Event Title

The Effectiveness of Differentiated Instruction in a Multimodal Summative Assessment

Faculty Advisor

Leah Nillas

Graduation Year

2019

Location

Foyer, State Farm Hall, Illinois Wesleyan University

Start Date

13-4-2019 10:00 AM

End Date

13-4-2019 11:00 AM

Description

The main focus of my inquiry was to assess the effectiveness of incorporating differentiated instruction into a multimodal assessment. In addition to analyzing the effectiveness of differentiated instruction in this lesson, I analyzed the importance that 4MAT Learning plays in implementing curriculum that best caters to students’ needs. 4MAT learning, defined as the cognitive tendencies displayed by an individual during the learning process, if used effectively, can help educators create curriculum that fosters an optimal learning environment for students. Likewise, in my study, I analyzed the cognitive tendencies displayed by students, recorded them accordingly, then used that data in appliance to the 4MAT Learning Theory. In doing so, I compared the cognitive tendencies to those discussed in the 4MAT Learning Theory; after a feasible comparison was made, I implemented instruction that catered to that students’ cognitive tendencies, in accordance with the 4MAT Learning Theory.

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Apr 13th, 10:00 AM Apr 13th, 11:00 AM

The Effectiveness of Differentiated Instruction in a Multimodal Summative Assessment

Foyer, State Farm Hall, Illinois Wesleyan University

The main focus of my inquiry was to assess the effectiveness of incorporating differentiated instruction into a multimodal assessment. In addition to analyzing the effectiveness of differentiated instruction in this lesson, I analyzed the importance that 4MAT Learning plays in implementing curriculum that best caters to students’ needs. 4MAT learning, defined as the cognitive tendencies displayed by an individual during the learning process, if used effectively, can help educators create curriculum that fosters an optimal learning environment for students. Likewise, in my study, I analyzed the cognitive tendencies displayed by students, recorded them accordingly, then used that data in appliance to the 4MAT Learning Theory. In doing so, I compared the cognitive tendencies to those discussed in the 4MAT Learning Theory; after a feasible comparison was made, I implemented instruction that catered to that students’ cognitive tendencies, in accordance with the 4MAT Learning Theory.