Chapter 9
Description
Chapter 9 focuses on various types of groupings, differentiation strategies, and technology within the classroom environment. The primary focus of chapter nine is how teachers can use grouping, differentiation, and technology to increase student success in the classroom.
Analysis
Carroll's Model of School Learning focuses on management of time, resources, and activities when it comes to teaching (Slavin, 2012). Slavin (2012) suggests using the QAIT Model to achieve student learning. QAIT stands for: quality of instruction, appropriate levels of instruction, incentive, and time (Slavin, 2012). All elements must be adequate for effective instruction.
Grouping also plays a part in effective instruction. There are many ways to group students such as ability grouping, tracking, or regrouping. According to Slavin (2012, p242), "...research shows that within-class groupings are more effective, especially in reading and math, and are clearly preferable to groupings that segregate or stigmatize low achievers." In some schools, students aren't even grouped by age, but by ability and needs (Slavin, 2012).
Heterogenous grouping can make it difficult for teachers to meet the needs of each student. However, with the use of effective differentiation strategies, students' needs can be met in the heterogenous classroom. Slavin (2012) suggests differentiating content, level, pace, and products of instruction. Slavin (2012, p 222) states, "Part of the idea of differentiation is that even though all students need to reach the same goals, some will take more time and others less time to do so."
There are many programs to assist with at-risk students. Among these programs are compensatory education, early intervention programs, and special education (Slavin, 2012). Slavin (2012) states that research supports such intervention programs that can lead to student success.
Technology in the classroom can be used for teaching and learning (Slavin, 2012). Many classrooms across the country are equipped with computers, tablets, and/or interactive white boards (Slavin, 2012). These technologies can be used to enhance lessons for whole group instruction or even small group instruction. Students also need to learn how to use technology to be successful in our technologically driven world. Slavin (2012) states that students need experience in word processing, publishing, spreadsheets, and databases. Students also need to be well versed in how to use the internet and distinguish valid sources of information (Slavin, 2012).
Grouping also plays a part in effective instruction. There are many ways to group students such as ability grouping, tracking, or regrouping. According to Slavin (2012, p242), "...research shows that within-class groupings are more effective, especially in reading and math, and are clearly preferable to groupings that segregate or stigmatize low achievers." In some schools, students aren't even grouped by age, but by ability and needs (Slavin, 2012).
Heterogenous grouping can make it difficult for teachers to meet the needs of each student. However, with the use of effective differentiation strategies, students' needs can be met in the heterogenous classroom. Slavin (2012) suggests differentiating content, level, pace, and products of instruction. Slavin (2012, p 222) states, "Part of the idea of differentiation is that even though all students need to reach the same goals, some will take more time and others less time to do so."
There are many programs to assist with at-risk students. Among these programs are compensatory education, early intervention programs, and special education (Slavin, 2012). Slavin (2012) states that research supports such intervention programs that can lead to student success.
Technology in the classroom can be used for teaching and learning (Slavin, 2012). Many classrooms across the country are equipped with computers, tablets, and/or interactive white boards (Slavin, 2012). These technologies can be used to enhance lessons for whole group instruction or even small group instruction. Students also need to learn how to use technology to be successful in our technologically driven world. Slavin (2012) states that students need experience in word processing, publishing, spreadsheets, and databases. Students also need to be well versed in how to use the internet and distinguish valid sources of information (Slavin, 2012).
Reflection
Slavin (2012) recommends the QAIT Model to help achieve student learning. This breaks down the components of effective teaching in a simple way. Educators must focus on the quality of instruciton, the appropriateness of instruction (differentiation), incentive (student motivation), and time available. I think if we keep these aspects of teaching in mind while planning lessons, we will have greater student success. I would like to try this in my classroom next year.
This chapter also focused on grouping. I think grouping plays a huge role in the success of our students. Currently, our school is grouped homogeneously by ability. According to Slavin (2012) this leads to labeling of low achieving students and low expectations. There are many issues with this type of grouping. I would like to suggest to my administrators to try heterogenous grouping. With proper training in differentiation strategies, I feel that my school could be successful with this type of grouping.
Chapter nine stressed the importance of programs for at-risk students. Our school implements many of the programs for at-risk students that was mentioned in the chapter. We use a tier intervention program, and up until last year we implemented Reading Recovery. This was a great program to help at-risk students receive the extra support they needed to begin reading on grade level. I would like for my school to implement this program, or something similar, again to address the needs of at-risk students.
Slavin (2012) stresses the importance of technology implementation and education in the classroom. It is important for students to learn how to use the technology around them to further their education. Luckily, my school provides students with many opportunities to use technology. We have Promethean Boards, document cameras, student desktop computers, and student laptops. This exposes students to technology and allows them to gain experience using technology. This is very beneficial considering that our students take the GMAS and other standardized tests on a computer.
Slavin (2012) recommends the QAIT Model to help achieve student learning. This breaks down the components of effective teaching in a simple way. Educators must focus on the quality of instruciton, the appropriateness of instruction (differentiation), incentive (student motivation), and time available. I think if we keep these aspects of teaching in mind while planning lessons, we will have greater student success. I would like to try this in my classroom next year.
This chapter also focused on grouping. I think grouping plays a huge role in the success of our students. Currently, our school is grouped homogeneously by ability. According to Slavin (2012) this leads to labeling of low achieving students and low expectations. There are many issues with this type of grouping. I would like to suggest to my administrators to try heterogenous grouping. With proper training in differentiation strategies, I feel that my school could be successful with this type of grouping.
Chapter nine stressed the importance of programs for at-risk students. Our school implements many of the programs for at-risk students that was mentioned in the chapter. We use a tier intervention program, and up until last year we implemented Reading Recovery. This was a great program to help at-risk students receive the extra support they needed to begin reading on grade level. I would like for my school to implement this program, or something similar, again to address the needs of at-risk students.
Slavin (2012) stresses the importance of technology implementation and education in the classroom. It is important for students to learn how to use the technology around them to further their education. Luckily, my school provides students with many opportunities to use technology. We have Promethean Boards, document cameras, student desktop computers, and student laptops. This exposes students to technology and allows them to gain experience using technology. This is very beneficial considering that our students take the GMAS and other standardized tests on a computer.
Reference
Slavin, R. E. (2012). Educational psychology: Theory and practice (10th ed.). Boston, MA: Pearson Education.
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