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 * [[image:Picture_233.png]] || a. I chose to focus on differentiated assessment for my action research.

b. I will begin by evaluating areas of my curriculum where I can incorporate differentiated assessment. Subsequently, I will revamp instruction as well considering that assessment should be an ongoing process but should be generated prior to designing instruction.

c. I can discuss varying assessment options with my peers and also ways to offer varying assessments that share the same learning targets. I think organization will be key.

d. In this case the technology offered assessment options that would not have been otherwise possible. ||
 * [[image:Picture_232.png]] || a. Yes, I think it is reasonable to say that there was an increase in achievement while using differentiated assessment. We must consider that students who normally do not perform well on pencil and paper tests performed better with varying assessment options.

b. If there was a decrease in anyway, it was due to a lack of correlation between learning objectives and the assessments themselves.

c. The results of all assessments would be dependent on instruction. Therefore, there is a direct relationship. If there are faults in my instruction, that would directly influence assessment of any type.

d. It means that there is at least some value in utilizing differentiated assessment. Specifically for improving student motivation and perhaps performance. As a result of this action research, I will try to use differentiated assessment whenever possible.

e. What I mentioned previously about the benefits and drawbacks of differentiated assessment. I would challenge anyone to consider pencil and paper tests compared to portfolios and projects. Many people will choose to demonstrate their learning in varied ways. Consider also Powerpoint and keynote presentations as other assessment options.

f. Yes I have often noticed a correlation between technology use student motivation. ||
 * [[image:Picture_230.png]] || a. teacher observation, student wiki assignments, comparison of previous end-of-chapter test averages to other assessment options.

b. Again, my research topic is assessment itself, so the results will be all of the progress monitoring that I need.

c. The whole concept of student wiki as a portfolio is a self-evaluative process.

d. Up to this point, I've told students exactly what to put in the wiki, but in an effort to differentiate assessment and to improve the way we use them, I will grant more freedom for students to use the wiki esp. in terms of the contributions they make.

e. Post assessment should involve some kind of conference (that is usually the final step of any portfolio process). I believe that the learning of a student will be evident simply by viewing a student's wiki.

f. Technology is used for the entire process. The student's work is completed using technology. Evaluation occurs using the same technology. Communication can be conducted using technology. etc. etc.

g. Yes, see above answer ||
 * [[image:Picture_228.png]] || a. The unique academic need of some of my students is that for whatever reason, they can not perform well on objective tests.

b. This is why I am attempting to incorporate differentiated assessment. I could ask others who offer varied assessments. I could gauge success by comparing student performance to past performance as long as the same learning targets are adequately assessed.

c. Higher order technology assessments could be an option. i.e. take an online version of a test. Complete a wiki assignment or some other project that would demonstrate the same learning as measured by a paper test.

d. I suppose I could ask them how their learning could be assessed using new tools. Also, they would be the ones making the choice of how they'd prefer to be assessed. ||
 * [[image:Picture_229.png]] || The benefits of using differentiated assessments are balanced by the challenges. It takes a great deal of effort to create varying assessments for the same learning targets. The teacher has to consider the learning objectives and targets and then create varying assessments that accurately measure student progress. Actually the best way to do this is to create the assessments based on the objectives and targets you have in front of you....then plan for instruction.

The benefits were obvious. Student motivation regarding assessment increases dramatically when options are offered. Some students prefer a traditional paper test while others benefit from assessment options such as: wiki, virtual test, or other assignment/project. ||
 * [[image:Picture_227.png]] || a. Not really considering that my data collection centered on research outside of the classroom. My goal is to find new ways to incorporate differentiated assessment which is new to me.

b. No

c. Again, I'm looking to incorporate differentiated assessment for the first time.

d. N/A

e. N/A

f. N/A ||
 * [[image:Picture_226.png]] || How can I improve differentiated assessment in my classroom? ||  ||   ||
 * What kinds of differentiated assessments are there? || Research ||
 * Which are the best choices in a given situation? || Research ||
 * How can the same learning targets be targeted by varying assessments? || Research ||
 * [[image:Picture_227.png]] ||  ||
 * [[image:Picture_225.png]] || My action research question is: How can I improve differentiated assessment in my classroom? Assessment is a crucial component within education. The growing trend seems to favor ongoing assessment aimed at improving student achievement. This is why I chose differentiated assessment for my action research. ||
 * [[image:Picture_224.png]] || I've done some teacher action research in the previous embedded learning course. So I do have some prior knowledge of the steps involved in the process. ||
 * [[image:Picture_223.png]] || a. The biggest successes of incorporating the differentiated periodic table of elements iMovie lesson were: student motivation, product quality, and content retention. From the beginning, the students seemed to understand that this was going to be a fun project. Therefore they didn't seem to mind completing the project guide in order to research their element and create a polished element commercial. Overall, product quality was pretty good. Most student groups generated a commercial that met or exceeded the minimum criteria and therefore received full credit. Since the criteria were well written and explicity stated, this also translates into an accurate assessment of student knowledge, understanding and process skill. Retention of the knowledge and understanding seemed improved also since the end of chapter test average was also higher than usual.
 * [[image:Picture_223.png]] || a. The biggest successes of incorporating the differentiated periodic table of elements iMovie lesson were: student motivation, product quality, and content retention. From the beginning, the students seemed to understand that this was going to be a fun project. Therefore they didn't seem to mind completing the project guide in order to research their element and create a polished element commercial. Overall, product quality was pretty good. Most student groups generated a commercial that met or exceeded the minimum criteria and therefore received full credit. Since the criteria were well written and explicity stated, this also translates into an accurate assessment of student knowledge, understanding and process skill. Retention of the knowledge and understanding seemed improved also since the end of chapter test average was also higher than usual.

b. I would say that the main challenge that I've experienced after reevaluating the project is the real world aspect. There is nothing about creating an element iMovie commercial that is directly linked to the real world study of chemical periodicity.

c. In the future, I will try to incorporate more real world value to lesson. || || a. I guess they could be directed toward the same learning goals. The problem is that the tasks are not specific enough. If she wants to offer all 4 assessment options, she needs to be a lot more specific about the criteria.
 * [[image:Picture_221.png]]

b. Since the tasks are so general, they do not really require higher-order thinking. Task 1 and 4 seem to require higher level thinking than 2 and 3.

c. Yes for interest and learning profile I suppose.

d. How many geneticists write songs and poems about their work?

e. No, they need to be more specific and demand higher-order thinking. ||
 * [[image:Picture_220.png]] || 3. Sure this checklist could be used to ensure that respectful tasks are being used.
 * [[image:Picture_220.png]] || 3. Sure this checklist could be used to ensure that respectful tasks are being used.

4a. Tasks are focused on same learning goals. Higher level thinking is promoted during all tasks. Tasks are authentic and expectations are clearly stated.

4b. I've learned the importance of authentic tasks. ||
 * [[image:Picture_212.png]] || a. Grouping is simply the physical arrangement of students whereas "planning for effective instructional arrangements" means how are we going to determine who will be in the groups.
 * [[image:Picture_212.png]] || a. Grouping is simply the physical arrangement of students whereas "planning for effective instructional arrangements" means how are we going to determine who will be in the groups.

b. Online surveys can be used to determine groupings. The teacher must be aware of how many students should be placed into a group based on a variety of factors including: student jobs, number of computers, etc.

c. I generally allow students to work in groups of 2-3 based on preference or assignment. In the future I'd like to base groupings on ability level, interest, and/or position on learning continuum.

d. SDI for students with IEPs must be carried out. ||
 * [[image:Picture_213.png]] || e. Basically the methods that should be used to determine instructional arrangement. I think I'll base it mostly on ability level in the future to assist students who need extra help and to challenge those at higher levels. ||
 * [[image:Picture_211.png]] || For the lesson scenario, I can see the value of the Internship application (it certainly holds real-world value). Journal prompts can be beneficial, but in my experience they work best with college level students and above. I've always like the idea of exit cards as brief assessments of student learning. Lab reports certainly have certain value in my classroom as well as CPS when it is available.

On a side note..... not to sound arrogant or anything, but I really feel that I have the knowledge to integrate many techniques described in this course. In fact, I have used many of these techniques for years and continue to integrate new approaches. I've found that my limiting factor is simply support. Believe me, I'm gracious for the tools I have at my disposal, but it becomes frustrating when I compare my efforts to incorporate these techniques to the support offered to me by ......... Whenever I encounter a road block (generally it is access to a resource, something that is blocked by the Internet content filter, or some technical issue) I feel like I get shot down. Anyway, that's just very frustrating to me. || Journal - No - To allow students to demonstrate their own level of understanding Observation - Yes - Teacher can look for indicators of understanding Conference - Yes - Easy way to see exactly where a student is and areas in need of improvement Exit card - No - Can determine what students "got" from a specific lesson Self-Eval - No - Students could compare their work to a rubric, checklist, or exemplar. Peer Eval - yes - Students compare their work to that of others or simply compare their peers' work to a rubric, checklist or exemplar. Frayer - Not sure Inventory - Not sure Portfolio - Yes - I've been experimenting with using student wikis as portfolios Performance Task - Yes - Lab sciences have used this type of assessment for a long time. ||  ||
 * [[image:Picture_208.png width="449" height="300"]] || Checklist - yes - To help students ensure that they've met all assessment requirements
 * [[image:Picture_208.png width="449" height="300"]] || Checklist - yes - To help students ensure that they've met all assessment requirements
 * [[image:Picture_209.png]] || 4. I lie somewhere in the middle of the continuum, but definitely in between formative and summative assessment. I use strategies such as conference, checklists, quizzes, surveys, and peer eval, but I definitely rely heavily on traditional chapter tests and final exams as well.

5. Portfolio: I'd like to improve the ways we use student wikis as ongoing collections of student work. I'd like to see them become more professional in terms of appearance and content.

Differentiated Assessment: I'd like to offer options to students in terms of the ways they demonstrate their learning. The only roadblock here is time and planning. Student learning and progress lies on such a broad continuum, that it is difficult to always offer assessment options. One simple way to start is to offer various options when beginning a project.

6. Technology can make assessment more productive when applied correctly. I think a wiki portfolio is a brilliant idea in terms of organization and evaluation. It just takes time to get the process started. Problem solving, creativity, and website editing all require higher-level thinking that comes from technology use.

7. My opportunities for growth revolve around me becoming more flexible in terms of instruction, assessment, etc. ||  ||   ||
 * [[image:Picture_206.png]] || Curriculum and instruction are the vehicle for attaining differentiation in the classroom. Our emphasis should not be solely placed on covering all of the content because a. this is impossible considering that there is more information as time goes by and b. because people learn best when they can relate to information not memorize it. Therefore, we should aim for a depth of knowledge concerning the most important aspects of our content. Curriculum should focus on the essential questions of a subject and then we as teachers can focus on exciting ways to explore that content with students. The students need to be challenged and engaged no matter what their individual ability levels. ||
 * [[image:Picture_204.png]] || a. I gained better insights as to how to incorporate these elements of DI in my own classes.

b. Yes, I do believe that classroom environment can influence engagement, but I think that there are a plethora of other factors as well and that there is no single cure all for lack of student engagement/motivation.

c. Positive interactions

d. Student-centered is the core of DI. If the environment is not positive nor student-centered, then DI can not become a reality. || 4. Allowing student contribution to class functionality can be valuable. 5. The videos show instructors using blogging, discussion board, class websites, etc. When used appropriately, these tools can help with amazing differentiation. ||
 * **Positive Environment Characteristic** || **Rationale** ||
 * Online Survey after the multimedia presentation || determine student prior knowledge and interest ||
 * Collaborative Groups || Students could tackle the problem-based scenario in collaborative groups where individuals make contributions to Google Docs or a wiki. ||
 * Presentation || The solution to the forwarded problem should be shared via website, presentation, other. ||
 * [[image:Picture_203.png]] || 3. I am personable yet professional with my students which fosters positive interaction in class. As far as being student-centered, I still need to work toward that. My class has traditional elements whereby I lead lecture and tell them what activities to do. However, many of those activities are technology oriented.

"Orderly enabled classrooms support DI the best." There are 5 basic classroom types from dysfunctional through orderly enabled.


 * [[image:Picture_202.png]] || Basically I can identify what DI is, elements of DI and some ideas of how to incorporate it in the classroom.

L: I learned about the 5 classroom types with regard to functionality and DI. By viewing the videos, I also learned some more ways in which DI can be achieved.

D: I'd like to incorporate some of these ideas. For instance, I'd like to use more discussion/response activities online, and use Google Docs and wikis for data sharing and collaboration. The problem is that I generally receive the bare minimum from students. How is this problem overcome? ||
 * [[image:Picture_201.png]] || I'd like to use more surveys to determine interest, but I feel it may be more efficient to just ask the students directly. I already use wikis and student response systems as much as possible.
 * [[image:Picture_201.png]] || I'd like to use more surveys to determine interest, but I feel it may be more efficient to just ask the students directly. I already use wikis and student response systems as much as possible.

Nice data allows for graphs and charts and makes it easier to determine student needs.

The greatest challenge is that at some point no matter how many of these methods we incorporate, student success still comes down to some hard work on their part to "do the learning." I feel that I've gone to great lengths to incorporate many of these tools already, yet I still have some students who fail to do the bare minimum. So what is the logical explanation? ||
 * [[image:file:///Users/mchughc/Desktop/Picture%20200.png]][[image:Picture_200.png]] || Online quizzes, assesses learning, interest, etc. Student completes quizzes online. Students can receive immediate feedback, and remediate as determined by instructor.

Computer simulations, demands interaction and determines student work, motivation and learning. Students can work at their own pace alone or with a partner. They can manipulate variables and examine the outcome. Students work with the simulations. They can submit answers online, on paper, etc. ||
 * [[image:DI_continuum.png]] || According to the DI continuum, I definitely fall within level 1-2. In my classes, students generally work on the same project/assignment. Assessment is the same for everyone with the exception of specially designed instruction due to IEPs. I control the rate at which the whole class progresses based on curriculum pacing and how the class is doing as a whole. Complete differentiation seems unfeasible considering all of the expectations people have of teachers already. I am not surprised at the results. I'm a relatively new teacher focussed on what I feel to be a few key priorities, namely: getting as much of the content and skills across to as many of the students as possible. The descriptions under levels 1 and 2 sound exactly like the reality of my courses. To me DI sounds like a great idea in theory, but somewhat unrealistic given the current state of our educational system. I think a step I could take toward better differentiation involves student activity choice. i.e. maybe they could choose between a computer simulation, a hands-on lab, a research paper, etc. ||

"Connecting with Students" Learning Log Below is a summary of my focus group’s response to the survey.

Environment: 3 students mentioned that they like computer activities, CPS review, and movies. 2 students mentioned the lab activities that we do in class. Almost all students mention notes and homework as dislikes of the course. A few also mention math-related problems as dislikes. Students ideas for improving the class center around eliminating the things they don’t like about the course. In order to use technology more effectively, they suggest using the CPS “clickers” more often and using the laptops more often. Personally, I think we use them quite a bit.

Curriculum: Students mention “states of matter,” “speed,” and “falling objects” as things that they understood well during the course. As for things they did not understand, they mentioned “Periodic Table” and “Momentum.” When asked about why we studied Newton’s Laws of Motion, one student said, “Because it affects everything in the world.” Most seemed to understand that this was an important area that needed to be studied. During this section students did express interest in what we were doing most days.

Formative Assessment: Students say that they know they’re doing well if they receive a high grade on a test or class activity. A couple mentioned direct positive feedback from me. One student claims that when he doesn’t know what to do with an assignment, that he doesn’t do it. Others mention that they ask me or email me, a peer or they may check the homework blog.

Instructional Arrangements: All students prefer to work with a partner for the following reasons: “We can work at our own pace.” “It is easier to solve problems with a partner.” “We can talk while we work.” “I’m more relaxed when I work with a partner.” A couple students mention that it can be frustrating to work in a group where someone is distracting or does not do their share of the work. Students prefer to choose the people who they work with. I generally let students choose who they work with. A lot of times students will change who they work with if they feel that they are doing the majority of the work. Many times it seems students will “carry” their weaker partners.

Respectful Tasks: One of the stronger students said, “This class is competitive. Me and my friends try to see who can get the highest score on a test.” Many feel that the class is collaborative; that there is a lot of time spent working in groups. As I expected, the stronger students do not really have to work as hard as the lower students. This probably means that I could benefit from some differentiation since that would provide more of a challenge for everyone.

Student Focus Group: Below Average D.F. S.S. Average M.S. J.V. Above Average B.M. J.S.
 * [[image:BestPracticeWeb.png]] || 2. data analysis, concept or "mind" mapping, collaborative software

3. b. All of these tools can aid D.I. because they offer more avenues and teacher options

c. All Mac laptops have certain universal access settings that allow for text readback, etc.

d. Student wikis are completely student driven. Students are given complete freedom to edit their webpage in order to complete assignments, projects, etc.

e. Assistive technologies can level the playing field a little bit giving the teacher greater flexibility when grouping students. ||


 * [[image:Picture_215.png width="484" height="491"]] || High level technology deepens the learning experience by gaining student motivation and by making the experience more "real world." Lets face it, kids are raised with technology and the vast majority choose to use it for communication and a lot of other things.

A lot of work is done using high level technology. Health care, engineering, service industries, etc. Every business has a webpage nowadays. The other day I saw a nurse practitioner and a patient meeting with a doctor via web conference for a consultation.

Access for the number of students, security, space, etc. Good planning can avoid many pitfalls.

Kinesthetic learners would gravitate toward Vernier sensors. Students use USB interface sensors to measure things like force, velocity, acceleration, etc. The process is tactile, visual, etc.

See previous answer ||
 * [[image:Picture_214.png width="475" height="343"]] || Programs that read typed text aloud

Computer simulations

Project playlist, Garage Band

Online journal

Message board, discussion forum, web conference, wiki

Vernier sensor labs, Physical labs

Software puzzles, designing buildings, etc. ||

Some of both.

Pretty much the same. I use a traditional approach with some elements of a differentiated classroom.

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 * Modifications to definition of DI:** Differentiated instruction is definitely student-centered. It should, however, also incorporate elements of technology and be focussed at higher-;eve; thinking skills.

1. In a tech-rich environment, these things are promoted through the use of technology. Technology does not make these things happen alone, but when combined with a well-designed curriculum, students achieve more and learn higher-level skills.

2. Students use Google Earth functions to locate Earth's tectonic plate boundaries.


 * respectful tasks, flexible grouping, continued assessment**

An advanced learner should be consistently challenged, should feel that they are not doing more work than anyone else, but rather that their work expands upon general concepts that everyone is required to comprehend. i.e. their work shows application of content, or connectedness to other concepts. A struggling learner should be equally challenged but perhaps not to the level of application or synthesis. A struggling learner should feel that they are supported and that their tasks are achievable, but not completely overwhelmed and helpless. Elements of the curriculum that can be differentiated would include the level of content mastery. i.e. comprehension, application, synthesis, etc.

Tomlinson defines "advanced" and "struggling" as 2 main groups to focus on. She also describes various scenarios: a student who has trouble with basic reading skills, but wants to do better....a student who dreams of being successful in college, but feels that educators don't see him fitting in there.....advanced students who do not feel challenged.......ESL students who are not properly supported with DI, etc. etc.
 * Learned:**

I will attempt to take some of the DI info presented so far and apply it to my courses. Honestly, it does seem a bit overwhelming and like just one more thing on a great big heap of "to do's." However, it is important and the possible consequences of not using some DI strategies could be severe over the long term. It does make complete sense to be aware that there are as many varying levels as individual students in your classes and that varied approaches should try to be used. It is most certainly not always the most efficient way of doing business, but it may be more effective. Everyone wants to help their "struggling" students to become knowledgable, motivated, independent learners, and everyone wants to challenge their advanced students, but therein lies the real challenge. I will often attempt to offer advice to help advanced students reach a higher level, but many times these students seem lazy like Tomlinson describes. Well I guess she would say that they are not appropriately challenged; but how does one do this? My approach usually involves explaining that an individual is capable of achieving a truly extraordinary product, etc. I try to motivate these students by explaining that what is truly impressive is to go far above and beyond; but I find that this usually doesn't do the trick. Perhaps it has to be a challenge that they really feel connected to. **Please advise if you think of anything in general that will help to motivate these and other students.**
 * Do:**

She defines DI as what I put in the "know" column below. She talks about differentiating various areas of the educational environment: process, product, etc. She also talks about the need to be aware of student interest, what they bring to the classroom, learning situation, etc. She described the need for all students to be able to problem solve in the 21st century. She emphasized that all students can learn, that all enter the course at varying levels and that all need to be challenged accordingly, but by the end all should be able to demonstrate learning of the same material; wow! That seems nearly impossible.

Creating a Definition: Same as "know" below. DI is instruction modified for the individual learner.

Basically differentiated instruction is the opposite of a "one size fits all" approach to learning. It is student-centered and the focus is on matching instruction with what is most appropriate for each individual. There are three main parts to DI; 1. preassessment to determine what the individual already knows about the subject. 2. instructional design suited to an individual or group of individuals. 3. Product or assessment after the instruction.
 * Know:**

Environment: Applying: I am currently in the application stage. Students share some of the responsibilities of active learning, but student motivation continues to be a limiting factor even as technology-rich activities are conducted. Curriculum: Applying: My classroom is best described by the indicators in this description. Formative Assessment: Moving: We use continuing assessment during a unit of study, but it could be improved upon. Students add content to their own unique wiki, but the activities need improvement. Instructional arrangements: Applying: My classroom is best described by the indicators in this description. Respectful Tasks: Innovating: I pride myself in designing quality activities. 21st Century Skills: Applying: My classroom is best described by the indicators in this description.