Leaving the Traditional Classroom: A Look at Direct Instruction versus Differentiated instruction

The purpose of this study is to determine the effect of pedagogy on a students' performance on their formal assessment at the end of a unit. In the literature review direct instruction and differentiated instruction are compared and contrasted as the articles are synthesized to offer insight on the opposing views of instruction. In this study two classes were taught the same content for a unit; one class was taught by direct instruction while the other class was taught via differentiated instruction. Results indicated that students can be successful in learning the content no matter which method was used to convey the content. Nevertheless there were still some contrasting results found within different factions of the students. Document Type Thesis Degree Name MS in Mathematics, Science, and Technology Education This thesis is available at Fisher Digital Publications: http://fisherpub.sjfc. edu/mathcs_etd_masters/82 St. John Fisher College Fisher Digital Publications Mathematical and Computing Sciences Masters Mathematical and Computing Sciences Department 1-1-2008 Leaving the Traditional Classroom: A Look at Direct Instruction versus Differentiated instruction Robert D. Dunham St. John Fisher College Follow this and additional works at: http://fisherpub.sjfc. edu/mathcs_etd_masters This Thesis is brought to you for free and open access by the Mathematical and Computing Sciences Department at Fisher Digital Publications. It has been accepted for inclusion in Mathematical and Computing Sciences Masters by an authorized administrator of Fisher Digital Publications. Recommended Citation Dunham, Robert D. , "Leaving the Traditional Classroom: A Look at Direct Instruction versus Differentiated instruction" (2008). Mathematical and Computing Sciences Masters. Paper 82. Leaving the Traditional Classroom: A Look at Direct Instruction versus Differentiated instruction Abstract The purpose of this study is to determine the effect of pedagogy on a students' performance on their formal assessment at the end of a unit. In the literature review direct instruction and differentiated instruction are compared and contrasted as the articles are synthesized to offer insight on the opposing views of instruction. In this study two classes were taught the same content for a unit; one class was taught by direct instruction while the other class was taught via differentiated instruction. Results indicated that students can be successful in learning the content no matter which method was used to convey the content. Nevertheless there were still some contrasting results found within different factions of the students.The purpose of this study is to determine the effect of pedagogy on a students' performance on their formal assessment at the end of a unit. In the literature review direct instruction and differentiated instruction are compared and contrasted as the articles are synthesized to offer insight on the opposing views of instruction. In this study two classes were taught the same content for a unit; one class was taught by direct instruction while the other class was taught via differentiated instruction. Results indicated that students can be successful in learning the content no matter which method was used to convey the content. Nevertheless there were still some contrasting results found within different factions of the students. Document Type Thesis Degree Name MS in Mathematics, Science, and Technology Education This thesis is available at Fisher Digital Publications: http://fisherpub.sjfc. edu/mathcs_etd_masters/82 Traditional Classroom 1 Leaving the Traditional Classroom: A Look at Direct lJlstruction versus Differentiated lnstruction Robert D. Dunham St. John Fisher College Traditional Classroom 2 Abstract The purpose of this study is to determine the effect of pedagogy on a students' performance on their fomrnl assessment at the end of a un_it. In the literature review direct instruction and differentiated instruction are compared and contrasted as the articles are synthesized to offer insight on the opposing views of instruction. In this study two classes were taught the same content for a unit; one class was taught by direct instruction while the other class was taught via differentiated instruction. Results indicated that students can be successful in learning the content no matter which method was used to convey the content. Nevertheless there were still some contrasting results found within different factions of the students.The purpose of this study is to determine the effect of pedagogy on a students' performance on their fomrnl assessment at the end of a un_it. In the literature review direct instruction and differentiated instruction are compared and contrasted as the articles are synthesized to offer insight on the opposing views of instruction. In this study two classes were taught the same content for a unit; one class was taught by direct instruction while the other class was taught via differentiated instruction. Results indicated that students can be successful in learning the content no matter which method was used to convey the content. Nevertheless there were still some contrasting results found within different factions of the students. Traditional Classroom 3 Dedication I would like to dedicate this research paper to my parents, whose decision to leave their home in Rochester, NY back in April of 1982 and make the pilgrimage to Medeiin, Colombia to take a chance on a malnutritioned infant presented me with more opportunities then I could have ever dreamed possible. Their undying Jove, dedication and support are the pillars which serve in my growth as an individual and as a professional. For this is Jam truly grateful. Traditional Classroom 4