Sunday, June 27, 2021

Reflective Journal Post #6

 

Description

            Readings in EDAT 6115 this week focused on the elements of effective instruction and improving student achievement using student grouping, differentiated instruction, and integrated technology. As Slavin (2018) stated “from the day they walk into school, students differ in their knowledge, skills, motivations, and predispositions toward what is about to be taught” (p. 216). Being able to identify and accommodate these differences is key for teachers to be effective in today’s classrooms.

 

Analysis

            Much research has been done to define and characterize effective instruction. Based on ideas of John Carroll from the 60’s and 80’s, Slavin created the QAIT model in 1995 that focuses on the “alterable elements” of classroom instruction (Slavin, 2018, p. 214). These elements (quality, appropriateness, incentive, and time) are all within the control of the school or teacher to modify for effective instruction (Slavin, 2018). The QAIT model requires that each of these elements is an equal component in achieving effective instruction.

The focus on quality of instruction requires that educators work to create lessons that students can follow, learn from, and have meaningful engagement with. “When instruction is high quality, the information presented makes sense to students, interests them, and is easy to remember and apply” (Slavin, 2018, p. 215). The focus on appropriate instruction requires that educators create lessons that target learners where they are. Each student has different readiness and ability levels that contribute to lesson efficacy. The use of differentiated instruction allows teachers to adapt and modify instruction for individual needs within the classroom. Varied instructional strategies and tools can be used to accommodate for individual differences or strategic grouping could be used to supplement the learning of specific individuals. Grouping can also be used for high-achieving group to extend or enhance learning. Incentive to learn is another key element that can impact instructional effectiveness. Some students bring a large amount of intrinsic motivation to the classroom; others require extrinsic motivation to learn. Regardless of the source, students must find some incentive to participate and engage in the learning process. The use incentives like “praise, feedback, grades, certificates, stars, prizes, access to fun activities, and other rewards” work to increase motivation (Slavin, 2018, p. 216). Incorporating problem and project-based learning opportunities can also lead to increased incentive to learn because the knowledge gained is valuable and applicable to the product. The last element in effective instruction is time. Creating an environment that is organized, well-managed, free of distractions, and prioritized for learning allows students to maximize time learning and engaging in lessons (Slavin, 2018).

Various strategies for grouping have been used by school systems and classroom teachers to better serve students. Between-class groupings and within-class groupings are both ways in which teachers and schools accommodate for differences in abilities (Slavin, 2018). It is common practice for schools (in particular, high schools) to form homogenous groups of students based on ability levels within content areas creating sections of classes that are designed for on-level, advanced, or remedial instruction. Between-class groupings such as this allow for better quality lessons, more appropriate accommodations, greater incentive, and better use of time to create more effective lessons for more students. Because differences in baseline knowledge and pace of learning are among the most difficult to differentiate for, these homogeneous groups make the process more attainable for teachers within the classroom (Slavin, 2018). If students are already grouped based on ability, then differentiation for specific strengths and weaknesses within the classroom are very effective. If the classes are heterogeneously grouped, effective teachers still have “a variety of ways to informally accommodate the needs of different learners” (Slavin, 2018, p. 222).  Within-class groupings can serve a multitude of purposes including providing opportunities for students to enrich learning, remediate learning, or work on affective skills and collaboration. The use of heterogenous grouping within a classroom can create great learning by creating opportunities for peer learning, exploring differences in perspective, and completing complex problem-solving tasks through collaboration.

The incorporation of one-on-one tutoring or mentoring programs is an option for accommodating some of our most at-risk students. If students show strong academic deficits, social and emotional concerns, or socioeconomic hardships, mentors and tutors are often a great supplement to work being done in the classroom. Compensatory education programs, such as Title I, allot additional funding to support programs for at-risk and high-risk students to close achievement gaps (Slavin, 2018). Outside of school hours, Title I funds are increasingly being used to provide after-school and summer enrichment programs aimed at extending the time for students to be engaged in learning. Research has found “that struggling children can be helped by extending instructional time for them, especially if the additional time is used for targeted instructional activities” (Slavin, 2018, p. 228).

Reflection      

            As a new teacher nearly seventeen years ago, I remember being overwhelmed by the idea of differentiating instruction for every student in my classroom. To be honest, even now this seems like a daunting task as I begin each year with new students, each brining their own individual differences into my classroom. However, I have learned that meeting student needs begins with first understanding what those needs are. I primarily teach highly motivated, intelligent, knowledge-seeking, gifted students that are enrolled in my courses by choice. Although my students share many characteristics, they do not have the same previous knowledge, learning styles or abilities, or emotional characteristics as one another. As an AP teacher, I have very little wiggle room with the ability to differentiate content as they all need to be at the same place prior to a May AP Exam. However, I can regularly differentiate by product and process. This allows me to meet student needs in ways that support their mastery of content.

For me, technology has been a game changer in the differentiation game. Technology allows me to instruct, assess, and differentiate learning for all students more effectively. I have found that technology enhanced instruction is more engaging for my students, providing information in a format they are used to seeing. It is fast-paced, interactive, and visually appealing. My district uses a learning management system (Canvas) that holds our course content, grades, assessments, and collaboration tools. This one-stop-shop is great for organizing and delivering high quality lessons digitally. I also love that students can review content, videos, and lectures as many times as needed to feel confident in what they are learning. This system allows me to provide struggling students with supplemental materials and excelling students with enrichment opportunities easily at the same time. I have also enjoyed using technology to enhance my assessment strategies and abilities. I can quickly and effectively assess student learning through a variety of assessments using technology that provide instant results and feedback for myself and the students. This provides with me the information needed to differentiate to best meet my students’ needs. Slavin (2018) suggested the use of interactive games, simulations, useful apps, and the internet as ways to enhance student learning with technology. I have had great success with the incorporation of these tools in my advanced science courses and honestly, I could not imagine teaching without them. 

 

Reference

Slavin, R.E. (2018). Educational Psychology: Theory and Practice (12th ed.). Pearson.



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