Thesis+4

flat Differentiated instruction
 * David**

Using differentiated instruction in the mixed-ability classroom as a feasible model of teaching.

Opcion 2: Using Differentiated instruction in a mixed-ability classroom towards students' success.

Opcion 3: Using differentiated Instruction in a Mixed Ability Classroom as a Viable Alternative of Teaching in Heterogeneous groups

David Naranjo

Universidad Autónoma de Aguascalientes

June 2012 Note: The title page begins your thesis and should include a running head, the title of your paper, your name, institution, and date.

**Abstract** Note: The abstract is on a separate page and is a 120-word summary of your thesis. That is, an abstract should include the problem, purpose, method, and findings of your research.

Using differentiated instruction in the mixed-ability classroom as a feasible model of teaching. Teachers around the world share something in common, they teach heterogeneous classes. They teach in mixed ability classrooms, (Tomlinson, 2001). In these classrooms, students’ features differ a lot in all senses. Yi-Fang Liu (2008) says “all students have individual preferences, backgrounds, and needs, therefore, to meet their needs, the instruction needs to be differentiated”, p.101. All these differences might affect the learning process because of all the elements involved. Ainsle (1994), states that “a student’s learning process involves several aspects such as, age, motivation, prior experience, background among others”p.9. It is clear that every single student has different likes, needs and also they learn at different pace. So learning a second language is not the exception. Simanova (2010), states “in general, language learners may differ in many aspects that influence the language learning abilities”p.4. It is precisely because of those differences among students that make a heterogeneous class hard to teach. All teachers have students with different characteristics. Although, these features make students unique, this becomes a demanding task when teaching. Teachers face multiple challenges, at every grade level due to the students’ differences in culture, maturity, learning styles, interests and the readiness they reflect in different subjects, Tomlinson, 2001, p.1. Teachers need to match students’ traits with appropriate teaching methods, (Good, 2006). The purpose of this investigation is to point out the benefits of using the differentiated instruction for second language learners’ classes. Because teachers face a big challenge when teaching mixed-ability classrooms, differentiated instruction promotes students’ development, when teachers divide the main elements of the curricula content, process and product to teach learners more efficiently. Content can also be differentiated based on students’ interests, Tomlinson, 2001, p.73. Students learn better when they enjoy what they do, teachers assume **(cita ?).** Teachers have to try to find topics that interest them strongly, Winebrenner, 1992, p.3. Students work much better on things that they really care for, the things they are interested in. In that sense, teachers arise awareness toward what they have to teach. Additionally, they have to find ways of making content interesting for students. And as Tomlinson (2003), indicates “students whose interests are tapped and deepened in school are more likely to be engaged and to persist in learning”. So, by considering this, teachers what they teach with their students’ interest. Teachers differentiate content based on students’ learning profile as well, Tomlinson, 2001, p73. This refers to the students' preferred leaning style. According to Tomlinson (2001), " when a teacher differentiate content based on learning profile they ensure that a student has a way of coming at materials and ideas that match his preferred way of learning" p.73. when teachers realize about this what they might think what type of materials they can use to teach certain topic, paying attention on their students' different learning styles. Visual students learn better the information when they can see and observe what they are receiving as input, auditory learners need to hear information that help them learn, kinesthetic learners learn better when they can touch and manipulate objects, Bremmer, n.d. Teachers have to be aware of these aspects in order to provide students proper knowledge. By differentiating process teachers help students to reach their educational goals. As Tomlinson (2001) states, “process means sense-making or opportunity for learners to process the content or ideas and skills to which they have been introduced” p. 79. Processing and assimilating information is then the key for the student’s understanding and later to demonstrate what they are capable of doing with that knowledge. When students are taught a new topic, they try to assimilate the information they receive. Tomlinson (2001) explains “ when students encounter new ideas, information or skills they need time to run the input through their own filters of meaning” p.79. Interest becomes like the engine that moves us and also students to do something. Interest ignites motivation to learn, Tomlinson & McTighe, 2006, p.19. it must be then a connection between the processing of contents, the strategies used to achieve this and something that may linked up all this with students’ interests. Teachers can use different strategies to help students differentiate process. As Gregory and Chapman (2002) explain in their work, “some of the elements and characteristics of and strategies for differentiated instruction are, flexible grouping, questioning for critical thinking, problem based learning, contracting, and learning center”. Along with these strategies, Tomlinson (2001) also provides some other strategies to be implemented when differentiating process such as, parallel tasks and tiered assignments learning logs, journals, graphic organizers, creative problem solving, cubing, learning centers, interest centers or interest groups, learning contracts, literature circles, role playing, cooperative controversy, choice board, jigsaw, model making and labs. These strategies support teachers when differentiating instruction based on process. The learner has a commitment when differentiating based on products. He/she is responsible for his/her own learning so as Gregory & Chapman (2002) put it “products are the means by which students will communicate understanding. If the product that students present is well done or explains what the student wanted to communicate by doing it then it might show understanding on the part of the student. Likewise, students can find a great variety of product possibilities. For example, design a web page, develop a solution to a community problem, design a game, conduct a series of interviews, interpret to multimedia, write a musical, design and conduct an experiment, collect and analyze samples, design and teach a class, do a demonstration, present a news report, make learning centers, design a new product, write or produce a play, develop an exhibit, conduct a debate, develop tools, develop or create musical instruments, compile a booklet or brochure, present a radio program etc, (Tomlinson, 2001). Such products assignments should be done based on students’ readiness, students’ profile and students’ interest as well. Usually is the teacher who helps students to determine what sort of products they can work with. The creation of the product depends on several factors too. This is not only for students to have fun but to extend what they have been learning throughout the semester. So, it is the teacher’s responsibility to guide students during the process of designing the products. In addition, products show creativity, interest, motivation, understanding, and they also depict their creator learning style. Creativity is highest when skills of a given domain combine with a student’s own interest and creative thinking processes, Tomlinson & Allan, 2000, p.20. Students connect with instruction building their learning by assuming the responsibility for their own mode of learning, which implies their own selection of activities, making decisions, products to do, and performance outcomes, Anderson, 2007, p.52. So, differentiating products is a viable alternative to lead student toward success. They construct their learning at their pace, they show what they know in their product, they engage with the assignments, they feel motivated, they show interest. Finally, differentiating product becomes something the student can be proud of and more importantly, what they create remains on them by being significant learning.
 * Content is What Teachers Want Students to Learn**
 * Getting to know students by knowing their profiles** Content is one of the three elements of the curriculum that can be differentiated. Tomlinson (2001) says “content is the input of teaching and learning”, (p.73).. According to a student's readiness level, learning profile and interests or the combination of these elements is how content can be differentiated. All these aspects have to match students’ needs. When teachers differentiate content based on student’s readiness, they take into account students’ capacity to do something(Tomlinson, 2001). It is to take into account the complexity students perform to know if students are able to carry them out or not, (Tomlinson, 2001). Bearing in mind this aspect is when teachers differentiate content based on students’ readiness.
 * Instructor’s pedagogy for differentiated instruction based on content**. Teachers give students access to skills and knowledge by using some strategies. They include texts, lectures, demonstrations, and field trips,( Willis and Mann 2000). By using these strategies teachers transmit knowledge to students. Some other strategies used for differentiated content are concept-based teaching, curriculum compacting, using varied text and resource materials, learning contracts, mini-lessons, varied support systems, note taking organizers, highlighted print materials, digest of key ideas, peer and adult members, (Tomlinson, 2001). Teachers determine what strategies to use by paying attention on the aspects disused above and by distinguishing what is meaningful for students.
 * Differentiated Instruction Helps students to Process What it is Learned**
 * The three elements to differentiate process on differentiated instruction**. Just as the other element of differentiation, process can be differentiated in response to readiness, interest and learning profile.**(cita?)** When differentiating process according to students’ readiness, teachers have to adjust the degree of difficulty of certain task to the actual student’s level of understanding and skill. Differentiating process according to students’ interest is when the teacher gives students the opportunity of choosing aspects of the topics that help them link a personal interest to learn certain lesson**.(cita?)** A viable way to help students is allowing them to assume the responsibility of their learning when deciding what to learn based on their interests, Bremmer,n.d. Finally, differentiating process through students learning profile is when teachers allow students to learn certain lesson using their preferred learning style **(cita?).** By doing this students might work in a more efficient way matching their innate strengths with the contents they should process**.**
 * Teachers’ pedagogy on differentiated instruction based on process.** Every single student learns in a different way. So Teachers do not have to teach students in the same way because of those differences.. The activities we provide for students learning must address differing students, abilities, learning styles and interests, Levi 2008, p.162. Process is how students come to understand and own the knowledge, skills and understandings, Garderen & Whittater, 2006, p.14. This refers to how students understand or assimilate what teachers teach them, like concepts, facts or skills, Tomlinson, 2001. This element of differentiation is the one which integrates all students’ differences for example, their abilities, learning style, their background and previous knowledge. It is observing the student and determining how he or she could learn something easier.
 * Students Demonstrate What They Learn by Creating a Product**
 * Differentiating based on products.** The third element that can be differentiated is product. Differentiating products is a way students achieve and keep the understanding of certain lesson in a long term. When teachers assign students some activities related to creating a product (product assignments), teachers are leading students toward the success of the knowledge taught in the lesson. Products help students to “catch” the topic seen in class, or certain knowledge or skill. As Tomlinson (2001) puts it, “products are important not only because they represent your students’ extensive understandings and applications, but also they are the element of the curriculum students can most directly “own” p.85. Additionally, doing products is a way students might feel motivated besides of the satisfaction they bring to learners once finished.
 * Teacher’s pedagogy on differentiating based on products**. A way of assessing students is through product assignments **(cita?).** Student might show evidence about what he or she knows regarding a topic by creating products. Teachers can combine the way they assess students, perhaps sometimes is a good option to replace a written test by a good product assignment (Tomlinson, 2001). This allows students to create, apply and demonstrate what they have learned in a lesson, at the end of a unit, or at the end of the curse or semester. By creating products students also have the responsibility of making decisions. Differentiated products challenge students at all level to make decisions, be responsible for their own learning besides of giving them the opportunity to demonstrate what they know through products that are representative of their unique learning preferences, interests and strengths, Anderson, 2007, p.51. Product assignments then allow students express and prove what they are capable of doing.

What barriers to differentiation do teachers typically experience, and how can they be overcome? How teachers differentiate content, process and product in the second language classroom?
 * Research questions**

Once the relevant literature has been presented, the hypothesis (if a quantitative study) or research questions (if a qualitative study) explicity state what is to be researched. The hypothesis or research questions related directly to the problem statement articulated in the introduction above.

**Method (Approx. 500 words)**

Method For this investigation a qualitative method was necessary, since the application of instruments like a Licker scale instruments, and some observations and a semi-structured interview was necessary in some cases to collect the necessary information for doing the research. There was a filter in relation to the selection of the teachers observed. First, an instrument was applied to most of the teachers of “extension” at the UAA, and some “ Lenguas extranjeras” and finally the instrument was also applied to some teachers of the B.A. in English Language Teaching. The purpose of doing this was to select the most appropriate teachers to be observed and interviewed taking into account some of the elements of the differentiation instruction method with these teachers when implementing some activities in their classrooms. Basically, the instrument consisted on determining what teachers were likely to be observed since they were using differentiated instruction somehow while teaching. The purpose of this research as stated earlier was to determine if teachers at the UAA experience barriers to differentiation or how they could overcome them, and also how teachers differentiate the elements of the curricula like content, process and product in their classrooms. So, in order to found this out first was necessary to choose what teachers were suitable to be observed or were the investigation should be conducted. Once chosen the teachers to carry out the observations and interviews. Teachers were observed and interview in order to know their opinions, thoughts and points of view about the use of differentiated instruction in their classrooms. Semi-structure interviews were schedule and recorded to analyze in a better way the data. Although some informal interviews were conducted and the end of the observation overall to gather more information about how an activity was implemented. One of the main instruments used for this research was the observation. Observations were conducted form March 23rd, to April 12th. Observations were schedule with the chosen teachers. Each observation lasted a class time (50 minutes). The aspects taken into account while observing were, the use of differentiated instruction with content, process and product and some aspects of the methodology of the teacher. Also the students were taken into account for doing these observations in relation to their interests, needs, readiness and learning profiles. I elected these teachers for this research based first on the filter instruments applied, and second because after having an informal interview I realized that they may be using diffentiation while teaching even if they did not know that they did not know. The setting was at the UAA, in the classrooms of the languages department. The research was conducted with students of English of different majors, so they study English either because they want to or as a requisite. The participants, were students of English at the UAA,


 * Participants**


 * Instruments**
 * Procedure**
 * Research Design**

**Results and Discussion** The results are the findings of your research. The discussion is your conclusion of your findings. Make sure you have a good mix between results and discussion – not too much of one while sacrificing the other. Provide visuals when doing so makes it easier to understand the data (e.g., graphs, tables, etc.).

**References**

Anderson, K. (2007). Differentiating instruction to include all students. //Tips for teaching//, 51 (3),49-54

Bremner, S (n.d.). //Teaching mixed ability classes//. Retrieved from www.languagewithoutlimits.co.uk/themes.htm/

Garderen, D. and Whittatter, C. (2006). Planning differentiated, multicultural instruction for secondary inclusive classrooms. //Teaching Exceptional Children//, 38(3), 12-20.

Gregory, & Chapman (2002). //Differentiated instructional strategies second edition: one size doesn’t fit all:// California. Corwin press Inc.

Levi, H. (2008). Meetings the needs of all students through differentiated instructions, helping every child reach and exceed standards. //Preventing school of failure//, 81(4),161-164.

**Simanova, A. (2010). Dealing with mix ability classes.**

Tomlinson, C. (2001). //How to differentiate instruction in mixed ability classrooms//. Alexandria, Virginia: ASCD

Tomlinson, C. & Allan, S. (2000). //Leadership for differentiating schools and classrooms//. Alexandria, Virginia: ASCD

Tomlinson,C & Eidson, C. (2003). //Differentiation in practice: a resource guide for differentiating curriculum, grades K-5//. Alexandria, Virginia: ASCD

Tomlinson,C. & McTighe, J. (2006). //Integrating differentiated instruction understanding by design//. Alexandria, Virginia: ASCD

Willis, S & Mann, L (2000). //Differentiated instruction: finding manageable ways to meet individual needs//. Retrieved from www.ascd.org/publications/curriculum-update/winter2000/differentiated-instruction.aspcx.

Winebrenner, S. (1992).//Teaching gifted kids in the regular classroom//. Minneapolis, MN: Free Spirit.

Follow APA formatting when completing your references section. Alphabetize references according to author or title (when there is no author) and single space between the references themselves but double space between each reference. After the references section, provide an appendix for each item: questionnaire, survey, observation sheet, etc. In your text, say, //(See Appendix A)// - not in italics.

**Appendix A**

**Appendix B**

**Appendix C**