AN EXPLORATION OF DIFFERENTIATION STRATEGIES FOR MIXED ABILITY STUDENTS IN THE

PRACTICAL WOOD TECHNOLOGY CLASSROOM; AN ACTION RESEARCH STUDY

Christopher Roche & Kevin Maye
Atlantic Technological University

Context FINDINGS & ANALYSIS Theme 1: Accessibility CONCLUSIONS

This dissertation explores differentiation strategies for mixed-ability students in the practical
Wood Technology classroom. Based on my experiences during my previous school
placements I identified differentiation as an area in the practical Wood Technology
classroom where strategies are not always fully employed.
This dissertation provides insights into using technology in the classroom as a differentiation
resource.
Research Aims and Objectives
The primary aim of this dissertation is to present an evaluation of using differentiation
strategies when carrying out practical demonstrations in the Wood Technology classroom.
Accessibility is a crucial factor in meeting student learning needs. Through the
implementation of differentiation strategies that allow multiple modes of access to
learning materials, students could learn independently, which allowed the teacher
more time to focus on other teaching and learning activities. The ability to access
learning material using different mediums, such as Microsoft Teams, iPads and QR
codes, positively impacted student engagement and learning. It is important to note
that overuse of technology can have a negative impact in some instances, leading to
a disconnect between the hands-on activity and physical making.
According to Tracey Hall et al (2014) providing multiple ways for students to engage
with resources can help students to learn more efficiently. This results in the teacher
being able to optimise their use of time while in the classroom.
The literature analysis revealed that research into differentiation strategies specific to the
practical Wood Technology classroom is almost non-existent. This shows the need for more
research and development in this area to give teachers the resources needed to offer
inclusive and prosperous learning opportunities for all students. It also highlights the
potential benefits of additional studies and developments in this field to provide educators
with the tools required to provide all students with a high standard of education in this
subject.
The primary research revealed three crucial areas that play a vital role in implementing
differentiation in the classroom. These include:
• Accessibility, which pertains to how easily students can access the materials.
• The learning environment, which significantly impacts students’ ability to learn.
• Differentiation resource itself, which should cater to the diverse needs of learners.

The key objectives of this research are to:
• Clarify the key terminology relating to differentiation with reference to relevant
literature.
• Conduct a literature analysis investigation of classroom differentiation strategies,
including educational theory.
• Carry out original primary research using action research methodology while on School
Placement Four.
Research Methodology
The research methodology employed in this paper is Action Research, which is one specific
form of practitioner research. Action Research was developed in higher education primarily
to assist with teacher education, although it can also be used in other research disciplines
(McNiff & Whitehead, 2006).
When carrying out Action Research teachers must view themselves as scientists. In this
context, every classroom could be viewed as a laboratory, and each teacher as a member of
the scientific community (Bartlett, 2002).
The following data gathering methods were used:
• Reflective Journaling (5-week period, 1 per week).
• An observation conducted by a Wood Technology teacher.
• Semi Structured Interviews (Wood Technology teacher, Irish teacher, and student
teacher).
FINDINGS & ANALYSIS Theme 2: Learning
Environment
One of the most significant issues concerning the video resource was distractions to
the student watching the videos and distractions to other students in the classroom
caused by the videos. Creating an environment that minimises distractions is vital in
order to enhance student learning. It was found that assigning a quiet space where
students could go to watch the tutorial videos was an effective way to eliminate
those distractions. According to a study by Paul Goldschagg and Tanya Bekker
(2021), schools need to recognise and minimise the negative effects that sound can
have on learning. This is particularly relevant when learners are engaged in tasks
that require higher-order thinking. It is also particularly important for students with
English as their second language.
FINDINGS & ANALYSIS Theme 3: Differentiated Research Project
Learning
It was agreed among all research participants that tutorial videos are a highly
effective differentiation resource. The ability to pause and rewind provides extra
assistance to weaker students who may struggle in a traditional classroom setting.
This finding is supported by research by Liu Jia (2019), who identified video-based Recommendations
instruction as an effective differentiation tool. The findings highlight the importance Further research in this field to include student questionnaires which would give an insight
of adapting instruction to meet the needs of all learners. into student perspectives. By gathering feedback from students, future studies could
provide a more comprehensive understanding of the impact of differentiation strategies on
the learning experience, which could lead to the development of more effective and
inclusive strategies in the future.
It is recommended that further research to trial, in another practical classroom setting, the
strategy described here.

Resource & TimeLine ACKNOWLEDGEMENTS

The timeline on the right illustrates how We would like to express our sincere gratitude to the participants for voluntarily contributing
the action research project was their time and life experiences to this study. Their willing participation and thoughtful
developed over the five-week period. contributions have greatly influenced our research conclusions. This research would not have
Week 1 Week 2 Week 3 been possible without their assistance.
Week 4 Week 5
Tutorial video available Looped video on the Students access videos Students access videos on A quiet area is set up for
on Microsoft Teams. board. via a QR code poster. individual school devices. students to watch the videos.

Contact References Link to Dissertation

Christopher Roche McNiff, J., & Whitehead, J. (2018). All You Need to Know About Action Research. Sage.
Atlantic Technological University Liu, J. (2019). Video-based instruction as a differentiation tool in the flipped classroom. Journal of Educational Technology Development and Exchange, 1-14.
Bartlett, S. (2002). An evaluation of the work of a group of best best practice teacher researchers . Journal of In-Service Education, 528.
Email: G00270882@atu.ie
Goldschagg, P., & Bekker, T. (2021). Effects of Classroom Noise on Learning. South Africa: Africa Education Review.
Website: Chrisroche.weebly.com Hall, T., Vue, G., Strangman, N., & Meyer, A. (2014). Differentiated Instruction and Implications for UDL Implementation. Wakefield: National Center on
Phone: 086-3119479 Accessing the General Curriculum (NCAC).