Event Title

Accommodating for Diverse Learning Needs Through Differentiated Instruction in Third Grade Mathematics

Graduation Year

2014

Location

Ames Library, Illinois Wesleyan University

Start Date

11-4-2014 4:00 PM

End Date

11-4-2014 5:00 PM

Description

Differentiated Instruction (DI) is a method of instruction that applies accommodations based on the strengths and weaknesses of diverse learners (Tomlinson, 2001). As a student teacher in an urban third grade classroom, I recognized my students’ diverse learning needs and wanted to meet those needs through differentiated instruction in the mathematics curriculum. I developed a plan to differentiate mathematics lessons and used content analysis (Neuendorf, 2002) to discover effective techniques of implementing differentiated instruction. I analyzed qualitative data such as lesson plans, observation notes, and students work for differentiating strategies including visual learning, verbal or auditory learning, individualized instruction, and managing student anxiety. My findings suggest that mathematics performance is positively influenced by the proper implementation of differentiated instruction, based on students’ individual learning needs.

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Apr 11th, 4:00 PM Apr 11th, 5:00 PM

Accommodating for Diverse Learning Needs Through Differentiated Instruction in Third Grade Mathematics

Ames Library, Illinois Wesleyan University

Differentiated Instruction (DI) is a method of instruction that applies accommodations based on the strengths and weaknesses of diverse learners (Tomlinson, 2001). As a student teacher in an urban third grade classroom, I recognized my students’ diverse learning needs and wanted to meet those needs through differentiated instruction in the mathematics curriculum. I developed a plan to differentiate mathematics lessons and used content analysis (Neuendorf, 2002) to discover effective techniques of implementing differentiated instruction. I analyzed qualitative data such as lesson plans, observation notes, and students work for differentiating strategies including visual learning, verbal or auditory learning, individualized instruction, and managing student anxiety. My findings suggest that mathematics performance is positively influenced by the proper implementation of differentiated instruction, based on students’ individual learning needs.