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Towards an Evidence-Informed Differentiated Learning Consolidation Process to Support Classroom Instruction

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Towards an Evidence-Informed Differentiated Learning Consolidation Process to Support Classroom Instruction Edith Cowan University Research Online Theses: Doctorates and Masters Theses 2021 Towards an evidence-informed differentiated learning consolidation process to support classroom instruction Nicola Carr-White Edith Cowan University Follow this and additional works at: https://ro.ecu.edu.au/theses Part of the Education Commons, and the Psychology Commons Recommended Citation Carr-White, N. (2021). Towards an evidence-informed differentiated learning consolidation process to support classroom instruction. https://ro.ecu.edu.au/theses/2421 This Thesis is posted at Research Online. https://ro.ecu.edu.au/theses/2421 Edith Cowan University Copyright Warning You may print or download ONE copy of this document for the purpose of your own research or study. The University does not authorize you to copy, communicate or otherwise make available electronically to any other person any copyright material contained on this site. You are reminded of the following: Copyright owners are entitled to take legal action against persons who infringe their copyright. A reproduction of material that is protected by copyright may be a copyright infringement. Where the reproduction of such material is done without attribution of authorship, with false attribution of authorship or the authorship is treated in a derogatory manner, this may be a breach of the author’s moral rights contained in Part IX of the Copyright Act 1968 (Cth). Courts have the power to impose a wide range of civil and criminal sanctions for infringement of copyright, infringement of moral rights and other offences under the Copyright Act 1968 (Cth). Higher penalties may apply, and higher damages may be awarded, for offences and infringements involving the conversion of material into digital or electronic form. Towards an Evidence-Informed Differentiated Learning Consolidation Process to Support Classroom Instruction This thesis is presented in partial fulfilment of the degree of Master of Education by Research Nicola Carr-White Supervisors: Dr. Pauline Roberts and Dr. Gillian Kirk School of Education, Edith Cowan University 2021 i Abstract Despite many years of teaching experience, the differentiation and consolidation of classroom learning presented challenges for the researcher. In response, a Differentiated Learning Consolidation Process (DLCP) was developed through informal classroom-based action research over several years. Using low cost and accessible resources, it developed into a manageable supplementary intervention to support individual student needs and the retention of classroom instruction. Increasing interest from colleagues led the researcher to provide professional development on the instructional design and implementation of the DLCP. Through this experience, it became apparent that the DLCP theoretical assumptions were largely unknown. The current study was pursued to identify the theoretical components of the DLCP and determine if and how they could be aligned with evidence informed research. A simplified realist review was employed as it provided the opportunity to triangulate theory, the researcher’s contextual experience, and the investigation of the DLCP instructional design. The study determined that the DLCP was situated within the field of cognitive psychology, aligning with cognitive load theory and the new theory of disuse. Within the context of the DLCP, spaced practice, retrieval practice, interleaved practice and strategies associated with metacognitive development were investigated to identify maintenance or modification of the instructional design. The findings of this analysis may support teachers to differentiate and consolidate classroom instruction. Additionally, the DLCP may hold potential as an instrument for classroom-based research on variables related to its theoretical constructs. ii Declaration I certify that this thesis does not, to the best of my knowledge and belief: i. incorporate without acknowledgement any material previously submitted for a degree or diploma in any institution of higher education; ii. contain any material previously published or written by another person except where due reference is made in the text of the thesis; or iii. contain defamatory material. Disclosure Statement Prior to the current study, the researcher developed a hardcover commercial version of the Mastery Learning Folder tool to support the Differentiated Learning Consolidation Process. This version is not essential to the process and teachers can make their own hand-made tools. iii Abstract .................................................................................................................................... ii Declaration.............................................................................................................................. iii Disclosure Statement ............................................................................................................. iii Tables .................................................................................................................................... viii Figures ...................................................................................................................................... ix Chapter 1 .................................................................................................................................. 1 Section 1: Theory Identification ............................................................................................. 4 Chapter 2: The Researcher’s Experience .............................................................................. 5 Consolidation Challenges ........................................................................................................ 5 Differentiation Challenges....................................................................................................... 6 Seeking a Solution .................................................................................................................... 7 A Hardcover Tool .................................................................................................................... 7 Motivation to Study ................................................................................................................. 8 Positionality Statement ............................................................................................................ 8 Chapter 3: Methodology........................................................................................................ 10 Theoretical Perspectives ........................................................................................................ 11 Research Design ..................................................................................................................... 12 Selection .......................................................................................................................... 12 Limitations ....................................................................................................................... 16 Method .................................................................................................................................... 20 Stage 1 Define the Scope ................................................................................................ 20 Stage 2. Search for and Appraise the Evidence ............................................................. 24 Stages 3 and 4. Extract, Synthesise and Discuss Findings ........................................... 26 iv Chapter 4: Baseline Data....................................................................................................... 29 Stage 1 (a): The Nature and Content of the Intervention .................................................. 30 Circumstances and Context ............................................................................................ 35 Resources ......................................................................................................................... 44 DLCP Instructional Design Components ...................................................................... 51 Theoretical Assumptions ................................................................................................ 60 Impacts and Outcomes .................................................................................................... 64 Stage 1 (b): Clarify the Review Purpose .............................................................................. 65 Research Questions ......................................................................................................... 66 Significance ..................................................................................................................... 66 Chapter 5: Theoretical Foundation ...................................................................................... 68 Cognition ................................................................................................................................. 68 Cognitive Load Theory .......................................................................................................... 71 Working Memory ............................................................................................................ 72 Long-Term Memory ........................................................................................................ 76 The New Theory of Disuse ...................................................................................................
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