CHAPTER I DESIGN OF THE PROJECT AND REVIEW OF THE LITERATURE ______________________________________________________________________ Part I: Design of the Project The Research

h Question: In your view, which techniques, strategies and methodologies are needed in order to meet the needs of children in a diversified classroom.

Rationale for Selecting the Research Question The general idea that I want to focus on relates to improving my ability to differentiate instruction to meet the needs of all my students within an inclusive learning environment. As a new educator, I find differentiation for students in my classroom to be particularly challenging and often the results are characterized by the creation of scaffolds for my students with exceptional needs but do not necessarily address the needs of my students with exceptional ability. It is my opinion that this question is focused on a topic that is a challenge that I want to change within my instructional practice; is a need that I am both passionate and actively concerned about. However, I do not quite know if it is within my power to change. I believe that I can improve the way I deliver Physics logic content to my students, but worry about the response of an administration and instructional team that is focused on the bottom third of students. I think Mills idea of using the who, what, when, where and how to improve my general idea would be helpful in this case. For example, I think that the evidence and the manner that it is gathered will go a long way in crafting my research question into one that meets the criteria set about by Mills within the text.

Definition of Key Terms of this Question Diversity- a wide range of students with a variety of backgrounds, learning styles and abilities (Mills, p 216) Linking Knowledge-activation of knowledge learned prior to current lessons to form connections in understanding (Mills, p. 9) Instructional Strategies-The outcomes of studies related to teacher practices like cooperative learning, and increase in wait time that can be used to create a set of best practices within a classroom setting. Innovation-New ways to deliver information to students Shareholders-teachers, students, administrators and parents Cooperative Learning- an approach to learning that hinges on individual accountability while students collaborate with each other to achieve a common goal. (Mills, p. 98) Wait time- period of silence that allows students to respond to questions posed during instruction (Milla, p.80) Compass Points- a thinking routine using the directions of a compass rose to help students explore various facets of an idea before taking a stand on it. (Ritchhart, R., & Perkins, D. , p 59 2008)

Headlines - a thinking routine using the format of newspaper headlines to summarize the key points of a topic or an event. (Ritchhart, R., & Perkins, D. , p 59 2008) Connect-Extend-Challenge-a thinking routine that uses a set of three questions to help students identify connections between seemingly disparate pieces of challenging information. (Ritchhart, R., & Perkins, D. , p 59 2008) See-Think-Wonder- a thinking routine that uses inquiry and curiosity to help students make observations about a complex image or event. Differentiation- multiple delivery systems of the content within a curriculum as well as the variety of work products and processes used to assess mastery of this content (Tomlinson, 2012) Habits of Work- Organization: We have what we need, know where it is and know what we have to do; Focus: We participate, listen actively, and ask questions; Punctuality: We arrive on time.; Cooperation: We help ourselves and others to learn; Revision: We see our work as a process whereby we review, correct, share with peers and finalize . Habits of Mind- Seeking Significance: Why is this idea or topic important?; Using Evidence: How do we know what we know?; Considering Viewpoints: What is perspective?; Asking What if: What other alternatives should be considered?; Making Connections: How is this idea or topic related to other ideas or topics? Project Based Learning- The use of complex real world projects that align with standards that require critical thinking, the ability to combine information from multiple sources, work in teams and result in both written and oral communication of results.

Performance based Assessment- The use of technology to leverage resources to communicate the results of a time intensive real world problem. Classroom Culture- Classroom routines and structures for learning; language and conversational patterns; implicit and explicit expectations; modeling by teachers and other shareholders; the physical environment; relationships and patterns of interaction and the creation of opportunities.

Participants Participant ID A B C D E F G H I J K Work Environment Living Environment Inclusion Living Environment Inclusion Living Environment Inclusion Math Special Education Position(s) Teacher Student Teacher Student Teacher Teacher Grade(s) 10th, 11th,12th 10th 10th 10th 11th, 12th 9th, 11th 9th-12th 9th , 12th 11th, 12th 9th 9th 11th

Physics Inclusion/Technology Inclusion Teacher Humanities Special Education Humanities Special Education Math Inclusion Math Inclusion Math Inclusion Robotics Special Education, Biopsychology Inclusion Teacher Teacher Teacher Teacher Teacher Teacher Teacher

ELA Inclusion Spanish Inclusion

Teacher Teacher Teacher Teacher Teacher Teacher

9th-12th 9th-12th 9th-12th 9th 10th 9th-12th

M N

Humanities Special Education Robotics Special Education Humanities Special Education

Chemistry Inclusion

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