Differentiation and Learning Styles - Dissertation Example

Dissertation proposal: Differentiation Introduction and background information It is common to identify differences in human traits in interactions and through observing people’s behaviours. Literature reports a similar trend in variation in people’s ability to learn. Some people may be fast learners while others may be slow learners. Similarly, people may be suited to different learning styles and an understanding of the differences is significant to teachers for such reasons as captivating and retaining learners’ attention and ensuring that the learners are comfortable during learning processes. Dillon and Maguire define differentiation as identification and establishment of differences across people. This is consistent with the learning environment in which students’ diversity in “styles of learning, in aptitude, in interest” and in sensitivity to environmental factors (2011, 197). Differentiation can also be understood as a process by which teachers plan for and identify corresponding work to students’ abilities with the aim of promoting learning processes (Capel, Leask and Tuner 2013, p. 207; Ellis 2011, p. 147). Its scope outlines things that students have to learn, those that students need to learn, and the things that a student can learn and teachers demonstrate it in their practice (Valerie, Ian and Prue 2012, p. 79; Capel, Leask and Tuner 1 2013, p. 316). Differentiation has been associated with an empowerment role as it can ensure effective learning of students with disabilities even when the students learn with their peer without disability (Rouse 2009, p. 111). The process is particularly important for learning environments with different learning needs and can be achieved through designed models (Justine and Meg, p. 45). Proposal title The proposed title for the study is, ‘Differentiation and learning styles: Investigating a potential relationship.’ Research question Is there a relationship between differentiation and students’ learning styles? Literature review Learners exhibit differences in their potentials that educators should focus on and to which new educators should be introduced. This is because some teachers find it challenging to deal with the differences. Many bases also exist for the differences. Some students are more brilliant than others are and some have more challenges in the learning process. Social backgrounds and language differences also form bases for differences. While identifying differences may be easy when dealing with small groups of students, large groups offer challenge but teachers can often organize students into smaller groups to facilitate personalized teacher-learner interaction and understanding of individual students (Wu 2013, 125- 133). The need for teacher training on differentiation also emerges from contradictions that result from differentiation attempts. Results from an empirical study show that policies, number of students, duration of lessons, inappropriate differentiation, and students’ differentiation initiatives without teachers’ attentions are significant factors to differentiation outcomes and teachers’ training on the factors is important (Rontou 2012, p. 146, 147). In addition to training educators, the educators’ approach to managing their classes has significant effects on differentiation and associated effects. An understanding of students’ background and their potentials and using this to motivate and empower students has demonstrated effectiveness in influencing learning processes. Actions such as directing questions to students with background knowledge on a concept not only motivate students who respond but allow other to learn. This would be contrary to picking students at random to answer questions, an approach that may discourage class attendance and participation. Promoting unity from students’ differences, through interdependence is another class management factor to differentiation outcome. It identifies differences and uses the differences to build bonds for better learning outcomes (McDonald 2011, p. 11- 14). Teachers can also use proper planning and their flexibility potentials to ensure effectiveness of differentiation for improved learning outcomes (Parson, Dodman and Burroebridge 2013, p. 40- 42). One of the identified aspects of differentiation is learning style that would be expected to influence learning outcomes, depending on ability of the involved teacher to manage different learning styles. Proper differentiation would lead to higher performance than absence of differentiation initiatives. Existing literature on the relationship between learning styles and academic performance however fails to reflect on this expected relationship. A study that investigated effects of learning styles and enrolment status (international graduates, international non-graduates, or home graduates) only identified significance of enrolment status (Prajapati, Dunne, Bartlett and Cubbidge 2011, p. 72- 76). Another independent empirical study supports the observation that learning styles are not significant factors to academic performance (Zacharis 2011, p. 796- 798). While literature supports significance of differentiation in learning environment, literature on learning styles shows that the styles are not effective in determining academic performance. This means that differentiation that is based on learning styles is ineffective. A contradiction therefore exists and identifies the need to ascertain moderator effects of differentiation on relationship between learning styles and academic performance. Methodology Research methods A quantitative method is preferred for implementing the study and the type of data, performance that will be measured on a numeric scale and learning style and differentiation that will be measured on a nominal scale, justifies this. The method’s scope that tests hypotheses on relationships between variables also identifies its suitability for the study (Lichtman 2010, p. 10). Research design The study will implement experimental design. The design involves randomization of research participants into placebo and treatment groups and application of treatment before data collection. Application of differentiation will be the study’s treatment while participants in the control groups shall not be subjected to differentiation measures. The design is effective in investigating causal relationships but faces many legal and ethical concerns than alternative quantitative designs (Boswell and Cannon 2012, p. 208). Role of the researcher The researcher assumes exclusive roles in the dissertation process. Such roles include topic selection, research into background information, conducting literature review, developing and implementing research methodology, data collection, data analysis, and documentation of research findings. Sampling Convenience sampling will be used in sample selection and a random approach will be used in allocating participants to treatment and control groups. Convenience sampling recruits participants on the basis of availability and though it is a non-probability sampling approach, its easier and cheaper to implement and is suitable when there is low chance of sampling bias (Boswell and Cannon 2012, p. 187). Data collection instruments An online assessment tool will be used to collect data on learning style. Procedure First year, undergraduate, education students will be used in the study. The students will be informed of the scope and possible implications of the study and their informed consent sought. Random selection into the groups will be done followed by learning for 3 weeks. Teachers of the treatment group will incorporate differentiation initiatives. data will then be collected on students’ learning styles and performance. Descriptive statistics and ANOVA test will then be used to investigate potential difference in performance by learning style across the two groups. Ethical consideration Informed consent is one of the ethical issues in the proposed study. It requires that research participants have full knowledge of scope and potential implication of participation before they can consent to being involved in a study. The proposed study will however ensure informed consent in writing. Autonomy and anonymity are other significant ethical issues to the study. Autonomy defines respect of people’s decisions while anonymity defines non-disclosure of personal information in communicating research findings and a commitment has been made to ensure ethical observance (Miller, Strang and Miller 2010, p. 80- 87). Proposed use of evidence Developed evidence will be used to inform educators’ approach to differentiation. Identifying a mediator role of differentiation on the relationship between performance and learning style will inform educators of the need to focus on learning styles among learners as a strategy to improving learning outcomes. Lack of difference in performance between the treatment and placebo group will however inform educators to focus on other factors, than learning styles, for differentiated approach to improving learning outcomes among students. Developed evidence will also improve on literature by identifying significance or non-significance of learning styles on learning outcomes. This can further be used as a basis for further research on other factors that identifies differences among learners. References Boswell, C and Cannon, S 2012, Introduction to nursing research: Incorporating evidence-based practice. Jones & Bartlett Publishers, Burlington. Bourdillon, H and Storey, A 2013, Aspects of teaching and learning in secondary schools: Perspectives on practice, Routledge, London. Capel, S Leask, M and Tuner, T 1 2013, Readings for learning to teach in the secondary school: A companion to M level study, Routledge, London. Capel, S Leask, M and Tuner, T 2013, Learning to teach in the secondary school: A companion to school experience, Routledge, London. Ellis, V 2011, Learning and teaching in secondary schools, SAGE, New York. Forst, J 2010, Learning to teach science in the secondary school: A companion to school experience, Taylor & Francis, London. Justine, D and Meg, M 2011, Becoming a teacher: Issues in secondary education, McGraw-Hill International, New York. Lichtman, M 2010, Qualitative research in education: A user’s guide, SAGE, New York. McDonald, J 2011, Teaching as a product differentiation: Studying under professor Arthur D. Austin, Case Western Reserve Law Review, Vol. 62, No. 1, pp. 11-17. Miller, P Strang, J and Miller, M 2010, Addiction research methods, John Wiley & Sons, Hoboken. Parson, S Dodman, S and Burroebridge, S 2013, Broadening the view of differentiated instruction, Phi Delta Kappan, Vol. 95, No. 1, pp. 39-42. Prajapati, B Dunne, M Bartlett, H and Cubbidge, R 2011, The influence of learning styles, enrolment status, and gender on academic performance of optometry undergraduates, Ophthalmic & Physiological Optics, Vol. 31, No. 1, pp. 69-78. Rontou, M 2012, Contradictions around differentiation for pupils with dyslexia learning English as a foreign language at secondary school, British Journal of Learning Support, Vol. 27, Nno. 4, pp. 140-149. Rouse, P 2009, Inclusion in physical education: Fitness, motor, and social skills for students of all abilities, Human Kinetics publishing location, Champaign. Valerie, B Ian, A and Prue H 2012, Preparing to teach in secondary schools: A student teacher’s guide to professional issues in secondary education, McGraw-Hill International, New York. Wu, E 2013, The path leading to differentiation: An interview with Carol Tomlinson, Journal of Advanced Academics, Vol. 24, No. 2, pp. 125-133. Zacharis, N 2011, The effects of learning style on preference for web-based courses and learning outcomes, Bbritish Journal of Educational Technology, Vol. 42, No. 5, pp. 790-800. Read More