EDAT 6115 Journal Entry #6

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 learn effectively (Slavin, 2012, pg. 217). The third letter of QAIT represents how incentives are used to draw student attention and interest, as well as motivate them to complete the activities. The last letter in the acronym refers to Time. Student instruction, learning, and mastery of concepts take a lot of time. The more a teacher enforces the concepts, the more the students will retain (Slavin, 2012, pg. 218).
            Chapter nine also discusses how students are grouped to allow their differences to help each other. Many middle and high schools use a type of grouping called between-class ability grouping. This concept allows students to transfer between different levels of a class. For example, if a student enrolls in Advanced Placement Math but discovers that it is too hard, that student would be allowed to transfer back to the regular math class within a certain time period. Another type of grouping is called within-class ability grouping. This method is used mainly in elementary schools because students are usually with one teacher the majority of the time. Within class grouping allows students to be put together based on ability within the classroom. Grouping students by ability level and mixing them as well can help differentiate between student needs (Slavin, 2012, pg. 219)
            Technology is also important to how students learn. Many students these days own one or more of the following devices: laptop, cell phone, MP3 player or iPod, or a game console. Therefore, it has become increasingly important to incorporate technology to relate to these students. Examples of Technology used in the classroom include but are not limited to computers, electronic whiteboards (SMART boards), laptops, iPads, and chrome books. These technologies allow students to learn in different ways and see things they may never get the opportunity to. Technology also allows them to process their writing faster by typing up documents and spreadsheets (Slavin, 2012, pgs. 231-232).
           

Reflection

            In my own classroom, I will implement the QAIT strategy. I think it is a great way to keep teachers accountable for their planning. It will also help me know what order to do things and inspire me to do better with my lessons. As far as grouping goes, I have done a lot of grouping in my classroom, but they have been random assignments. Usually, when doing group activities, I have the blue row in one group the red in another, and so on. They are not assigned by ability. I would like to pre-assign groups by ability some next year to help students develop better. Also, technology is used every day in my classroom. The students love working with the smartboard during activities. Unfortunately, I do not have a class set of iPads yet, but that will be coming soon! The smartboard has been used for demonstration in the mini-lessons, practice activities, and virtual concert viewing. My students love it!


Reference

Slavin, R. E. (2012). Educational psychology: Theory and practice (11th ed.). Boston, MA: Pearson Education.

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