RUNNING HEAD: D.

I Strategies for Individualized Instruction

Susan Moreland

Post University

EDU 690 Action Research Project Proposal

Month 2020
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Problem Statement

Differentiated instruction is a term that educators across the lifespan are familiar with. It is with

differentiated instruction that teachers are able to modify instruction to meet students learning

needs head on in areas that are considered critically important such as reading and math.

Focusing on skills with the individual student in mind positively impacts the quality of a

student’s education. However, despite current and growing evidence to suggest that students

benefit from having instruction individualized especially in the case of universal design via

learner profiles, instruction is not typically differentiated from the moment a student enters a

classroom to the time that they leave. It is possible that this is caused by many different

variables including inexperienced teachers, inflexible classroom schedules that must meet target

instruction minutes, lack of resources and lack of data to support a total individualized

classroom. Further research into individualized intelligences per Howard Gardner’s Multiple

Intelligences Theory, Universal Design principles and open-minded discussions into how current

instructional minutes can be used, could have drastic positive impact on this problem in practical

application.

Expansion in differentiated instruction could improve the academic careers of over 30

million students who are enrolled in public schools across America (Bastrikin, 2020). Current

practices support student learning in reading and math instruction but do not take into

consideration the manner in which students continue to need individualized focus in areas of

science, socials studies and more to include the way they build relationships with peers, complete

assignments and are graded for comprehension of learning materials. This project will answer the

question: What strategies can be implemented to accommodate diverse learning styles and

intelligences throughout the instructional day, not only during tiered reading or math groups?
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Literature Review

Differentiated Instruction Strategies to Support Individualized Learning.

Research is necessary to further understand practices and techniques for D.I strategies in

the elementary school classroom. Practices currently in research support an individualized

classroom per tactics in grouping students in similar learning needs however curriculum does

seem to support an all-individualized classroom setting with targeted instruction for all learning

needs present. The literature review therein will focus on answering the following topics:

a. What strategies can be implemented to accommodate diverse learning styles and

intelligences throughout the instructional day not only during tiered reading and math
groups?
b. How can research improve the quality of education students are receiving per more
tailored and mindful instructional plans?

Topics will address three major contributing challenges with individualized instruction: multiple

learning styles and needs of students, lack of classroom and teacher resources and scheduling

conflicts that could interfere with more out-of-the box possibilities for classroom structure.
D.I Strategies for individualized learning 4

Multiple Learning Styles and Needs of Students

It is the responsibility of the educator to teach skills to students with the current represented

classroom in mind. Through research educators are able to understand the various ways in which

their students can be assessed and supported throughout their daily lessons. Ary and Jacobs

support that students in a classroom community have individualized learning needs and

preferences the nature of which can be very diverse and unique (2019). Understanding how each

student learns and creating modifications accordingly can dramatically improve the outcomes

students are able to accomplish. By setting students up for success from the very beginning

teachers are able to create even more realistic learning goals and pathways through which they

are able to be reached.

In addition, while teachers use tiered groups as a common practice model to support

student learning during specific instructional blocks during the day (Wiggins & Mctighe,2005),

research should still continue to focus on ways to support the individual student. Modification

examples for individual learner profiles include:

 Preparing visual learning models for visual learners.

 Allowing hands-on (kinesthetic) learners to explore curriculum materials to

promote tactile /sensory/independent learning experiences.

 Arranging seating in the classroom by audio-visual/ kinesthetic learners to

accommodate access to materials.

 Allowing for frequent discussions, pair-sharing and independent work within the

classroom to meet language and leaning skill-building needs of all students.

 Fair and effective means of assessment, both formal informal to determine

strengths and show areas of improvement for targeted instruction.

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The Universal Design model is one-way teachers can explore student learning profiles

and offer multiple learning pathways. Through this highly researched stratagem teachers give

students daily feedback, minimize distractions and outline clear, realistic goals that students are

able to meet (UDL, 2017). Theses differentiated instruction practices advocate that students

should have diverse ways to complete assignments and have opportunities for collaboration

among their peers. Daily classroom instructional minutes often include these practices however

independent work time students are typically not given individualized means to meet task

expectations. Even though research suggests that students benefit from individualized

instructions most students are not receiving it unless they are referred for an Individualized

Education Plan or, I.E.P.

Accommodating multiple intelligences and learning styles means providing a learning

environment that is flexible, adaptable and reflective of current group of students within the

classroom community (Armstrong, 2018) Howard Gardner’s research and creation of the

Multiple Intelligences Theory is one resource that teachers can use to assess, understand and

develop lesson plans for students that accommodate multiple learning styles or intelligences as

Gardner explains. Though there are challenges within creating a fully individualized classroom,

there are steps teachers are able to take to target learning and incorporate research strategies that

are proven to be effective such as allowing students to demonstrate understanding using more

then one assessment type and incorporating personal interests into lesson plans.
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Lack of Classroom and Teacher Resources

Research in integrating the “Multiple Intelligences” theory into the elementary school classroom

is few and far between, even though further research in this area would support a more

individualized learning environment and would add to educators lists of invaluable classroom

resources. The theory surmises that people are intelligent in multiple ways that go beyond what

is considered “classroom or book-smart” and furthermore challenges the classroom of today by

proving its effectiveness in Howard Gardner schools across the nation. The challenge with M.I

theory is not its effectiveness but its ability to be integrated into classrooms that struggle with

lack of resources and funding due to its mandate to support all manners of learning styles.

In consideration of this task, a commonly themed challenge that educators face in the

classroom is having funding necessary to provide for daily lesson plans that does not come from

their own pockets. To support an individualized classroom even the most creative and

experienced of teachers could struggle to implement lessons if they are also carrying the costs of

materials required (Lawley, 2017). In order to ensure there are materials necessary to support

differentiated instruction practices, research shows that educators need access to funding beyond

the yearly stipend given to teachers to supply their classroom and learning plans. On average

teachers spend $497 of their own money to further design lesson plans and buy needed supplies

(Walker,2019). However, the average teacher spends much more than that and sometimes does

so within the first semester of school.

Inconsistent sources of funding via grants and public support and donations are not able

to support a “normal” classroom let alone one that is striving for full individualized instruction

with several learning modifications in place throughout the day. Even so, teachers are often
D.I Strategies for individualized learning 7

encouraged to find other means of funds for their classrooms that extend outside the boundaries

of what their yearly stipend affords. Websites such as DonorsChoose.org, Gofundme.com and

others are used regularly in attempts to offset the cost of supplies and at times, syllabus materials

necessary to fully implement a whole-child curriculum but due to its source, is not a reliable

means of funding. Further research and exploration of funding options for teachers should

include researching ways that teacher’s yearly stipend can be raised and how those dollars are

able to be tracked to ensure students for years to come can reap the benefits of a fully

differentiated environment.

Scheduling Conflicts

There is ample research that states schedules and structure are a vital contributing factor to a

well-managed classroom. However, there is also research from Tomlinson that states routines,

schedules and structures within the classroom should remain flexible and represent the needs of

the classroom (2001). Typical school schedules must meet strict scheduling timelines in order to

meet daily instructional minute requirements, down to when in the day they must focus on ELA

and math skills. Though predictable and reliable scheduling is necessary, inflexibility can

prevent teachers from being able to outline a more creative schedule that works for their

students. The effect of an inflexible schedule also leads to teachers who are overworked and

spend most of their lunch breaks and after-school hours researching differentiated practices they

can use that are realistic and meet the needs of their students in the face of daily challenges

within their schedules (Newly, 2011). Lesson planning is largely accomplished on educator’s

personal time due to a small window of daily or weekly planning time allotted in the classroom

schedule. Teachers must be able to use their planning time effectively within the classroom in
D.I Strategies for individualized learning 8

order to best support their students to include caring for their own well-being and state of mind

to maximize leaning experiences provided for students.

Another scheduling conflict that can interfere with an individualized classroom is the

challenge of when students are pulled from their homeroom classrooms for specialized one-to

one learning per their Individualized Education Program. This program is intended to support

student learning in targeted skill areas for academics and behavior yet students can miss core

instruction from their homeroom teachers as a result. Due to a rigorous, black and white schedule

that appears in most schools’ teachers are rarely able to modify the instructional minutes the

student receives outside of the classroom and as a result are often creating separate lesson plans

for him or her. It is important to differentiated instruction (D.I) to keep in mind students learning

needs, intelligences and styles throughout their entire instructional day (Steinberg & Li-Fang,

2005). Schedules that involve pulling the student out of their classrooms at ballpark, inconsistent

or large portions of the day interrupts the consistent D.I considerations the student could be

receiving in a fully individualized classroom. Scheduling constraints can also interfere with

teachers’ abilities to collaborate with one another to share ideas and new strategies and to

communicate classroom specific concerns. Through multiple curriculum design model’s

collaboration plays a key part in order to promote support, innovation and pedagogy integration.

Teachers face numerous challenges due to the nature of their work, however, continued

advocacy for students should not involve compensating for a-too strict system that does not

allow for flexible changes that have the potential to make a positive impact in the academic lives

of its students.
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Conclusions from Literature

Contributions to literature are many and seem to support D.I and more individualized practices in

the classroom. These aforementioned strategies aide and support teachers using diverse methods

to implement in the classroom and offer a pathway for future changes to benefit not only

students, but the educational system in general. Differentiated instruction and individualization

has a strong pedagogical backing that allow for practical application into the classroom. Yet,

there seems to be a lack of logistical solutions for educators who would like to implement a fully

inclusive and individualized classroom. Further research should explore ways to close the gap

between methodology, practical application and logistical issues including implementing the

ideals from the M.I theory, avoiding strict scheduling, accessing consistent funding and meeting

the learning needs of all instead of a few, or most.

Research should closely examine the typical classroom schedule and experiment with

allowing teachers to create their own flexible daily schedules that best meet the needs of the

current group of students represented. In addition, specialized and tiered teachers should

advocate to push into classrooms rather then pull students out of it, in order to promote a

continued environment of flexible and individualized learning.

Research Application and Response

In consideration of the research for more access to differentiated instruction in the classroom, a

solution inspired by real-world teaching experience has been created: Using Howard Gardner’s

Multiple Intelligences Theory as a model for enabling students to learn in a manner that best fits

their intelligence and learning need. To do so, students would need to be assessed for their

strengths and learning preferences and be given opportunity to demonstrate understanding and

mastery of standards via an assortment of assignment variations. Such adaptations and

D.I Strategies for individualized learning 10

modifications include offering hands on projects, written and/or illustrated works, audio-visual

presentations and discussion-based learning platforms with peers and one to one with teachers.

Though it will take time and resources for educators to master the ability to implement

the M.I theory into their classrooms and collect resources to ensure proper application, the M.I

theory offers innumerable ways that students can function academically and achieve Blooms

Taxonomy standards: to remember, understand, apply, analyze, evaluate and create (Gary &

Waggoner, 2002). More importantly, this solution provides students with diverse ways to

achieve in their own individualized way while being fully supported by their educators and their

learning environment.

Evaluation and Assessment of Application

Using the steps from the M.I theory and the assessment options outlined in Dr. Roger Taylor’s

activity grid that marries Blooms Taxonomy and M.I (2002), a second-grade classroom of

twenty- five students can start taking the first steps towards a fully individualized classroom.

The second-grade classroom is multi-cultural and is located in a title one school where most

families are at or under the economic poverty line. Students will benefit from having more

targeted instructional opportunities available as they are considered “at risk” due to their

demography and location.

It will be vital to the success of this proposal that teachers are encouraged and enabled to

collaborate and share the resources that they have on hand, raising the opportunities for all staff

within the elementary school to begin their own journeys towards the individualized instruction

that all students will benefit from. The first step includes direct communication with

administrative staff who should keep an open mind to allow teachers to begin the early stages of

implementing the Multiple Intelligences framework and data comparisons from the previous
D.I Strategies for individualized learning 11

year’s students to now, with the new program in place. Over time data will show positive change

in the ability to meet state standards as students will begin to think critically, as active

participants in their educations.

Reflection of Program and Demonstration of Outcomes

This Action Research Proposal meets the criterium for demonstration of understanding for the

following outcomes per the MED program with a concentration in Curriculum and Instruction:

 Students will be able to design and develop curriculum using models of curriculum

design such as Understanding by Design

 Students will be able to use advanced instructional strategies appropriate for specific

learning outcomes

 Students will be able to provide a variety of informative and summative assessment

strategies to evaluate and improve learning.

Using the action proposal research project and program outcomes as a guide I was able to meet

these outcomes and strive for a collective understanding of all of my MED classes combined. I

can confidently attest to the effectiveness of the coursework that I have completed as I will

graduate with heightened understanding of assessment practices, curriculum implementation and

design, and how to use modern and advanced teaching strategies for targeted instruction. I

designed my Action Research Proposal to demonstrate understanding of the outcomes for the

MED program and believe that I have achieved my goal.

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References

Armstrong, T., & Association for Supervision and Curriculum Development. (2018). Multiple

Intelligences in the Classroom: Vol. Fourth Edition. ASCD.

Ary, D. & Jacobs, C. (2019). Introduction to educational research,10th ed. Boston,

MA: Cengage Learning, Inc

Bastrikin, A. 2020, K-12 School Enrollment & Student Population Statistics. Article retrieved

from website; https://educationdata.org/k12-enrollment-statistics/

Gray, K. C., & Waggoner, J. E. (2002). Multiple intelligences meet Bloom's taxonomy. Kappa

Delta Pi Record, 38(4), 184–187.

James Lawley, E. M. J. N. (2017). Becoming a Teacher: The Dance Between Tacit and Explicit

Knowledge. Masarykova univerzita.

National Center on Universal Design for Learning. (2014, July 31). What is

UDL. http://udlresource.ca/2017/12/student-profiles/

Newley, R. J. (2011). Classrooms: Management, Effectiveness and Challenges. Nova Science

Publishers, Inc.

Sternberg, R. J., & Li-fang Zhang. (2005). Styles of Thinking as a Basis of Differentiated

Instruction. Theory Into Practice, 44(3), 245–253. https://doi-

org.postu.idm.oclc.org/10.1207/s15430421tip4403_9

Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms.

Alexandria, Va: Association for Supervision and Curriculum Development. 

Walker, Tim. (2019, August 26). Teacher Spending on School Supplies, A State-by-State

Breakdown http://neatoday.org/2019/08/26/teachers-spending-on-school-supplies/
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Wiggins, G. P., & McTighe, J. (2005). Understanding by Design. Alexandria, VA: Assoc. for

Supervision and Curriculum Development.