Reflections on the applied research proposal

Portfolio Assignment 8

University of the People

EDUC 5470-01 Research in Education

Instructor: Dr Cari Crumly

Date: 11th August, 2024

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Introduction

In this final reflective activity, I take a look at how the applied research proposal supports the

goal of inclusive teaching and learning. Along the way, I also analyse the progress made on my

applied research proposal with possible opportunities for improvement. The areas where I am

starting to see some level of success is also indicated.

Inclusive Teaching

Inclusive Teaching is an educational approach that basically aims to cater to the needs of all

students, ensuring that everyone has equal opportunities for success as per their merit and talent

and participate fully in the learning process. A learning environment is created where

differences in backgrounds, abilities and learning styles are respected and valued. My class is

a diverse class with students of varying levels and abilities. I make sure that I create an equitable

learning environment where every student feels valued and respected. In fact, every effort is

made on my part towards encouraging student participation and collaboration as well where

possible. The ultimate goal for me is to improve student outcomes. This mostly directly

translates to student grades and hence is an indication of their understanding of the subject

material. In this applied research proposal, I have mainly focused on Differentiated Instruction

(DI) wherein I try to tailor my teaching methods and materials to accommodate the varying

abilities and learning styles of my students. The other aspect of this proposal is Culturally

responsive Teaching (CRT) wherein the cultural and background of the individual students are

recognized and valued thereby integrating diverse perspectives into the curriculum (Tomlinson

& McTighe , 2006). Along the way, as I formulated the right questions to ask and seek answers

during the course of the proposal, I practiced reflective teaching wherein I could continuously

assess and reflect on my teaching practice to ensure that they meet the needs of all students

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(Schon, 2017). This is essentially how this whole proposal has been an exercise in inclusive

teaching from my perspective.

Progress and Challenges

The important part for me was to narrow down on the correct questions to ask and try and seek

answers in a reasonable time frame of say a semester or so. I now reiterate and refine those

questions at this point.

1) What is the impact that the specific strategies of Differentiated Instruction ( DI ) and

Culturally Responsive Teaching ( CRT ) have on the engagement of the learners with

the subject material and hence their achievement level during the time frame of a

semester?

2) What are some of the methods from the perspective of Mathematics and Computer

Science that inform us that the learners have actually understood the subject matter ?

( for a small class, it should very much be possible to have some kind of a metric or

observable )

Having understood how to implement the chosen strategies, the main goal was to implement

them effectively to obtain good results. Initially, I found that the students were very receptive

to the idea of the instruction coming in varied formats. The most important ones that I used

were to give some cultural context as a subject like Computer Science is amenable to global

perspectives. As is the norm, I would typically prime my classes with interesting anecdotes to

generate a certain level of interest in the subject. Then I mainly introduce the topics in different

ways like using visual descriptors. For example, the working of a particular computer model

like the client server model or the workings of an algorithm would be depicted in a systematic

visual way for better understanding. I found that the understanding level of the students

increased by this visual descriptor approach. I would then supplement this by a text driven

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approach wherein I would provide handouts or some interesting papers that reinforced the

concept. As the course progressed, I had managed to refine the questions and also had proper

strategies in place with the requisite approvals for carrying out the study.

The challenge came in the form of a diminishing data set. Due to a shift in career aspirations

or otherwise, the original data set’s size was reduced. Therefore, the validity of the study itself

could be questioned as this is a very small sample set to draw any serious conclusions from.

However, a restricted sample set also has its advantages in that individualized instruction could

be better focused, more tailor made in the form of tiered assignments, reverse knowledge

transfer and the locus of observation is also better. It is clear that the achievement level of the

students is tied to their participation, their enthusiasm for the subject and their general

performance on the formative exams. If the overall performance on the formatives is much

better than the previous batch wherein the strategies were not implemented in a conscious

manner, then it bodes a certain degree of success for me as an instructor. This, even given the

fact there is a certain degree of comparison between the levels of the students of this batch

versus the previous batch.

Opportunities for improvement and Success

The trade-off between the reduction of sample data set and the available time for every

individual student is a potential opportunity in that the same strategies could be better focused

and individualised attention could be given to the student. This hopefully should translate to

good learning outcomes based on sound application of learning theories. Normally, such

studies have a sound basis in statistics and the greater the numbers better is the conclusion that

can be derived from such a study. However, it is to be borne in mind that individualised learning

and the way students engage with learning material are varied and complex and if the student

himself or herself sees a potential change by which engagement is done and done differently,

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then there is ample success in this venue. For example, the answer to the second question

mentioned above can be measured by the way the student approaches a particular problem be

it design or configuration of certain hardware or coding up a particular program. To achieve

this, a certain module of instruction will be completed and then a problem will be posed. If the

student is able to make some kind of progress, then it is an indication that some assimilation

has taken place and some level of understanding is also there. The cognitive process is in place.

The IB syllabus is so structured that such an understanding can be measured easily particular

for the subject of Computer Science which is the focus of this study. It will be my endeavour

that during the course of two semesters, the tests, quizzes and class participation is accurately

recorded as part of the data collection process. Bifurcation of the effects of two distinct

strategies has to be done and the effects have to be documented as well. For measuring this, a

questionnaire would have to be used. In one class, I could exclusively use visual descriptors

and text content to drive the point of the lesson whereas in the next class, I could focus on

principles of social justice, the ethics of computing and the social aspects of computing with

opinions invited from the students that are in alignment with the ethos of culturally responsive

teaching. After that, a survey could be conducted as regards the general impact of the lessons

and feedback could be taken as regards the delivery of the lesson itself (Anderson, 2007).

Conclusion

In summary, it is very important to optimally align the strategies and the methods that one will

deploy in the classroom to answer the question of measuring the effectiveness of one’s

instruction. Limitations of the size of the data set can be used to one’s advantage by better

refinement and focus of the strategies and tailoring one’s instruction accordingly. It is further

hoped that this body of research work will provide insights into how learners engage with

material particularly in the quantitative sciences and from a big picture perspective, how the

quantitative subjects are taught.

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References

Anderson, K.M. (2007). Differentiated Instruction to include all Students. Preventing School

Failure 51:3, pp. 49-54.

Schön, D. A. (2017). The reflective practitioner: How professionals think in action.

Routledge.

Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction and

understanding by design: Connecting content and kids. Alexandria, VA: Association for

Supervision and Curriculum Development.