Proposal Title

Revisiting Differentiated Assignments

Track

Research Proposal / Learning Theories and Pedagogy

Proposal Abstract

In 2012 the presenter analyzed student perceptions of how differentiated assignments impacted their engagement and learning in a children’s literature course comprised of students who were diverse in their levels of age, teaching experience, education, English instruction, and degree programs. Four years later, the instructor is investigating the effects of differentiating assignments with a more homogenous group of seniors in a rigorous methods course. In this session the presenter will discuss the results of this qualitative study and share examples and resources for implementing differentiation in higher education.

Proposal Description

In 2012 the presenter analyzed student perceptions of how differentiated assignments impacted their engagement and learning in a children’s literature course comprised of students who were diverse in their levels of age, teaching experience, education, English instruction, and degree programs. The researcher had the opportunity to implement differentiated assignments to the summer 2011 course and compare the student course evaluations and student course grades to the spring 2011 course that she/he also taught. The student evaluations from summer were unusually high in ratings and in number of positive comments. Four years later, the researcher is investigating the effects of differentiated assignments on a more homogenous group of seniors in a literacy instruction methods course. The results will be compared with those of students who did not receive differentiated assignments in the same course the previous semester. Data will be gathered in December at semester’s end and analyzed with a constant comparative method to identify emerging themes. The study is in progress this fall and will be completed by January, 2017.

Research Questions:

  1. Will there be a positive difference in student course evaluations after course assignments are differentiated?
  2. How will the themes of pre-differentiation students’ comments vary from those of post-differentiation students?
  3. Is the differentiation of assignments as well-received in a methods course as it was in a survey course?

In this session the presenter will discuss the results of this qualitative study and share examples and resources for implementing differentiation in higher education. Participants will have the opportunity to generate ways to differentiate their course assignments.

Session Format

Presentation Session

Publication Type and Release Option

Presentation (Open Access)

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Mar 30th, 9:00 AM Mar 30th, 9:45 AM

Revisiting Differentiated Assignments

In 2012 the presenter analyzed student perceptions of how differentiated assignments impacted their engagement and learning in a children’s literature course comprised of students who were diverse in their levels of age, teaching experience, education, English instruction, and degree programs. Four years later, the instructor is investigating the effects of differentiating assignments with a more homogenous group of seniors in a rigorous methods course. In this session the presenter will discuss the results of this qualitative study and share examples and resources for implementing differentiation in higher education.