Increasing Student Engagement and Learning of the Age of Exploration Through Differentiated Instruction and Assessment

Author

Hannah M. Smith

Month/Year of Graduation

12-2023

Degree Name

Bachelor of Science (B.S.)

Department

Teacher Education

First Advisor

Dr. Saundra L. Shillingstad

Abstract

This capstone project examines the impact of incorporating two instructional and two assessment strategies within a tenth-grade World Civilization unit centered on enhancing students' comprehension of the Age of Exploration. The Age of Exploration unit had 16 instructional days between the pre- and post-assessment. Drawing insights from student data, it was that learners demonstrated enhanced and increased comprehension and improved performance throughout this unit, attributable to various differentiated instructional strategies and assessment methods. This paper will report what the instructional strategies and assessment methods consisted of and the effect they had on student learning. I collected and analyzed the pre- and post-assessment data and found that discussing similarities and differences, nonlinguistic representations, guided notes/graphic organizers, collective sharing, and individual, differentiated summative projects are effective instructional strategies and assessment methods for increasing student learning.

Recommended Citation

Smith, Hannah M., "Increasing Student Engagement and Learning of the Age of Exploration Through Differentiated Instruction and Assessment" (2023). Theses/Capstones/Creative Projects. 269.
https://digitalcommons.unomaha.edu/university_honors_program/269