How to effectively differentiate instruction in a co-teaching environment?
Title
How to effectively differentiate instruction in a co-teaching environment?
Creator
Yarbrough-Quirk, Niani K.
Description
Yarbrough-Quirk, Niani K.
This action research’s objective was to discover the best researched-based practices of differentiating instruction and co-teaching then apply those practices in a co-teaching environment. The current 21st century educational movement towards inclusion classrooms which includes students with special needs with their grade level peers in order to access the grade level material is a method used to comply with the federal laws of No Child Left Behind (NCLB) and Least Restrictive Environment (LRE). The researcher in this study chose only one out of the four co-teachers assigned to these classes, within the first few months of the school year, in this urban public high school. Two co-taught 9th grade English classes consisting of 60 students total were selected to be observed for a period of six weeks. Out of 60 students, only seven chose to participate in the conference part of the research. These students were made up of girls and boys, regular and special education, and from four diverse backgrounds such as African-American, Hispanic, African and Bi-racial. The action research findings support the current literature on best practices on differentiating instruction when using flexible grouping, varied levels of materials and choice assessments along with co-teaching when using varied instruction, parity/equity and planning time between teachers. The theory of Multiple Intelligences by Howard Gardner is the foundation of the literature review and supports the planning, instructing and assessing used by the co-teachers in this study. These findings are significant because the shift in education to include students with special needs will require schools to offer more classes with co-teachers and employ the consistent use of differentiating instruction to meet all students’ learning needs.
This action research’s objective was to discover the best researched-based practices of differentiating instruction and co-teaching then apply those practices in a co-teaching environment. The current 21st century educational movement towards inclusion classrooms which includes students with special needs with their grade level peers in order to access the grade level material is a method used to comply with the federal laws of No Child Left Behind (NCLB) and Least Restrictive Environment (LRE). The researcher in this study chose only one out of the four co-teachers assigned to these classes, within the first few months of the school year, in this urban public high school. Two co-taught 9th grade English classes consisting of 60 students total were selected to be observed for a period of six weeks. Out of 60 students, only seven chose to participate in the conference part of the research. These students were made up of girls and boys, regular and special education, and from four diverse backgrounds such as African-American, Hispanic, African and Bi-racial. The action research findings support the current literature on best practices on differentiating instruction when using flexible grouping, varied levels of materials and choice assessments along with co-teaching when using varied instruction, parity/equity and planning time between teachers. The theory of Multiple Intelligences by Howard Gardner is the foundation of the literature review and supports the planning, instructing and assessing used by the co-teachers in this study. These findings are significant because the shift in education to include students with special needs will require schools to offer more classes with co-teachers and employ the consistent use of differentiating instruction to meet all students’ learning needs.
Date
2012
Publisher
Alverno College
Extent
82 pages
Language
English
Format
PDF
Type
Text
Inquiry Project
Subject
Teaching teams
Inclusive education
Differentiating instruction
Co-teaching
Multiple intelligences
Rights
These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law.
Collection
Citation
Yarbrough-Quirk, Niani K., “How to effectively differentiate instruction in a co-teaching environment?,” Alverno College Library Digital Commons, accessed May 17, 2024, https://alverno.omeka.net/items/show/467.