Educational Psychology Webquest

I used this website Educational Psychology: Foundation for Teaching to conduct a simple "webquest" on an educational case study. The website provided links to other resources relating to educational psychology.  I particularly liked this explanation on the website: 

"Research offers us the chance to see theories put to the test—to find out how real students in real classrooms respond to a variety of teaching methods; to test long-held beliefs about educational practices so that we can judge if they might be flawed or incomplete. Research helps us to become better informed, more competent professionals."

When looking through the websites and subsequently using EBSCOhost to find an article that interests me, I came across a few different articles on differentiated instruction, a subject that I enjoy learning about and discussing. This particular article (Multiple Paths to Testable Content? Differentiation in a High-stakes Testing Context) focused on differentiating instruction to tech content for high-stakes exams.  It fits my belief that no two children are exactly the same, and children should be able to learn in a way that best suits them. 



Here are the results of my webquest: 

Kristine Pilla ED 3020 Summer 01	Differentiated instruction to teach content for high-stakes testing.
Bibliographic Information	Authors: Stephanie van Hover, David Hicks, Elizabeth Washington Case study title: Multiple Paths to Testable Content? Differentiation in a High-stakes Testing Context Citation: van Hover, S., Hicks, D., & Washington,         E. (2011). Multiple Paths to Testable        Content? Differentiation in a High-      stakes Testing Context. Social      Studies Research & Practice, 6(3),      34-51.
Classification	Experimental
Summary	The study followed a history teacher who was preparing students for a high-stakes state exam. The study has the teacher using differentiated instruction to teach the material for the exam. The teacher was able to take the content and rather than teach from the book and/or the given “script,” create a lively, engaging classroom environment for learning history. Students were interested and engaged. They were able to learn in ways that worked for them individually, and therefore gained a much better understanding of the content.
Conclusion	This study intrigued me, because it touched upon a subject that I am passionate about: making subjects and content engaging for all students. Every student learns differently, and because of that there should be multiple ways in which they are able to learn the material. It should not matter how the information is learned, only that it is learned and understood. This teacher did a wonderful job preparing her students for a high-stakes exam.