Reflection
Journal #6
Elements of effective instruction
In
order to have effective instruction, the teacher must adapt instruction,
motivate the students, manage behavior, group students appropriately, and
assess learning (Slavin, 2018). A lesson
must be adapted for the students, if a teacher uses a lesson that is too hard,
the students wills top paying attention.
The teacher must motivate the student as well. Not all students are willing and want to
learn, so the teacher must find methods to motivate the students to learn. Another important aspect is grouping the
students. They need to be grouped in a
way to facilitate learning. Grouping
students by the same grades is not effective.
Students need someone who grasps the material to help the students who
do not understand the material, but if the material needs to be re-taught the
teacher does not need to include those who grasp the material.
One
model to help facilitate learning is called the QAIT model. QAIT stands for “quality, appropriateness,
incentive, and time” (Slavin, 2018, p. 214).
Quality is how the lesson is presented and ease of learning. The educator must use examples, diagrams, pictures,
etc. so students can see and understand the material. To help engage students, one must use
technology, games, and other activities.
Appropriateness is making sure that students are ready to learn the
material but have not learned the material yet.
Meaning, the lesson is not too easy or too hard for the students. If a lesson is too easy or too hard, the
students will not be interested. This is
another reason the quality of instruction is important. Adapting to specific needs is required at
times. Sometimes this can be the pace of
instruction. Incentive is when the teacher
makes sure the students are motivated and ready to work. Unfortunately, grades are not always an
incentive. Sometimes a simple shout out
will work, but other times, a prize of some sort may be required. This can be a little treasure box or pizza for
the class. Time is ensuring that
students have enough time to learn what is being taught. Giving students plenty of time is
important. Student cannot be taught new
material and given a quiz on the same day.
When planning the lesson, the teacher must consider transition times,
how much time to teach the lesson, and how much time the students are
engaged.
Groups
There
are several ways to group students. The
first is between-class ability. In this type of grouping, students are grouped
by ability. Students can be grouped in
separate classes (accelerated, on-grade level, remedial) or in ability groups
in the classroom. Most of the time, the
groups are created for math and reading and are in mixed groups for social
studies and science (Slavin, 2018). Elementary generally use in class groups while
secondary schools use separate classes for the groups.
Unfortunately,
the downside of ability grouping is how it effects the students that are not in
the accelerated and grade level classes.
Students that are on the low track or in remedial classes are more
likely to drop out of school. While
there is justification for teaching accelerated math classes, there is no
reason to have a class of students who are on the low track instead of a mixed
ability to class when all students are learning the same material. Mixed ability groups can be very effective
for all students. Peers can help those
who need assistance, and students learn to work together.
Another
type of grouping is untracking. This is
when students are placed in a mixed ability group but holding them to higher
standards and includes extra assistance for those who have trouble grasping the
material (Slavin, 2018). Because
untracking does not put students who are high achievers into the advanced classes,
there is a lot of pushback from parents and students. Also, untracking requires a new way of
thinking and has not been welcomed.
Untracking is slow at moving forward in secondary schools.
In
addition to the previous types of grouping, there is regrouping for math and
reading. This type of grouping is used
in elementary schools. Students are in
mixed ability groups except for math and reading classes. For those classes, students are assigned by
his or her ability. In reading, students
are may be placed in classes across grade levels. That type of grouping is called the Joplin
Plan (Slavin, 2018). In this specific
plan, a class may have several grade levels in one class, but the students have
the same reading level. By regrouping
for only math and reading, students are in mixed ability classes all day except
for two. This type of grouping can be
beneficial for all students especially those that are on a low track. It helps those students from having the
feeling of being singled out.
Another
type of group is within-class ability.
This grouping is normally found in elementary math and reading
classes. Many times, a teacher will
teach the lesson whole group and then split the group into the necessary
groups. In these groups, students may be
given seatwork, or re-taught the lesson.
Studies show that classes with ability groupings have high achievement
that classes without groups (Slavin, 2018).
Also, changing groups as needs change is best for students instead of
keeping the same groups for the entire school year or semester. Another important aspect of within-class
ability groups is a small number of groups.
Less groups allow for more time for direct-instruction and less
transition time. A class should not be
grouped into more than three groups.
Retention
Approximately
14% of students have been retained before high school (Slavin, 2018). Instead of promoting a third grader who does
not read on a third-grade level, the student is retained. When a student is retained, it can make the
student feel dejected and have low self-esteem.
Instead of being retained, the student can be promoted but placed in a
different reading class to help the student.
Some believe that retaining students helps them catch up to his or her
peers. However, school districts may
offer summer school to the students instead of retention. Many times, this is what a student needs to
be motivated to work.
Although
schools may see gains on test scores, this can be attributed to the students
being older and more mature (Slavin, 2018).
In studies, retention shows no benefit.
The advantage of retention fades over time. In lieu of retention, students should be
given extra supports and interventions to promote learning. Educators know if a student is not passing a
class, and instead of ignoring the issues, they should be helping the students
with tutoring, re-teaching material, etc.
By providing students with extra supports, the student may be able to pass
the class and move to the next grade level.
Personalized instruction
An
alternative to grouping is differentiated instruction. Differentiation is creating or changing a
lesson to fit the student’s needs. It
can be as simple as providing the same reading to students but with different
reading levels. If students are writing
a paragraph, students may need sentence starters or a word bank. The purpose of differentiation for students
to achieve goals. Some students need
extra supports while others do not.
Other
types of personalized instruction are peer and cross-age tutoring. Peer tutoring is one student teaching another
and are the same age. The peer and the
student could even be in the same class.
Cross-age tutoring is when an older student teaches a younger
student. Studies suggest having an older
tutor because he or she will be more knowledgeable with the content (Slavin,
2018). At the same time, peer tutoring
can be simple to setup especially if students have the same classes, lunchtime,
or study hall.
The
last type of personalized instruction is tutoring by teachers. One to one instruction is the most effective,
but it is costly (Slavin, 2018).
Paraprofessionals can be used for this purpose and volunteers as well. Both methods can improve student
achievement. However, at times, this
method is crucial. For instance, a first
grader must learn how to read. If a
student is having difficulty reading, the student must get additional help even
if it is one to one tutoring. A child
that does not know how to read will not be successful. Other benefits to tutoring is working in
small groups with a teacher or paraprofessional. The groups should have less than ten
students.
Educational programs
There
are many programs in place to help students succeed. One program is Title I. This
program is federally funded and give schools
additional funds to create and provide extra services. The money from Title I must be used to
promote achievement and cannot be used for salaries (Slavin, 2018). Research shows that students at Title I
schools had higher achievement than students who were not at a Title I school
but could benefit from extra supports. However,
in some schools, studies did not show any academic achievements. With the passing of Every Student Succeeds
Act (ESSA) and Title I, the emphasis of using programs that are effective is
higher and may see an improvement in students’ success.
Besides
Title I, there are early intervention programs.
These programs focus on the student and helping him or her be
successful. Studies show that early
intervention keeps students from falling behind and being retained (Slavin,
2018). To help student achievement,
educators must provide “high-quality instruction) and provide supports for the
students (Slavin, 2018, p. 227). By
providing early intervention, a student’s problems may be solved, and special
education not needed.
Other
programs are school programs that implement research-based strategies, after-school
programs, and summer school programs.
After-school and summer school programs are usually funded by Title
I. Both programs extend the learning
time for the students. In after-school
programs, there is play time and academic time.
Academic time may be covered by teachers or high school students. Summer school sessions are to prevent loss of
what has been learned throughout the year.
Studies show that summer school benefits students and helps prevent
academic loss (Slavin, 2018).
Technology
There
are many types of technology used in the classroom. The most common use of technology are
computers and tablets. In most
classrooms, students have access to computers or tablets. Some students may have computer access in his
or her Individualized Education Program (IEP).
Students use the computers to take notes, type essay, or have a program
to read to him or her. Also, in most
classrooms, teachers have an interactive whiteboard. This board can be used to display from the
computer to the screen, write on it, complete math problems, and display visual
aids (Slavin, 2018). Along with the
computers and boards, students learn how to use Microsoft Office and other
programs to assist with classwork and projects.
Students can also use computer programs for math and reading for
practice and improve skills.
Other
ways technology is used in the classroom are WebQuests, multimedia projects,
and simulations. A simulation can be
games that simulates life, and a WebQuest can be used for students to find information. Multimedia projects are projects that include
a variety of media to enhance it.
Students may use clipart, video clips, photos, etc. to create his or her
project.
While
some uses of technology are to create projects and instruction, some technology
is used to assist in learning. Students
may need to use iPads to communicate with staff, have texts read to him or her
due to vision impairment, speech to text for those who may not be able to type
essays, and more. These types of
technology are included in a student’s IEP.
Students can use computers for assistance with classwork. Khan Academy is a great source for students
to use. While there are benefits to
using technology, an educator and students needs to be aware of
cyberbullying. If teaching young
students, a teacher must make sure that students never talk to anyone online,
give any personal information, etc.
Teachers
and administrators use technology in a variety of ways as well. They use e-mail, discussion boards, and some
professional development. Another method
is audio or video conferencing when teachers are at different schools and
cannot meet in person. Educators found
during the digital learning how important technology is to staff and students,
however, not all students have a reliable internet connection at home.
Reflection
While
I believe technology is important, I have mixed feelings on technology. Even though I enjoy using technology, there
is nothing like opening a book in literature class instead of reading it from a
computer. At the same time, the
knowledge of technology and so many programs were beneficial when we had
digital learning. Yet, some of my
students did not have a good internet connection and was not able to
participate in group chats with other students and teachers.
There
are students who may have technology supports written into his or her IEP, but
I believe there is too much pressure to incorporate technology into
lessons. Yes, playing games is a great
way to review or using a video clip to introduce a lesson, but over the years,
technology has become the focus of the classroom. Some literature classes do not read whole
novels anymore. Some classes read
snippets, and the students create a multimedia project.
Personally,
I would love to go back to reading a novel, creating projects and assessments
while reading the novel, and a final project.
By reading, a student’s reading comprehension will go up. Just as the more a student writes, the better
he or she will get at writing. I
understand the purpose of adding technology to the classroom, but what are
students losing by focusing more and more on technology? Yes, I enjoy using Kahoot and NearPod but not
for every lesson. This year on Apex, the
literature classes did not have full novels.
The students were required to read a chapter here and there of a novel
and analyze a few paragraphs. Having
read the novels in the past, I had to explain what was going on in the novel
for the students to understand what the assignment was to them.
Regarding
personalized instruction, I have found that differentiation is wonderful for
students. Even though it is more work
for me, it is what the students need.
When I taught middle school, I had students in all my classes that
needed different interventions. It was
easier for me to create an assignment to each student instead of finding an
assignment and modifying it to fit the needs of each student. This year in high school, I lost touch with
myself and students. Instead of creating
assignments, I tried to find assignments that met the needs of my
students. During the digital learning, I
decided to go back to my old ways. I
will create assignments for the students instead of trying to modify something
for them. Whether we go back to the
classroom or digital learning, I am ready to be true to myself and
students.
References
Slavin, R.
E. (2018). Educational Psychology: Theory and practice. NY,
NY: Pearson. Retrieved May
30, 2020.
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