The focus for EDAT 6115 this week was
on information processing theory and its implications for daily classroom
practices. In Chapter 9 Slavin described different ways of grouping students to
accommodate various achievement differences amongst students. Slavin gives us a
list of ways to differentiate classroom instructions for the diverse needs of
learners in the classroom. Slavin also discusses ways technology can be used to
effectively accommodate and differentiate within the classroom. Slavin
discusses how the intentional teacher can use grouping, differentiation, and
technology to effectively teach students with a variety of learning styles and
academic levels.
Analysis
Slavin
begins this chapter with a scenario of a fourth-grade math teacher who has
taught a fantastic lesson where students were engaged and getting answers correct
during classroom discussion, however the students do not do well on the assessment
even after a re-teach of the long division skills. The teacher asks one student
how they got the first test correct and the student lets the teacher know that
they were taught long division the previous school year. This scenario shows
that some students lacked basic addition, subtraction, and multiplication
skills needed to perform long division. In the end, the teacher needed to find
a way to differentiate the instruction for students who were behind and those
who understood and were ready for the lesson. (Slavin, 2020)
Slavin
(2020) states that “you must be concerned with many elements of instruction in
addition to the presentation of information. You must know how to adapt your
instructions to the students’ levels of knowledge” (p. 220). One other area of
concern for the teacher in the scenario was student motivation. Students must
be motivated to learn as well as having the prerequisite skills to learn the
new skill. Slavin introduced us to several models of instruction that can
affect the overall classroom learning.
Slavin
discusses John Carroll’s Model of School Learning and QAIT. “Carroll proposes
that learning is a function of (1) time actually spent on learning and (2) time
needed to learn” (Slavin, 2020, p. 220). In the QAIT model quality of
instruction, appropriate levels of instruction, incentive, and time are all
important components of instruction. (Slavin, 2020) The quality of instruction
may be one of the most important components due to the fact that the curriculum
and the lesson presentation are in need of being of great quality. Another
important component is having the appropriate level of instruction. Instruction
should not be too difficult or too easy for students. Students may give up if
the task is too difficult, and they may become bored if the task is too easy.
Students also need to be motivated with an appropriate incentive. Some
incentive may come from knowing intrinsically that they got it correct. Other
incentives may be extrinsic in the forms of grades, praise, stickers, or candy.
The teacher must have the appropriate amount of time allotted to teach the
skills and students must have an appropriate amount of time to learn and
practice those skills. (Slavin, 2020)
When
grouping students, there are several models that have been practiced over time.
Some models create more problems than solutions. Other models have research to
back up and prove their effectiveness. Slavin compares the between-class
ability grouping and the within-class ability grouping. Between-class grouping
is primarily seen in middle-school and high-school levels. Research has shown
that this is not as an effective model for students who score lower or come from
low-income families. The within-class ability grouping is seen primarily in
elementary grades and most often with reading groups. This method has been
researched mostly with math and proven to be effective. (Slavin, 2020) At the
elementary level the Joplin Plan is a type of regrouping where students are
grouped across grade levels for a specific area such as reading but otherwise
remain in their mixed-ability classes for all other learning. (Slavin, 2020)
Retention
is another topic discussed by Slavin where the research has shown that in the long-term
retention could prove more harmful than helpful. Students who have been
retained are at greater risk of dropping out of school. “An extra year of education
is a very expensive intervention” (Slavin, 2020, p. 228). According to Slavin,
the cost of this intervention could be as much as $12, 300. It may be better to
focus on prevention rather than retention.
Slavin
discusses a variety of ways to differentiate instruction. He defines
differentiation as being able to adapt instruction or content to the academic
level or pace of the students in the classroom for the different needs of those
students. (Slavin, 2020) Computers can assist in the differentiation needs of
students. Working is small groups or having peer tutoring are other ways to differentiate
instruction. One type of differentiation is called personalized instruction
where the teacher attempts to design learning for each individual student. This
produces its on set of problems such as basically designing 20-30 lessons per
day for the classroom of students. Also, students would be moving at their own
pace where they are at 20-30 different levels. A solution to this would be offering
tutoring. (Slavin, 2020)
Tutoring
can be done by certified teachers, but this is much more expensive for the
families. Tutoring can also be done by other professionals who are not
certified teachers. Expensive programs such as Reading Recovery can be used,
but Slavin reported that less expensive programs or just helping with homework
could be effective. Peer tutoring proved more effective because it was student
to student teaching. Peer tutoring was found most effective with cross-age
tutoring. Cooperative learning takes place with same-age peer tutoring and can
also be effective. (Slavin, 2020)
For
students who are at risk, there are several programs in place to begin
interventions before the student begins school. Head Start is one program that
is across the nation designed to help those low-income families introduce
learning such as phonemic awareness to their children before they come of age
to enter school. Head Start is one type od compensatory education. Title 1 is
another compensatory program designed to help students of low-income families
once they enter school. Early Intervention Programs (EIP) are another way to
help students who are at risk of failure. With EIP, students are given
interventions as early as possible to bring them closer to if not right to
academic grade levels. Comprehensive School Reform (CSR) is another way that
schools can work to use research-based methods to intervene and prevent failure
for students who are at risk. Another way to assist students is the use of after
school and summer programs.
Slavin
suggest that the intentional teacher will consider all of the issues discussed
to see to the students’ needs in the classroom. Intentional teachers will
balance the lessons to include QAIT, use groupings, differentiate instruction,
one-to-one instruction and small group instruction as needed, use programs such
as Title 1 and EIP, and promote summer school rather than retention. (Slavin,
2020)
Slavin
discusses several ways technology is used in the classroom. He does mention interactive
white boards as well as computers and tablets. Slavin also mentions using a
multimedia approach to teaching to reach various learning styles. Slavin mentions
a variety of ways that teachers and students use technology such as word
processing, desktop publishing, spreadsheets, and databases. Also, students may
use computer assisted instructions, drill and practice, and tutorial programs.
A teacher needs to be mindful in the use of technology within the classroom.
Research does note that the access to technology does not necessarily mean a
great learning experience. (Slavin, 2020)
An
intentional teacher with technology “uses technology to accomplish well-defined
goals that they cannot accomplish as well without technology” (Slavin, 2020, p.
249) Some ways that an intentional teacher can accomplish this is to prepare
lessons that are engaging, use a variety of visual media, replace worksheets,
give students feedback, use for assessments, student projects, planning
lessons, and connecting with other teachers. (Slavin, 2020)
Reflection
I feel that using a variety of
methods in the classroom will help my students learn and grow. I used
individual and small group instruction to preview and review as needed for
those students who were struggling or had missing gaps in learning. I had one
little girl in my classroom who entered first-grade without really having
kindergarten due to COVID and doing virtual school. I had to help her get those
basic skills such as letter names and sounds before she could be successful in
moving on toward first-grade phonics. Also, I used technology to help me
differentiate using programs designed to send me reports as well as let me make
specific assignments based on skills needed for the individual students.
This concept is significant
concerning the context of my classroom. I have been able to see success for
students who were struggling. I had six students who were being served for EIP
and of those six, two were able to successfully complete the school year with Bs
on their report card. The other four were moved to RTI level 3 for more
interventions. Two of them were retained because they just still did not get to
grade level. It was not an easy decision to retain the two because I know that
this puts them at risk down the road for dropping out of school. I also used
the technology, peer-tutoring, and small groups to allow students a variety of ways
of learning skills that were needed for grade level as well as filling in gaps.
I will use what I learned to become a
better teacher by implementing a more balanced lesson approach. I will
specifically plan those small groups as well as peer-tutoring. In the past, I
pulled students as needed or grouped them as needed often on the fly. In the
future, I will use the
Reference
Slavin,
R. E. (2020). Educational psychology: Theory and practice (13th ed.).
Pearson Education. https://www.amazon.com/gp/product/B088HBVY4X/ref=kinw_myk_ro_title
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