Browsing by Subject "Instruction."
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Item Preparing preservice teacher candidates to differentiate instructional practices.(2014-01-28) Ochoa, Bianca R.; Johnsen, Susan K.; Educational Psychology.; Baylor University. Dept. of Educational Psychology.This action research study focused on how various grouping strategies influenced preservice teachers’ differentiation of instruction. The participants included a third grade mentor teacher and three preservice teacher candidates. The candidate preparation curriculum consisted of seminars, daily field-based learning experiences, and ongoing assessment within a professional development school. The teacher candidates gave students a math pretest over the objectives that were to be addressed during the nine weeks of the study. The results of the pretest, scores from a state practice test, and students’ independence levels were used to place students in one of three groups that represented different achievement levels. During the first three-week phase, each of the teacher candidates planned and taught their math lessons to one of the three homogeneous groups. During the second three-week phase, each of the teacher candidates planned and taught a math lesson to all of the three homogeneous groups who rotated through their teaching station. The sequence of group rotations was intentional because the candidates had an immediate experience of teaching fractions to different homogeneous groups of students, comparing lowest ability with highest ability. During the final three-week phase, each of the teacher candidates taught a heterogeneous group. Throughout the three phases, the mentor teacher videotaped lessons each day, and collected lesson plans with candidate reflections. All of the data were analyzed using the Classroom Instructional Practice Scale and the William and Mary Classroom Observation Scales. Results indicated that grouping influenced the candidates’ awareness of differences between and within the groups. When advanced students were in the group, the candidates were more likely to use critical and creative thinking strategies. While the candidates planned different learning activities for students in homogeneous groups during the second three-week phase, they tended to plan the same activities for the group and ignored individual differences within the group. During the third phase when the candidates were teaching the heterogeneous group, they provided additional activities for students who finished early or used assessments to guide their instruction.Item Tiered instruction couched within the five block schedule : an alternative to the Sheltered Instruction Observation Protocol model.(2010-06-23T12:21:00Z) Hancock, Leslie A.; Browning, Larry Jack.; Curriculum and Instruction.; Baylor University. Dept. of Curriculum and Instruction.The purpose of this study was to examine the effectiveness of a model of instruction for English language learners that may serve as an alternative to the Sheltered Instruction Observation Protocol model. This potential alternative instructional model followed the tenets of tiered instruction couched within the Five Block Schedule. English language learners enrolled in English for Speakers of Other Languages I and II courses in two secondary schools participated in the study. For a period of six weeks, the participants in one school received instruction taught according to the tenets of the Sheltered Instruction Observation Protocol (control group) while the participants at the other school received tiered instruction couched within the Five Block Schedule (experimental group). Participants' English language proficiency at both schools was assessed using the Woodcock-Munoz Language Survey-Revised before and after this six week period and the scores were subjected to statistical analysis. Results indicated that the control group did not make any significant gains in any of the facets of English proficiency assessed by the Woodcock-Munoz Language Survey-Revised over the course of six weeks of instruction following the Sheltered Instruction Observation Protocol model. The experimental group made significant gains in all facets of English proficiency assessed by the Woodcock-Munoz Language Survey-Revised after six weeks of tiered instruction couched within the Five Block Schedule. A comparison of the control group and experimental group's gains in English proficiency revealed that the experimental group made significantly greater gains in the ability to identify letters and decode words, write, and follow directions in English as well as use English as the medium for content knowledge acquisition.