Action Research Project
Question: What happens when I use student choice to differentiate elementary math learning stations?
Abstract: Each student in our classroom is a unique individual with personal interests, preferred learning styles, and academic readiness levels that may differ from other members of the classroom community. It is a teacher’s responsibility to find ways to address these differences and engage all learners by differentiating the content, processes, products, and learning environments during learning tasks. This action research project examines the impact of using student choice to differentiate mathematics learning stations in an elementary classroom at San Diego Cooperative Charter School. After analyzing surveys, journal entries, exit cards, observations, and interviews from 40 fourth grade students, I identified several themes related to the students’ learning preferences and dispositions toward math, and the viability of using student choice as a method for differentiation. These findings suggest that integrating student choice opportunities into lesson design benefits both students and teachers, and a series of questions to consider before offering choice in the classroom is included as a reference for educators.
For a downloadable .pdf copy of my entire thesis, please click here.
Data Collection Methods
Conclusions and Implications