Description
The
focus of the reading and discussion in EDAT 6615 this week was on grouping,
differentiation, and technology. Teachers learned different types of grouping
to help students achieving on different levels. Teachers learn how to
differentiate instructions for diverse learners and how to use technology efficiently
in the classroom. We learned about programs for students placed at risk of
academic difficulties.
Analysis
Slavin (2012,
p. 214) describes a school learning model, QAIT, that shows critical features
of high-quality lesson and how they interact to enhance learning. QAIT is an acronym
that describes the quality of instruction, appropriate levels of instruction, incentive,
and time. When examining quality of instruction, we observe the activities
people picture when they think of teaching. The most important part of this
aspect of teaching is whether the items being presented to students follow and
order and is organized in a way that it makes sense to the students. The
presentation of the lesson to the students must be visually appealing and
engaging so that students will remember what is being taught. Appropriate levels
of instruction refer to the ability of the teacher to differentiate instruction
or group students so that it meets the needs of the students that are being
taught in the class. While it may seem appropriate to give every student work
that is catered to them individually, the problem comes in when the teacher is
having to grade all those different assignments for their students. Grouping
them can also present a problem of students being able to stay on task when the
teacher is not working with their group. The teacher should be aware of these
possible issues so they can deal with then accordingly. Incentives are encouraged
because they provide motivators for students to learn. Some students are
naturally motivated through curiosity to learn and sometimes that incentive must
be provided from the teacher (Slavin, 2012, p. 216). Not every subject will be
interesting to all students so that is where school praise, feedback. Certificates
and other awards come into play. The last element of QAIT is time. The quality
of instructions paired with the time given to ensure that students can learn
the information is especially important. This time depends on two factors, allotted
time and engaged time. Time on the clock and student time spent engaging in the
subject are important but can both be affected by how well the teacher manages their
class.
In the
next part of the chapter, we observed different types of grouping models. The
first model, known as between-class ability grouping allow students to decided
what level class they take. If the are in a difficult class, they can choose to
switch to a less difficult course or vice versa. This type of grouping makes
the classes less homogenous and often occur in middle, junior high and high
schools. In elementary school, you may observe the within-class ability grouping.
This model divides groups according to their reading level but teachers have
said that it is more important to accommodate students individually so more individualized
computer-assisted programs are being used (Slavin, 2012, p.217). According to Slavin
(2012, p. 217), sometimes the benefits of grouping students are outweighed by
the other problems individualizing instruction can cause. If the difference is
in learning rate, it is suggested that ignore those differences and proceed
with providing additional help at the end of the lesson, giving an extension to
complete work, or providing enrichment materials.
A
solution to grouping students based on ability is providing differentiated
instruction. Differentiated instructions emphasizes that all students can reach
high standards, but some may need tailored assistance to do so (Slavin, 2012,
p. 222). Some example of differentiated teaching would be teaching the same
topic to all students but choosing different levels of math problems for the
students to complete based on their level of comprehension. It can also be
providing some students more time to complete an activity or allowing then time
to redo an activity before giving them a final grade.
Peer
tutoring is another way that teachers can help students learn. One type of
tutoring is cross-age tutoring. This type of tutoring involves a younger
student being tutored by a student much older than them. This type of tutoring
is recommended more often than same-aged tutoring because an older student is
more likely to know the content better than someone their age. Other tutoring
involves a whole class tutoring younger grade levels. Same- age tutoring is easier
to organize because they are on the same grade level and may have the same
schedule.
Tutoring
can also be done by adults but may be associated with a cost unless done during
the school day using a school aid. Slavin (2012, p. 223) reference a reading program
called Reading Recovery that provides specially trained teachers to first
graders who are not reading adequately. This program has been shown to increase
student levels of reading with long-lasting effects. You can also enlist adult
volunteers to assist with tutoring.
There
are some programs that can help students who are at risk. The first program is
the compensatory education program, which supplements the education of students
from disadvantaged backgrounds. Head Start was a program to provide pre-k for
disadvantaged kids and Title I is a program that gives school extra funding to
provide programs for students from disadvantaged backgrounds. Early
intervention programs unlike programs that focus on remediation after a student
has fallen behind, seek to work with children before the fall behind. These
programs include infant stimulation, parent-training and other services for
kids ages 0-5. Early intervention programs can help parents work with their
children from birth and know what to look for developmentally. Comprehensive
school reform programs are a school-wide approach to providing research base
strategies to every aspect of schooling.
After-School and summer school programs are meant to enrich students for
help students get extra help, but funding and research has shown that this only
work when they are planned properly. After-school programs must be centered
around academic extensions instead of sports for it to work.
Technology
is another way to assist students that are working at different levels.
Computers and tablets can be used to create and delivery instruction.
Interactive whiteboards and clickers can used to engage students and get immediate
feedback on student mastery. Teachers can use technology to enhance multimedia content
in the classroom to support the learning of different contents. Teachers can
also use the internet to find resources to support teaching and learning. Students
can also use technology to readily access skills and complete them at their own
pace. Students can also access drills and practice programs that provide
immediate feedback as opposed to waiting to get feedback from a worksheet
submitted to the teacher. Using technology to individualized instruction can
also allow students to use online tutoring programs and instructional games to
help with mastery of a topic. The positives for technology use in the classroom
are the flexibility of learning. Students can use assisted technology if they
have physical disabilities, access to internet at school allows for students to
be on the internet at the same time, and bring your own device programs further
assist in students being able to work at their own pace and transition more easily
from working at school to working anywhere. Some of the challenges with technology
is setting limits for it. Teachers are faced with preventing cyber-bullying
appropriate cell phone use and safety and security of the students. Students
will need to be trained on proper use of technology before being allowed to use
it.
Reflection
One of
the things that I appreciated about this chapter was the details about grouping
students and differentiating instruction. Over the past few years of being a teacher,
I have found technology to be my best friend when it comes to differentiating
instruction. I even use it for grouping changing my student work groups without
having to move their seats because they can use the chat feature and whiteboard
feature to communicate thoughts and ideas. I even proposed and rallied for the
school creating a bring your own device policy so that I would not have to
relay on the computer lab technology to my students.
Another
thing that I have used a lot of in my class is the peer tutoring. I have seen
great benefits of peer tutoring but after reading this chapter, I have also
become intrigued with the idea of different age tutoring. Since I am the math
department lead for a school that has K-8th grade, I can see the
benefits of having the older students tutor the younger students. I think by
implementing a program such as that at my school would bring about great success
in our students.
I think
it is particularly important that teachers know where their students are academically
and how fast they progress so that they can provide them with every chance of
success. I have always been a teacher who allowed my students to teach me how
they learn best. If my students are aware my expectations for submitting work,
I have never bother with being strict on how they learned the material I was
teaching. Whatever strategies and tools that will allow them to be successful
is okay for them use if they have been approved by myself or the school.
Reference
Slavin, R. E. (2012). Educational psychology: Theory and
practice (10th ed.). Boston, MA: Pearson Education.
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