Chapter I Guidelines

7/30/2019 Chapter I Guidelines

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CHAPTER I – DESIGN OF THE PROJECT AND REVIEW OF THE LITERATURE

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Part I: Design of the Project

The Research Question:

In your view, which techniques, strategies and methodologies are needed in order to

meet the needs of children in a diversified classroom.

Rationale for Selecting the Research Question

The general idea that I want to focus on relates to improving my ability to differentiate

instruction to meet the needs of all my students within an inclusive learning

environment. As a new educator, I find differentiation for students in my classroom to

be particularly challenging and often the results are characterized by the creation of

scaffolds for my students with exceptional needs but do not necessarily address the

needs of my students with exceptional ability. It is my opinion that this question is

focused on a topic that is a challenge that I want to change within my instructional

practice; is a need that I am both passionate and actively concerned about. However, I

do not quite know if it is within my power to change. I believe that I can improve the way

I deliver Physics logic content to my students, but worry about the response of an

administration and instructional team that is focused on the bottom third of students. I

think Mills’ idea of using the “who, what, when, where and how” to improve my general

idea would be helpful in this case. For example, I think that the evidence and the

manner that it is gathered will go a long way in crafting my research question into one

that meets the criteria set about by Mills within the text.



Definition of Key Terms of this Question

Diversity- a wide range of students with a variety of backgrounds, learning styles and

abilities (Mills, p 216)

Linking Knowledge-activation of knowledge learned prior to current lessons to form

connections in understanding (Mills, p. 9)

Instructional Strategies-The outcomes of studies related to teacher practices like

cooperative learning, and increase in wait time that can be used to create a set of best

practices within a classroom setting.

Innovation-New ways to deliver information to students

Shareholders-teachers, students, administrators and parents

Cooperative Learning- an approach to learning that hinges on individual accountability

while students collaborate with each other to achieve a common goal. (Mills, p. 98)

Wait time- period of silence that allows students to respond to questions posed during

instruction (Milla, p.80)

Compass Points- a thinking routine using the directions of a compass rose to help

students explore various facets of an idea before taking a stand on it. (Ritchhart, R., &

Perkins, D. , p 59 2008)



Headlines - a thinking routine using the format of newspaper headlines to summarize

the key points of a topic or an event. (Ritchhart, R., & Perkins, D. , p 59 2008)

Connect-Extend-Challenge-a thinking routine that uses a set of three questions to

help students identify connections between seemingly disparate pieces of challenging

information. (Ritchhart, R., & Perkins, D. , p 59 2008)

See-Think-Wonder- a thinking routine that uses inquiry and curiosity to help students

make observations about a complex image or event.

Differentiation- multiple delivery systems of the content within a curriculum as well as

the variety of work products and processes used to assess mastery of this content

(Tomlinson, 2012)

Habits of Work- Organization: We have what we need, know where it is and know what

we have to do; Focus: We participate, listen actively, and ask questions; Punctuality:

We arrive on time.; Cooperation: We help ourselves and others to learn; Revision: We

see our work as a process whereby we review, correct, share with peers and finalize .

Habits of Mind- Seeking Significance: Why is this idea or topic important?; Using

Evidence: How do we know what we know?; Considering Viewpoints: What is

perspective?; Asking What if: What other alternatives should be considered?; Making

Connections: How is this idea or topic related to other ideas or topics?

Project Based Learning- The use of complex real world projects that align with

standards that require critical thinking, the ability to combine information from multiple

sources, work in teams and result in both written and oral communication of results.



Performance based Assessment- The use of technology to leverage resources to

communicate the results of a time intensive real world problem.

Classroom Culture- Classroom routines and structures for learning; language and

conversational patterns; implicit and explicit expectations; modeling by teachers and

other shareholders; the physical environment; relationships and patterns of interaction

and the creation of opportunities.

Participants

Participant ID Work Environment Position(s) Grade(s)

A Living Environment Inclusion Teacher 10th, 11th,12th

B Living Environment Inclusion Student Teacher 10th

C Living Environment Inclusion Student Teacher 10th

D Math Special Education Teacher 10th

E Physics Inclusion/Technology Inclusion Teacher 11th, 12th

F Humanities Special Education Teacher 9th, 11th

G Humanities Special Education Teacher 9th-12th

H Math Inclusion Teacher 9th , 12th

I Math Inclusion Teacher 11th, 12th

J Math Inclusion Teacher 9th

K Robotics Special Education, Teacher 9th

Biopsychology Inclusion Teacher 11th



L ELA Inclusion Teacher 9th-12th

Spanish Inclusion Teacher 9th-12th

M Humanities Special Education Teacher 9th-12th

N Robotics Special Education Teacher 9th

Humanities Special Education Teacher 10th

O Chemistry Inclusion Teacher 9th-12th

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Chapter I Guidelines