ii
DIFFERENTIATED INSTRUCTION: REDUCING BEHAVIORAL ISSUES
IN THE ART ROOM
A thesis submitted
by
Tiffany Michelle Greene
to
LaGrange College
in partial fulfillment of
the requirement for the
degree of
MASTER OF EDUCATION
in
Curriculum and Instruction
LaGrange, Georgia
May 11, 2011
Abstract
The basis for this research was to incorporate a differentiated curriculum into an art room and to gather the data by quantitizing the occurrences of previously defined negative behaviors pre and post differentiation. In the beginning, a Behavior Observation Form (SJBoces, n.d.) was used to capture behavior instances; however, the outcome was inconclusive due to a lack of data. A video camera was then utilized to capture the behaviors of the 28 students in the class during the traditional and differentiated style of instruction. An independent t-test was employed to calculate the quantitative data. A reflective journal and student questionnaire was used to calculate the qualitative data. Through exploring the results of the various data, it was determined that there was a significant difference in the behaviors pre differentiation and post differentiation in the class room.
Table of Contents
Abstract…………………………………………………………………………….. ii
Table of Contents…………………………………………………………………... iii
List of Tables………………………………………………………………………. iv
Chapter 1: Introduction…………………………………………………………….. 1
Statement of the Problem…………………………………………………... 1
Significance of the Problem………………………………………………... 2
Theoretical and Conceptual Frameworks…………………………………... 3
Focus Questions……………………………………………………………. 5
Overview of Methodology…………………………………………………. 6
Human as Researcher………………………………………………………. 7
Chapter 2: Review of the Literature………………………………………………... 9
Differentiated Instruction…………………………………………………. .10
Behaviors in the Classroom.………………………………………………...13 Difficulties and Triumphs in Differentiation.……………………………….15
Chapter 3: Methodology…………………………………………………………… 18
Research Design……………………………………………………………. 18
Setting……………………………………………………………………… 19
Subjects and Participants…………………………………………………. 19
Procedures and Data Collection Methods………………………………….. 20
Validity, Reliability, Dependability and Bias...……………………………..23 Analysis of Data……………………………………………………………. 24
Chapter 4: Results………………………………………………………………….. 26
Chapter 5: Analysis and Discussion of Results……………………………………. 33
Analysis…………………………………………………………………….. 33
Discussion………………………………………………………………….. 37
Implications………………………………………………………………… 39
Impact on Student Learning………………………………………………... 40
Recommendations for Future Research……………………………………. 40
References………………………………………………………………………….. 41
Appendixes………………………………………………………………………… 43
List of Tables and Figures
Tables
3.1 Data Shell………………………………………………………………………. 34
4.1 Independent T-Test Results……………………………………………………..40
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CHAPTER ONE: INTRODUCTION
Statement of the Problem
A problem that is often observed in a class of multi-level learners are numerous and include many disruptions that range from behavior issues that may occur from the multiple ability students in the class having various activities going on and struggle to focus on the task at hand . The students who are not challenged enough may become bored and thus, behavior disruptions may arise such as disruptive talking, getting off-task and being unable to self-direct free time. Some of the students may not be taught at their understanding level and, thusly, a lack of motivation occurs causing the students to become off-task (Sasson, 2010). They become disengaged in the lesson and thus behavior problems take place. I find that in the art room, in particular, the high/low integrated classroom is subject to many forms of increased behavior problems as many students can become off-task because of the nature of the art room. However, throughout this study, the methods of differentiated instruction will be further explored to aid in the behavioral modifications that will lead students to improved behaviors in the art room.
Johnson (2009) states that in the classroom we, as instructors, are pushed into giving the students who have the most need, the most attention, thus causing the higher level students to go without personal instruction this lack of attention may cause the students to begin their behavioral issues. Several behaviors that are highlighted as predictors of off-task behavior include: talking out of turn, not being able to self-direct free time activities, and lacking enthusiasm for the lessons being presented.
Hence, the purpose of the particular study is to find a way in which to reduce the behavior problems in the multiple ability class through differentiated instruction.
Significance of the Problem
The significance of this particular problem is having behavioral issues that take place in the multiple ability classroom can cause a multitude of issues in the eventual acquisition of knowledge and participation in the art room. The numerous behavior problems cause the high and low level students to spend the majority of their time being reprimanded or otherwise having their behavior modified than actually garnering the information from the lesson. The symptoms of a multi-ability class room that is wrought with behavioral issues, as discussed previously, is often sighted as talking out of turn, not being able to self-direct themselves into productive free time, rushing through work, a lack of enthusiasm during lessons. Behavioral issues arise in the art room when there is not enough structured activity to keep a student’s attention be it a high or low level learner, the lesson seems to be above a lower student’s readiness level, or there is a lacking of enthusiasm throughout if it does not engage their mind. Also, there is an issue of students who rush through their work and are left with free time that leaves them available to disrupt the class.
I feel that this particular study is beneficial to educators as it will aid in the understanding of differentiated instruction in the multiple ability classroom as well as what methods work to improve behavior overall. Having increased positive behavior allows for acquisition of knowledge and an education that will become much more worthwhile for the students as they become genuinely engaged. Tomlinson (2001) describes a worthwhile education as one in which the students of all levels have their personal limits tested and their minds challenged.
Theoretical and Conceptual Frameworks
As the students become part of a differentiated classroom, their behavior can begin to improve through methods that keep them on track. When the behavioral issues decrease, it leaves the students more apt to become engaged and involved throughout their lesson. It seems imperative that the student would need to be in an environment that would facilitate such learning. The beliefs of the social constructivist theorists touch on the notion that the student’s learning development is largely related to the environment that they are placed in. Their exchanges with their surroundings and peers can contribute considerably to their acquisition of knowledge and intellectual development (Vygotsky, 1986). When the students are in a classroom that is not differentiated, it may become unruly and therefore the students lose moments that can contribute to a worthwhile education. McMahon, as cited by Kim (2001), explains that “[…] meaningful learning occurs when individuals are engaged [….]” (¶ 8). The social constructivists paradigm explores that the environment in which the learning takes place is just as significant as the learning itself. Their view emphasizes the importance of the atmosphere in which the students are gaining their information (Brown, Collins, & Duguid,. 1989).
Along with Vygotsky, the theories of this thesis also align with the LaGrange College Educational Department’s first and second tenet of the conceptual framework, enthusiastic engagement of learning and exemplary professional teaching practices. As stated by LaGrange College Educational Department (2008) Conceptual Framework, the instructor must have an understanding of their learners in a way in which to differentiate the instruction. They are able to offer diverse learning opportunities that will speak to the mixed ability classroom which will enable the behavioral issues to decrease as students are finding themselves being challenged. Found in Competency Cluster 1.3, it is stated that “candidates understand how to provide diverse learning opportunities that support students’ intellectual, social, and personal development based on students’ stages of development, multiple intelligences, learning styles, and areas of exceptionality” (LaGrange College Education Department, p. 4). Through differentiating instruction for the high/low classroom, it is imperative to be knowledgeable of where your students are scholastically so as to be able to teach them in a way that will ultimately decrease the behavioral issues that can be found in such atmospheres. In the second tenet, exemplary professional teaching practices, the idea of the instructor utilizing methods such as differentiated instruction in order to encourage a milieu of creative and dynamic learning are more extensively explored (LaGrange College Education Department). Kohn (as cited by LaGrange College Education Department) mentions that through differentiated instruction, the educator will see an undeniable link between positive behaviors that come from developing the productive classroom. LaGrange College Education Department’s Conceptual Framework also goes on to cite Gathercoal and Simpson who believe that through developing such a classroom, “appropriate behaviors are more likely to occur when instruction is well planned and delivered in democratic classroom communities […]” (p.6). In Competency Cluster 2.1, the differentiated mixed ability classroom is further explored through the discussion of creating learning atmospheres in which the students find themselves completely engaged. LaGrange College Education Department also goes on to state that through creating a space in which the instructors organize and manage resources, it will provide a way in which the students can become engaged in the lessons which will cause them to become productive. Throughout the mixed ability class room, especially in the art class room, it becomes imperative for the educator to understand, differentiate and explore the possibilities of differentiated instruction to improve behavior.
In the national arena, the Competency Clusters 1.3 and 2.1 align with the National Board for Professional Teaching Standards (NBPTS) Core Propositions One, Two and Three. The first proposition, which aligns with Competency Cluster 1.3, identifies further the idea that the instructor must be fully obligated to their students while also understanding exactly where the students are academically in order to be able to fully explore all differentiated options for the mixed ability class (LaGrange Education Department, 2008). While the instructor becomes obligated to her students, she/he will also be able to garner an understanding of their students’ stance academically. In proposition two and three, the NBPTS further explains the idea that if the instructor can begin to understand his/her students better, they will be better equipped to reach the child at their readiness level which will aid in the link between a prepared classroom and positive behavior. Through this acquired knowledge, the educators are then able to properly differentiate their instruction which will lead in the eventual influx of positive behavior in the classroom.
Focus Questions
To further direct the overarching theme of this thesis, the focus questions are used to guide the research throughout the thesis. The questions are approached in separate subsections such as pedagogical content, student learning outcomes and reflective practices. The focus questions are as follows: (1.) What differentiated instruction can be implemented to promote better behavior in mixed ability classes in the art room. (2.) What were the differences in the students behaviors after the instruction was differentiated? (3.) What were the strengths & difficulties of differentiating the mixed ability class in the art room? Along the pedagogical stratum, the differentiated instruction that will, indeed, improve behavior in the mixed ability class in the art room is explored. Answering this pedagogical question will allow further exploration into the methods in which to differentiate instruction so as to improve behavior in the art room.
The student learning outcomes are equally as significant as they are supportive in gathering the measurements, or quantitative data. During this gathering of evidence, the differences in the students’ behaviors after the instruction was differentiated will be observed as well as the previous and post number of disturbances through observation and reflective methods. The data will then be measured and determined whether or not the differentiated instruction will have created significance in the behavioral patterns of the mixed ability students in the art room.
Reflective practices will be implemented to record the difficulties, strengths and supports that were experienced while using differentiated instruction. For the duration of the research, a reflective journal is kept and notations are made of the activities and reflections from that particular lesson and behavioral atmosphere. This qualitative data will be quite useful to assess how this particular approach affected the students’ behavior as well as myself as an art educator.
Overview of Methodology
An action research design will be implemented using both quantitative and qualitative methods for the gathering of data. Action research is defined by Stringer (2007) as a study that is typically found in schools and is utilized to find solutions to everyday issues in the classroom. The subjects will be in the secondary level (9-12) art room of mixed ability in an introductory visual arts class. The subjects will be heterogeneous by gender, race and academic achievement. Through observing behavior pre-differentiation and post-differentiation of curricula, a pre/post t-test method will be utilized to calculate data. The Behavior Observation Form developed by the SJBoces Corporation (n.d.) was employed throughout the research period. Through utilizing these data I will be able to infer as to whether differentiating instruction in the mixed ability classes in the art room will be considered significant. The use of observations, personal reflective journal, reflective writing and differentiated instruction lesson plans will be utilized to gain the data for this thesis. The reflective journaling will be done with the Reflective Journal Template for Educators (Balancing Leadership, n.d.) so as to maintain a consistency of information gathered from day to day. For the formal observations, data will be gathered through the use of a protocol where behavioral issues were counted.
Human as Researcher
In conducting this study, I rely on my years of experience in my undergraduate classes in the required observations in elementary, middle and high school art rooms. Having garnered various experiences throughout my college career, where I received my BFA in Art Education, I find that I will be able to utilize a veritable bank of knowledge. Also, during my internship at an elementary school, in which I spent four months teaching and documenting many different learning scenarios, I was able to fully understand the issues that a teacher may face in the art room. Also having taught children of all academic levels in the Carrollton Cultural Arts Center and LaGrange Art Museum has provided me with much familiarity in the realm of having mixed ability children in the art room. I also teach various art courses at Troup County Comprehensive High School in which I have grades 9-12 in five classes. The various courses are as follows: drawing/painting I/II, visual arts I, ceramics/pottery I, visual arts IV/AP 2D.