The purpose of this Action Research Project is to examine my role in the classroom as an educator, and to reflect on my findings to see how, or if, I provided differentiated and equitable learning strategies in the classroom. What's more, I examined whether or not there were adjustments that I could make to my teaching strategies in order to better align my planning, instruction, and assessment with my philosophy of teaching. I proposed three specific research questions, which were: 1) How has the differentiation in my lesson planning changed over the course of my teaching experience? 2) How do I incorporate the best equitable learning strategies in my lessons? 3) How do my lesson plans, activities, and strategies align with my teaching philosophy? In order to gain a better understanding of my teaching practices, I gathered data through various sources including a personal research journal, formal lesson plans, reviewing recordings of my lessons, and observing my mentor teacher. The analysis of the data revealed that I use differentiated and equitable learning strategies, and that my use of them has improved through my teaching experience. These results by no means indicate that I am a perfect educator, merely they indicate that I am on the right trajectory to becoming a well-rounded evidence-based practitioner.
Date of Award
Master of Arts in Teaching (initial licensure)
differentiation, equitable teaching and learning, Heritage Language Learners, literacy, proficiency-based teaching and learning
Type (DCMI Terms)
Bilingual, Multilingual, and Multicultural Education
Bajpai, K. (2021). Sociocultural Implications of Providing Differentiated and Equitable Learning Strategies in Spanish Language Classes (master's thesis). Western Oregon University, Monmouth, Oregon. Retrieved from https://digitalcommons.wou.edu/theses/112
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