Capstone Project Title
Barker, J. How Can Middle School Science Teachers Differentiate Instruction To Support All Learners In An Inclusive Classroom? (2020)
The research question addressed in this capstone was, how can middle school science teachers differentiate instruction to support all learners in an inclusive classroom? Research was compiled in regards to the composition of an inclusive classroom, the mindset of teachers, differentiation as a philosophy, and differentiation as a means to modifying instruction. The information obtained was utilized for a culminating project in the form of curriculum for an eighth grade science classroom. The curriculum was envisioned for use in a public middle school science classroom with 1:1 technology access, but the strategies and philosophies would be helpful in many other content areas and settings. A unit outline with differentiated learning activities was created utilizing the Understanding by Design framework (Wiggins & McTighe, 2005), as well as inspired by Integrating Differentiated Instruction and Understanding by Design (Tomlinson & McTighe, 2006). Ultimately, this project created a path for teachers to follow as they navigate how to differentiate their lessons to allow all of their learners to reach success.
Barker, Jacqueline, "HOW CAN MIDDLE SCHOOL SCIENCE TEACHERS DIFFERENTIATE INSTRUCTION TO SUPPORT ALL LEARNERS IN AN INCLUSIVE CLASSROOM?" (2020). School of Education Student Capstone Projects. 531.
School of Education Student Capstone Projects