User:Richie Luke/review

Second article review
Review of Danzi J.,Reul K., & Smith R. “Improving student motivation in mixed ability classrooms using differentiated instruction”.

In this article Reul & Smith investigate about improving student motivation in mixed ability classroom using differentiated instruction. The methods used to reduce boredom and frustration and increase students’ academic motivation in three mixed-ability classrooms. The talk about academic abilities, learning styles, and multiple intelligences, students’ needs in a mixed ability classroom, students’ readiness levels and the last but no least which is talked about is low income students. The conducted this investigation since they detected boredom frustration with some of the students they deal with in their classrooms. The research questions raised from this paper are how to implement differentiated instruction in three mixed-ability groups in order to increase students’ motivation and how to change students’ attitudes toward school in a positive way by using differentiated instruction. Reul & Smith base their investigation on the prior theory provided by several specialists in this field such as Crump, Margolis & McCabe,Ashman & Krayenoid, Hendel, whose works are about motivation, self-concept, self-stem, educational interest and success, students’ performance in class, boredom, learning styles etc.

The method used to conduct this action research is qualitative. In order to gather data regarding the problems found in class, lack of motivation and educational failure. The researchers developed and applied three documentation tools. These tools included a parent survey, student survey and an observation checklist. The students’ survey is used to assess students’ academic motivation at school, the parent survey which was sent home in order for the parents to assess their children’s academic motivation at home and in school by asking five questions, all of which were Likert-scale questions and finally the observation checklist which consisted of fourteen different behaviors in which tally marks were used to show when each behavior occurred. The investigation is conducted with three different groups from different high schools. Basically, the students performed different activities guided by the differentiated. Three specific differentiated instruction strategies were selected. These included free-time activities, tiered assignments, and authentic assessments. Although the data provided negative feedback, researchers conclude that the intervention of Differentiated Instruction was worthwhile. The findings show the following. The parent survey allowed the teacher researchers to conclude that the majority of their students spoke positively about school. The behaviors they witnessed were talking during instructional and work time, rushing through assigned tasks, inability to self-select free-time activities, working slowly, and lacking enthusiasm toward tasks. We might assume that by applying differentiated instruction not always the results are going to be positive, all depends on the context. A valuable contribution of carrying out this action research is the way it must be conducted. The most valuable contribution of the researchers in the field that matter to us is the suggestions that give to conduct a differentiated instruction. They claim that is better to implement only one aspect of differentiated instruction, free-time choices for instance, since we are not yet differentiated instruction experts. Anyway, differentiated instruction seems to a good option to promote students’ potential. According to Johnsen (2003), “ Differentiated instruction requires the teacher to restructure their curriculum by adjusting content creating whole group lessons, open ended lessons, and varying student responses”(p. 5). Differentiated instruction links content, teacher and students.

For ELT students and teachers this research is a valuable contribution because of the different aspects of it. For example, an investigator should take just one feature of the approach into account. The researchers of this action research provide a reflection of how they would carry out the research. They suggest focusing only in one aspect of differentiated instruction to be aware of the whole process. This is a good tip, so in my investigation I may focus only, content, process or product rather that cover all the components of differentiated instruction. Other contributing ideas of the research is the way to apply differentiated instruction by modulating the new choice items, select valuable tiered assignments, and create authentic assessments. These ideas may be taken into account for the ones who are doing this type of research in their own contexts.

References

Danzi J.,Reul K., & Smith R. (2008).Improving student motivation in mixed ability classrooms using differentiated instruction. Retrieved September 29, 2011 from ERIC database. (ED500838).

Johnsen,S.(2003). Adapting instruction with heterogeneous groups. Gifted Child Today, 26(3), p.5

First article review
September 13th, 2011.

Review of Elaine A. Powers’ “The use of independent study: as a viable differentiation technique for gifted learners in the regular classroom”

This article is a research paper which talks about Avoid this phrase. an independent study, a differentiated technique in a seventh-grade social studies class, and the projects the students conducted by using such technique. The author discusses '''No need to mention the author. Stick to concepts. some ideas related to student choice and voice, concepts that have a lot to do with the subject matter - What concepts or ideas are you referring to?'''. The article also provides the theoretical background of different investigations carried out by several researchers in the last decades - For example?. The author points out that the use of the independent study Why not use this as the subject of this sentence? as a viable differentiation technique has a real-world connection and this is observable with the final product the students hand in. The author attempts to discover whether motivation exists by using the independent study and the connections of social studies with real-world experiences or how students’ choice motivate student participation and achievement in an independent study. Be more specific to the theory that was presented in this article and conclude with the research questions.

The data collection method used for the study is the qualitative which includes reflections, surveys/questionnaires and interviews. The article talks about three phases: the research phase, the invention phase, and the presentation phase that the selected students had to go into in order to fulfill the assignment. The article mentions all the process of the research which is this; Review when to use the semicolon and colon. the students choose an area of expertise, they gather data and prove the need for an invention in that area, then they create an invention and finally they present their invention in front of an audience. Sixteen students from middle school in Arlington VA, are the participants. In the results section, the article reports that from the twenty students that began the project only sixteen continued with it. However, they were ready to do an independent study and that they felt really enthusiastic and interested in the projects done. The article indicates that students expressed motivation, passion and satisfaction by carrying out a project which involves an alternative to classroom learning and an independent study in which they created their own inventions. All this information is presented in two tables, one is about frequency of positive responses and the other is about recurring themes and their values, both tables have different variables .I would not describe graphs in your article review. Try to sum up the main ideas in your own words based on the findings and final conclusions. Moreover, an instrument of interview questions is used to collect the data. This last sentence is out of sequence. In this paragraph, begin with the method and end with the results (also called findings).

This article is important because of the results presented. It shows how the research is conducted and the implications of the entire process on students’ responses. In few words, by doing research, choosing an area of expertise,and giving an oral presentation the students were able to learn in a different way beyond the regular classes and methods used in these normal classes. So this constitutes a challenge for the students who desire to adapt their learning process to their needs in order to explode creativity and motivation. According to Ainslie (1994), Review comma use when introducing a direct quote. “motivation is widely recognized as the most important factor in language success” (p.10). The students become autonomous and responsible of their own learning process and who at the same time are unwilling to accept traditional learning environments.

This article reflects a well-directed research and perhaps people who are interested in these issues may consider. Moreover, it is well-written and the organization is tidy .Reword. The article has all the elements it should have; background study, research questions, participants, methodology, results, discussion and appendix. This investigation may work for future research because of the reliable findings shown in it. The information is clear and concrete as well. It provides valuable information and the findings might help people in other investigations related to differentiated instruction or mixed abilities. For ELT teachers this research might be a great tool and guide which will help them to have a better understanding of how to conduct a subject like this in their own contexts. Elaborate more on the final two sentences you have above.

References (Alphabetize references.)

Powers, E. (2008). The use of independent study: as a viable differentiation technique for gifted learners in the regular classroom. Gifted child today, 31 (3), 57-65.

Ainslie, S. (1994). Mixed ability teaching: meeting learners’ needs. Centre for information on Language Teaching and Research. London Check APA.