Does differentiation of instruction in my chemistry classroom increase success of more learners as measured by improved test scores and greater interest
This capstone discusses the needs of students with different learning styles. Silverman and Felder found that visual spatial learners' needs are not often addressed in the traditional high school and college science class because teachers are often verbal and sequential in their presentation styles. Their research influenced this capstone, which describes curriculum changes made in two high school chemistry classes. The differentiation was designed to better meet the needs of visual spatial learners. The students were then surveyed to determine if they found the activities helpful in learning. Student test scores were compared before and after differentiation. Although there was not significant improvement in test scores overall: five students, all visual spatial learners, dramatically improved test scores. Student interest and involvement improved during the differentiated activities.
Vanderlinden, Lisa D., "Does differentiation of instruction in my chemistry classroom increase success of more learners as measured by improved test scores and greater interest" (2006). School of Education Student Capstones and Dissertations. 1758.
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