EDAT-6115 Christi Williams (Unthank)

Description             In this week’s readings for EDAT 6115, we covered Chapter 9. The topic of this chapter covers how to group your students for classwork, strategies on how to differentiate instruction, and the use of technology in the classroom. Analysis             Slavin (2012) chapter nine discusses the model of school learning by John Carroll. Carroll’s model of learning is centered around how much time students have to learn, and their prior knowledge and experiences. The opposite model that is described is known as the QAIT model. QAIT is an acronym that stands for the following: Quality, Appropriate, Incentive, Time (Slavin, 2012, pg. 216). Quality refers to how well the teacher presents the material to the students. Appropriate relates to how appropriate the levels of instruction are. The activities must be developmentally appropriate for students to l...

Description         This week's readings in EDAT 6115 were over chapter seven in the Educational Psychology textbook. Direct instruction, along with how and when it is appropriate to use it in our classrooms, is covered in chapter seven. This chapter also discusses the seven parts of a direct instruction lesson, and how to do each step correctly. This journal entry will provide an explanation of what direct instruction is and an analysis of the seven parts of DI. Analysis          Slavin (2012) explains that Direct Instruction (DI) is used when the teacher needs to deliver a concept that the class must master as a whole. The seven parts of a Direct Instruction lesson include: -State the learning objectives -Review the prior knowledge required for the new topic -Present the new material to the students as a whole -Have a question and answer session where the students can ask and answer teacher-guided questions -The students practic...

Description             This week’s readings in EDAT 6115 were over chapter six. This chapter covers the Cognitive Theories of Learning and how they affect today’s students. Chapter six also covers memory strategies. Analysis             The first topic in this chapter is the Information-Processing model. There are three different parts of the memory such as: the sensory register, short-term or working memory, and long-term memory. The sensory register detects stimuli but many of them do not advance further than that. The ones that our brain recognizes or is important to us, moves on to the working memory. This is where the brain analyzes it to understand what it is and its purpose (Slavin, 2012, pgs. 124-126). Long-term memory is very important in a student’s learning. This is because when you learn something, it is stored in the long-term memory for life. If a student...