Slavin (2018) Chapter Nine: Grouping, Differentiation, and Technology

Description

Chapter nine in Slavin (2018) discussed a lot of elements for effective instruction. This chapter discussed different types of grouping to reach students with different needs and differentiation. It also discussed programs for students who may be academically challenged. Last, it discussed how to use technology effectively in a classroom. 

Analysis

The reading begins with discussing elements of effective instruction. The model discussed in the reading was QAIT model. QAIT model stands for quality, appropriateness, incentive, and time. Quality of instruction is "the degree to which the presentation of information or skills helps students easily learn the material" (Slavin, 2018 page 214). Appropriateness is "the degree to which the teacher makes sure that students are ready to learn a new lesson...." (Slavin, 2018 page 214). Incentives is motivation for the students to get them willing to work. Last, time is how much time students are given to master material. Slavin (2018) stated, "For instruction to be effective, each of these four elements must be adequate" (page 214). Next, grouping is discussed to accommodate the differences in students. Students differ in the way the learn, how they are motivated, how the retain material, and the skills they may have. There are two types of grouping. They are between- class ability grouping and within- class ability grouping. Between- class ability grouping is "classes that are more or less homogeneous in performance levels" (Slavin, 2018 page 217). This type of grouping is designed to meet learners at their needs. Within- class ability grouping is when students are separated based on how well they read. Slavin (2018) stated, "Differences in prior knowledge and learning rates are more difficult to deal with" (page 217). Besides grouping, there are some ways to differentiate instruction. Differentiation instruction is often called personalized instruction. Differentiating instruction is "tailoring instruction precisely to a student's needs" (page 222). To differentiate instruction, a teacher can use peer tutoring, and  tutoring by teachers. Peer tutoring is when "one student teaches another" (Slavin, 2018 page 222). There are two principal types of peer tutoring cross- age tutoring and same- age tutoring. Cross- age tutoring is when the student tutor is older while cross- age is when they are the same age. Slavin (2018) stated, "one- to one adult- to child tutoring is one of the most effective instructional strategies known, and it essentially solves the problem of appropriate levels of instruction" (page 223). The only downfall to this type of tutoring is how much it may cost. Students parents may not be able to afford it. Besides tutoring, one of the programs used to assist students is Reading Recovery. This program provided one on one tutoring to first graders who are not reading at their perspective level. Some other programs that are funded by Title I are Compensatory Education Programs, Early Intervention Programs, Comprehensive School Reform Programs, and After- School and Summer School Programs. All of these programs are designed to remediate students who have difficulties in reading. In addition, Title I is used to fund technology. Technology is taking over education. Slavin (2018) stated, "Teachers now routinely use digital technology to enhance their lesson to whole classes or groups of students" (page 230). Technology for teaching can include computers, tablets, or interactive whiteboards, and electronic response devices. Multimedia technology includes animations or videos. Technology for learning include word, excel, computer assisted instruction, databases, drill and practice, tutorial programs, and instructional games. When using technology in the classroom one may face challenges. Some challenges they may face is cyber bullying, wrong use of cell phones, and an unsafe sites. Technology should be heavily monitored when being used in classrooms. All of the concepts discussed in this chapter assists with effective instruction.

Reflection 

Differentiation has always been a challenging topic. One thing that could go both a strength and weakness is differentiated instruction. In my classroom, I am able to differentiate instruction but I have not been able to differentiate for all learning styles and to meet all needs. One thing I need to work on is planning for differentiated instruction. I can do this by knowing my students learning styles and monitoring what or what does not work for my students. I plan to improve on all of my weaknesses and perfect my strengths. This chapter reflected on a lot that is stressed at my school. After reading this chapter, I feel confident to present in a professional development. Another thing that was important in this chapter was the uses of technology. In both courses Knowledge: Students/ Learning and Infusing Technology, different technologies were discussed that could be used in the classroom. This chapter assisted me in ways to use technology and what to use. I enjoyed reading this chapter from Slavin and gained so more much needed knowledge. 

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