Dominican University of California
 

Location

Guzman 104, Dominican University of California

Start Date

4-20-2017 6:00 PM

End Date

4-20-2017 6:15 PM

Department

Education

Student Type

Graduate

Faculty Mentor

Madalienne Peters, Ed.D.

Presentation Format

Oral Presentation

Abstract/Description

Differentiated instruction is student-aware teaching, in which the students not only develop content mastery, but also take ownership of their learning. When teachers help students take charge of their own learning, they are maximizing their potential. A review of the literature reveals that young children seek out tasks that are challenging to them, ones that may a bit beyond their ability. These studies further state that “moderately difficult” tasks are a prerequisite for maximizing intellectual development and increases performance, persistence, perceived competence, self-knowledge, pride and satisfaction (Deci & Porac, 1978).

This study examined strategies that teachers can use to differentiate instruction for their advanced learners. Strategies included activities that that challenged student thinking, which would serve to encourage students to practice persistence in solving problems.

Students enrolled in a first grade class in an all girl school setting served as study participants. Data were collected on a total of 21 students in the class, but analysis focused on a subgroup.

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Apr 20th, 6:00 PM Apr 20th, 6:15 PM

Differentiated Instruction for 1st Grade Advanced Learners in Mathematics

Guzman 104, Dominican University of California

Differentiated instruction is student-aware teaching, in which the students not only develop content mastery, but also take ownership of their learning. When teachers help students take charge of their own learning, they are maximizing their potential. A review of the literature reveals that young children seek out tasks that are challenging to them, ones that may a bit beyond their ability. These studies further state that “moderately difficult” tasks are a prerequisite for maximizing intellectual development and increases performance, persistence, perceived competence, self-knowledge, pride and satisfaction (Deci & Porac, 1978).

This study examined strategies that teachers can use to differentiate instruction for their advanced learners. Strategies included activities that that challenged student thinking, which would serve to encourage students to practice persistence in solving problems.

Students enrolled in a first grade class in an all girl school setting served as study participants. Data were collected on a total of 21 students in the class, but analysis focused on a subgroup.