Description:
The reading this week in
EDAT 6115 focused on grouping, differentiation, and technology use in education. The students that enter today's classroom come
from different backgrounds and have various needs that teachers have to
meet. Schools group students and differentiate
instruction in several ways to support their students. The
use of technology is also used in numerous ways to support and increase the achievement
of students.
Analysis:
Effective instruction is
so much more than just preparing and delivering a good lesson. It is vital that teachers are aware of the
necessary elements needed for effective instruction. The QAIT model explains that quality,
appropriateness, incentive, and time are elements that need to be considered
for effective teaching to occur. Each
element is connected and needs to have equal consideration. If this does not happen, effective
instruction will not occur (Slavin, 2108).
Slavin (2018) offers that instruction is considered high quality when
the information that is presented is interesting to them, understandable and simple
to retain and use. Incorporating organized
opportunities for cooperative learning, technology, and fun games will facilitate
student understanding. The appropriateness
of a lesson needs to consider the backgrounds, levels, and diversity of all the
students that are in the class. Teachers
need to check for understanding to make sure students understand the presented
material. The pace of the lesson may also
need to be adjusted. Student motivation
needs to be considered when instruction is happening. Learning is hard, and the content may not
always be interesting or exciting for students.
Teachers can do what they can to pique student curiosity or share how
the information can be used when they are not in school (Slavin, 2018). Slavin (2018) explains that the time taken
for a lesson depends on two things; how much time is allotted for the
instruction, and the amount of time students are engaged and pay attention to
the instruction. Behavior issues and poor classroom management may
hinder the time students are learning.
Students are grouped in various ways to accommodate achievement
differences. Between-class ability grouping
is mainly used in middle school and high school. Students are placed into classes depending on
their ability (Slavin, 2018). According
to Slavin (2018), research does not support the use of this kind of
grouping. When students are grouped in this manner, low-achieving
students do not have positive role models; they will have a negative stigma because
they are in the “low” class and it has been shown that the teaching is of lower
quality in low-track classes. With-in class
ability grouping is mostly used in elementary schools. Classes are constructed with mixed abilities,
and students are grouped within the class for necessary instruction for
different subjects depending on performance levels (Slavin, 2018). Slavin (2018) offers that research has shown
that there is higher student learning when teachers use flexible groups, and it
does not hold the same stigmatization if between-class grouping. What happens when students are struggling and
have not mastered relevant content? It
has been found that students should not be retained or socially promoted to
solve the problem. Students need special
attention, intervention, and tutoring until achievement success is evident (Slavin,
2018).
There
are many ways to support struggling students and increase their achievement
(Slavin, 2018). Differentiated instruction
is one way to make sure student needs are met.
It requires teachers to adjust the content, process, and products of
instruction to address the varying needs of the students in a class. All students are expected to reach mastery of
the standards, but some may need extra assistance, more time, or an alternate way
to show they have learned the content (Slavin, 2018). Slavin (2018) also offers that peer tutoring can
be utilized to meet student needs. Students
can assist their peers with learning and practicing skills. When enough training and monitoring is
provided, cross-age or same-age peer tutoring can be successful. Tutoring by a teacher is also a very
effective way to provide instruction that meets student need. Reading Recovery, a one on one tutoring
program, has been shown to have a positive impact on reading achievement, primarily
when it’s used as a way to give students a good foundation in reading. It is also noted that phonics programs taught
by trained paraprofessionals are just as effective as tutoring provided by
certified teachers (Slavin, 2018).
Slavin
(2018) offers that there are educational programs available for students who
are at risk. “Compensatory education
programs are designed to overcome the problems associated with being brought up
in low-income communities” (Slavin, 2018, p.225). The Title
I program is the most extensive program available to at-risk students and their
teachers. The funds provided by Title I
must be used to make positive changes in student achievement for disadvantaged students,
including purchasing technology, hiring paraprofessionals, or providing
professional development for teachers (Slavin, 2018). Slavin (2018) asserts that “schools that
closely integrate remedial or instructional Title I services with the school’s
main instructional programs, and especially schools that used Title I dollars
to enhance instruction for all students in schoolwide projects, obtained the best
outcome” (p.226). Early intervention
programs focus the attention on preventative measures for children, rather than
providing services only after the child has not made adequate progress. It has been found that when students from birth
to age five are equipped with special services, at-risk students will have positive
long-term effects on their achievement in school (Slavin, 2018).
Technology
is beginning to be a regular presence in today’s classroom, and it is used in various
ways to assist students in learning. Computers,
tablets, interactive whiteboards, and electronic response devices are all used by
teachers to enhance instruction (Slavin, 2018).
Slavin (2018) offers that students are learning how to use word processing
and publishing software. The quantity of
writing increases, the quality of writing improves, and student have a better
attitude about their writing when word processing programs are used. Spreadsheets help with the organization of data
and databases retain a lot of information for students to reference. Tutorial programs and instructional games are
also available to assist in student learning (Slavin, 2018). According to Slavin (2018), the internet is becoming
available to all students, and therefore, its use is quickly growing in
schools. The internet is allowing
students to develop into effective imaginative learners and provides an avenue
for students to communicate with each other, even when they live far away from
each other. Slavin (2018) asserts that when text and
videos are used together, student learning increases. It has been found that “children who watch a
lot of educational television become better readers, whereas those who watch a
lot of noneducational television become worse-than-average readers” (Slavin,
2108, p.237). Assistive technology,
computer-assisted tutoring, and students bringing devices to school are ways
that technology is changing the world of education. When all students have access to the
internet, ordinary teaching and learning can be combined with a variety of
applications. Blended learning, flipped
classrooms, and digital homework are just the beginning of how learning is changing. The internet is also providing resources to assist
teachers in planning, communication, and professional development (Slavin,
2108).
Reflection:
Providing effective
instruction and meeting the needs of my students both play a vital part in my
job as a teacher. As an elementary teacher,
I utilize with-in class ability grouping to ensure all students are receiving instruction
that is appropriate for their needs. There
would be no way I could effectively provide instruction, particularly in
reading and math, without utilizing that format. Early in my career, there was a time where I
did not group my students according to performance levels, and I did not see
the kind of improvement that I see with my current practice. My experiences coincide with the research
that says more learning occurs when students are grouped within their class (Slavin,
2018).
One concept I was not
familiar with before its presentation was the QAIT model. I am familiar with the elements within the
model; I just didn’t know that there was a name for it. The way the information is presented and explained
in the reading helped me to have a better understanding of how the elements
worked together. If you are missing any piece
of the puzzle, there is no way that instruction can be effective. Therefore,
you will not have an impact on student achievement.
The majority of my career
has been spent teaching in a school supported by Title I funds. I have seen first hand the positive impact
the extra funds have had on the at-risk students that I served for over 15
years. We were able to provide top-notch
technology to the students and teachers received high-quality professional development,
which had an immediate impact on the students we served. At the time, I did not realize the value of
the professional development that I received and sometimes took it for granted. I currently work in a non-Title I school and
can see the vast difference in the amount and quality of the professional
development that I receive now. Title I
funds, if used appropriately, can provide support to the students and the
school as a whole.
How much technology is
too much technology in today’s classroom?
I can see how the introduction of technology has supported student
learning and made the lives of teachers a little bit easier when it comes to
planning and communication. I understand
that there will be a digital world our students will enter after they graduate,
and we have to prepare them to be a successful part of that world. However, I
worry that technology may not always have a positive impact on our students,
especially when it comes to social interactions. I’m worried that soon, all they will be doing
is working with technology and not receiving any of the other benefits of going
to school. Students nowadays are on
technology so much at home, and again at school. I just feel that we, as
teachers, need to make sure there is a balance.
I would love to do some more research about technology and see what has
been found about the effects of its use on students.
Reference:
Slavin, R. E.
(2018). Educational
Psychology: Theory and practice. NY, NY: Pearson.
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