowed the interviewees to go beyond just a superficial revelation of their knowledge of differentiated instruction and their subsequent roles and beliefs about their work and who they teach. Important findings indicated that participants perceived an increase in their understanding of differentiated instruction through participation in the professional development as well as increased confidence in their general teaching abilities and in meeting the varied needs of their students. The participants perceived surround support from the administrative staff as important. Even though some of the participants described their students as less than dedicated to academic pursuits, all participants in the study elaborated on how they derived tremendous satisfaction from increasing their own knowledge so that they could better serve their students. Interestingly, in spite of working in a challenging environment, these participants have chosen to remain because they feel they are making a difference. Findings indicate that upfront planning, including collecting data about each participant's skill, readiness, and interest level and analyzing data about participants' needs, strengths, and weaknesses, needs to be done before embarking on a professional develop series with a group of faculty members. Programs and new information need to supplement existing programs and initiatives already in existence in the school. Flexibility in scheduling professional development needs to be fluid and grade-level or department volunteers would support the professional development provider in meeting the varied needs of participants. Aside from collecting data to assist in building a reservoir of information on providing professional development to teachers in an urban school, further implications indicate a need for more adequate and focused training at the preservice level as well as ongoing professional development at the workplace"--Leaves iv-v.

Download or read book Differentiated Professional Development in a Professional Learning Community written by Linda Bowgen and published by Solution Tree Press. This book was released on 2009-10-21 with total page 191 pages. Available in PDF, EPUB and Kindle. Book excerpt: If differentiated instruction works for diverse student learning needs, why not apply it to teacher learning? The authors draw from real experience and PLC concepts to support the value of differentiated professional development. A practical guide for designing school or district professional development plans, this book explains a three-step model that is core to the differentiation process.

Download or read book Differentiated Instructional Strategies written by Gayle Gregory and published by Corwin Press. This book was released on 2007 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this fascinating book, the author of The Hinge Factor and The Weather Factor surveys revolutions across the centuries, vividly portraying the people and events that brought wrenching, often enduring and always bloody change to countries and societies almost overnight. Durschmied begins with the French Revolution and goes on to examine the revolutions of Mexico in 1910, Russia in 1917, and Japan in 1945, as well as the failed putsch against Hitler in 1944. His account of the Cuban Revolution is peppered with personal anecdotes for he was the first foreign correspondent to meet Castro when the future leader was still in the Sierra Maestra. He concludes with the Iranian Revolution that ousted the Shah in 1979 another that he personally covered and, in a new preface, extends his analysis to the Arab Spring.Each revolution, Durschmied contends, has its own dynamic and memorable cast of characters, but all too often the end result is the same: mayhem, betrayal, glory, and death. Unlike the American Revolution, which is the counterexample, few revolutions are spared the harsh reality that most devour their own children. Durschmied is a supremely gifted reporter who has transformed the media he works in. Newsweek A] light and lively narrative that serves as a useful introduction for the general reader. Library Journal

Download or read book Teachers Perceptions Regarding the Efficacy of Differentiation of Instruction in the Classroom Setting written by Ivan E. Rayner (III) and published by . This book was released on 2009 with total page 57 pages. Available in PDF, EPUB and Kindle. Book excerpt: This project investigated the perceptions of teachers regarding the usage of differentiated instruction in the classroom. The participants were selected through a convenience sampling and consisted of both regular and special education school teachers (N = 41). The study used a survey constructed in the style of the differentiation works of Carol Tomlinson. This survey was validated using a professional panel of teachers. Results show that teachers perceive Differentiated Instruction to be beneficial to all students in the study area.

Download or read book Professional Learning for Teachers Through a Differentiated Professional Development Program written by Edwin M. Acevedo and published by . This book was released on 2013 with total page 293 pages. Available in PDF, EPUB and Kindle. Book excerpt: Living in an interconnected global society requires teachers to deliver the best educational experiences to students in all content areas. Teachers need to be well equipped with the latest instructional strategies that will engage all students. However, many teachers continue to receive professional development (PD) opportunities that are not individualized to meet the needs of the teachers, which can negatively impact the students learning and the morale of teachers. The purpose of this mixed methods action research study was to determine the effects that a piloted differentiated PD program had on teacher perceptions of professional development, on their instruction and on their morale. The study examined how secondary world languages teachers at Knightsbridge High School identified areas of growth within their field and collaborated with one another or worked independently to create professional learning opportunities that were meaningful and purposeful to fit their individual needs. Data were collected through pre and post surveys, teacher interviews and focus groups as well as an administrator interview. The findings indicated that the differentiated PD pilot program allowed teachers to create a learning organization where teachers communicated, provided feedback and changed their instructional practices through multiple self directed learning opportunities. As a result of this study, teachers felt empowered, valued and proud of being world languages teachers, thereby establishing positive morale among the participants. However, teachers also indicated that the lack of common planning time adversely affected the morale of the participants. Recommendations to transition and implement a differentiated PD program are provided.

Download or read book Handbook of Formative Assessment in the Disciplines written by Heidi L. Andrade and published by Routledge. This book was released on 2019-05-14 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Handbook of Formative Assessment in the Disciplines meaningfully addresses current developments in the field, offering a unique and timely focus on domain dependency. Building from an updated definition of formative assessment, the book covers the integration of measurement principles into practice; the operationalization of formative assessment within specific domains, beyond generic strategies; evolving research directions including student involvement and self-regulation; and new approaches to the challenges of incorporating formative assessment training into pre-service and in-service educator training. As supporters of large-scale testing programs increasingly consider the potential of formative assessments to improve teaching and learning, this handbook advances the subject through novel frameworks, intersections of theory, research, and practice, and attention to discernible disciplines. Written for instructors, graduate students, researchers, and policymakers, each chapter provides expert perspectives on the procedures and evaluations that enable teachers to adapt teaching and learning in-process toward student achievement.

Download or read book The Teacher s Reflective Practice Handbook written by Paula Nadine Zwozdiak-Myers and published by Routledge. This book was released on 2018-03-29 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: What do we mean by reflective practice? What does it involve? How can it help you develop as a teacher? The Teacher’s Reflective Practice Handbook is an essential source of advice, guidance and ideas for both student and practising teachers. Helping you to translate pedagogical knowledge into practice, this Handbook guides you through studying your own teaching for personal development, evaluating your lessons through classroom research, and enhancing the quality of pupil learning. It offers an innovative framework which serves to prepare you for the challenges and complexities of the classroom environment, and supports the continuing improvement of your teaching. Underpinned by key theoretical concepts and contemporary research within the field of education, chapters help you to: systematically evaluate your teaching through classroom research procedures question personal theories and beliefs, and consider alternative perspectives and possibilities try out new strategies and ideas to maximise the learning potential of all students enhance the quality of, and continue to improve, your teaching. Including a range of reflective tasks, links to online resources, exemplification material and further reading to help you develop your own thinking, The Teacher’s Reflective Practice Handbook is an accessible guide which supports the facilitation of reflective practice through self and peer assessment, problem-based learning and personal development planning. The multi-dimensional framework enables you to build a meaningful, personally relevant portfolio of evidence-informed practice.

Download or read book The Differentiated School written by Carol Ann Tomlinson and published by ASCD. This book was released on 2008-06-15 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: Looking for advice and guidance on how to implement differentiated instruction throughout your school? Learn from the experts. Administrators and teachers alike will find viable ideas and answers to questions as leaders at two schools share milestones and vignettes from their real-life experiences in converting entire faculties to this dynamic approach to teaching and learning. The authors balance broadly applicable guidance with specific illustrations of how two schools—a middle-income elementary school and a mixed-income high school—experienced the change process in dramatically different ways. In both instances, the new approach to teaching and learning had sweeping, positive results for staff and students. Carol Ann Tomlinson, Kay Brimijoin, and Lane Narvaez have combined their expertise with differentiation in schools—including professional development, research, leadership, coaching, and teaching—to highlight factors that contributed to the continuing success of school reinvention efforts such as *Approaching change with the particular school culture in mind. *Leading a staff toward change with appropriate pushes, pauses, and acknowledgments. *Fostering continued growth in understanding and skill with differentiation in the classroom. *Encouraging teachers to reinforce one another's strengths. *Monitoring progress toward expanded flexibility in instructional approaches. *Nurturing teacher leaders who can sustain the effort beyond one principal's tenure. *Providing strong support and role models for deep and broad changes in the school's teaching practices and learning potential. Every educator seeking to move beyond isolated efforts to differentiate instruction will find practical support and inspiration in this book. At the same time, you'll gain understanding about the key characteristics needed for deep, lasting instructional change that taps into the learning potential of all students in your classrooms and schools.