individuality and peer collaboration, the theories of constructivism are being allowed. In the article, Cognitive and Social Constructivism: Developing Tools for an Effective Classroom, Powell and Kalina (2009) describe how cognitive constructivism comes directly from the work of Piaget. Jean Piaget proposed that humans can not simply be given information and immediately understand it. He believed instead that humans must construct their own knowledge through the process of assimilation and accommodation. The authors continue to expound, that Piaget’s beliefs, combined with the work of one of the founders of social constructivism, Lev Vygotsky, fosters effective and engaging classrooms. Social constructivism embeds social interaction as an integral part of learning. These social interactions, combined with a personal critical thinking process, build effective constructivist classrooms (Powell & Kalina, 2009). Powell and Kalina (2009) explain that, “Teachers and students must communicate to convey information and for learning to take place. Constructivism should not only happen sometimes in the classroom, or happen in one or two of the student’s classes, but in all of the student’s classes and in every teaching activity so that true learning can occur” , ( p.247). Differentiating homework assignments fosters this type of experience and will optimistically promote engagement and student achievement. In comparing this research to the LaGrange College Education Department’s (2008) Conceptual Framework, it encompasses parts of all three Tenets. The first subsection of Tenet 1 is titled “Knowledge of Content.” The section describes how teachers need to be resourceful to make the subject matter meaningful to students. Also related is the third subsection of Tenet 1, “Knowledge of Learners.” Addressed in this section is the need of the teacher to understand intelligences, learning styles and
Procedure and Data Collection Methods According to Bruce (2010), mixed methods refer to the use of quantitative and qualitative to acquire data in a study. In order to better answer and collect data for the focus questions, the action research study used mixed methods. Table 3.1 demonstrates the use of the mixed methods. Table 3.1 Data Shell Focus Questions Literature Sources Data Sources Why do these data answer the question? How are data analyzed? What differentiated assignments can be created to promote student engagement and achievement? Dodge, J. (2005) Tomlinson & Mctighe (2006) Instructional plan and rubric Coded for themes: Reoccurring Dominant Emerging Coded for themes aligned with focus question How do differentiated homework assignments increase test scores as compared to more traditional homework assignments? Cooper, Robinson, & Patall (2006) Cooper, Lyndsey, Nye & Greathouse (1998) Pre-Post Test Shows difference between 2 groups and within groups It was base line data and then showed the results of implementing the instrument. Descriptive and Inferential Statistics dependent t test within groups Independent t test between groups Effect size calculations Does the use of differentiated assignments make homework more meaningful, engaging and significant to student achievement? Vatterott, C. (2009). Tomlinson, C. (2005). Trautwein, U., et al. (2006) Student Survey Reflective Journal? Instructional plan and rubric Use of prompt questions reward daily student engagement with lessons As observations are made, I was able to determine which strategies work best for the students Coded for themes aligned with focus question Chi Square Cronbach’s alpha
Appendix B Instructional Plan Evaluation Rubric KECK 4 3 2 1 Comments Standards/ Learning Objectives The learning objectives relate to the standards and reflect higher order thinking. The learning objectives relate to the standards. Contains both standards and learning objectives, but the objectives do not necessarily relate to the standards. Applicable standards are listed in the plan. Essential Questions The essential questions correlate with the given standards, are open ended, and tie the content to application The essential questions correlate with the given standards. EQs are open ended. The essential questions correlate with the given standards, but have very specific answers. The essential questions are given but do not apply to the listed standards. Learning Activities The learning plan is mostly student centric. The activities are directly related to the elements of the unit. The learning activities are mostly student centric. The activities are mostly related to the elements of the unit. The learning activities are somewhat student centric and somewhat related to the elements of the unit. The learning activities are very teacher centric and do not seem to be related to the elements of the unit. Assessment Practices Assessment is well balanced and reflects higher order thinking Assessment is well balanced Student assessment practices are not balanced There is no evidence of effective assessment practices What seems to work well in this instructional plan? How could this plan be improved?