This journal entry is in response to chapter
nine, which discusses grouping, differentiation, and technology in the
classroom. First, the chapter explains Carroll’s model of school learning and
the QAIT model (quality of instruction, appropriate levels, incentive, and
time). Then, various methods and strategies for grouping students and
differentiating instruction to accommodate their different levels of
achievement are explained. Next, a description of educational programs for
students placed at risk is provided. Finally, the many ways to integrate
technology into the classroom are defined and explained, along with the
challenges involved with those methods.
There
were multiple topics within this chapter that confirmed what I already know.
For example, I was previously aware of the compensatory education programs such
as the Head Start program and Title 1. I have been involved in many IEP
meetings and those students typically participated in the Head Start program,
or something similar. My sister and mother both teach in Title 1 schools and I
have heard their opinions in favor of and against that program. My knowledge of
early intervention programs was also confirmed, along with the Success for All
comprehensive school reform program. Finally, my understanding of
differentiation and the various methods for meeting students’ needs was
confirmed. My experience with co-taught classrooms has provided me with tons of
practice with implementing different strategies and modifying
activities/assessments.
I
was also familiar with the between-class ability grouping that is typically
used in high schools and some middle schools. There were a few negative aspects
that I was previously aware of, such as the lack of positive role models for
classes with entirely low-achieving students and the embarrassment students can
feel due to this type of tracking, which can lead to unmotivated students that
are often absent and are more likely to drop out. There were some aspects of
this method that I was not aware of before reading this chapter. I learned that
research only shows a benefit for gifted kids with this type of tracking and a
loss for low-achieving students. I also learned that studies have shown
lower-quality instruction in these lower classes and that the content is typically
more fact-based compared to higher-level classes. Finally, I learned that
instruction in mixed level classes is similar to that of mid- and high-level
classes.
I
enjoyed reading and learning about the QAIT model of effective instruction.
While I was aware of the importance of these factors separately, I had never
considered the necessity for all four in order to provide effective
instruction. Keeping this model in mind while I plan lessons and provide
instruction will help me become a better teacher. I think time will always be
my biggest issue, both in the amount that I have to teach and the amount it
requires for the students to learn the material. I have always worked with
special education students, either in small group or co-taught classes, so I
understand the varied lengths of time students need to learn new concepts and
work hard to manage that effectively. The other difficult aspect of the QAIT
model is maintaining an appropriate level of instruction for all students.
Typically, I teach a whole group lesson and then either assign seatwork or
group work. I want to keep this aspect in mind as I work towards effectively
extending the lesson for my higher students.
I
really enjoyed the section on integrating technology in the classroom. I currently
use an interactive whiteboard, document camera, laptops, iPads, desktop
computers and iRespond student clickers in various ways throughout the year.
The section explaining the technology and its benefits in education was very
significant to my classroom. I am one of the few teachers on my grade level
that enjoys learning new ways to use technology in the classroom, so I share
those methods with my colleagues whenever I can. My students are very engaged
by technology, and enjoy creating products independently and in small groups
while using the laptops and iPads. I think this creates an authentic audience
for them and greatly helps me address all the different learning styles in my
classroom.
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