Effective instruction is much more than a good lesson. In fact, Slavin purposes the QAIT model, an instructional model similar to John Carroll's Model of School Learning (Slavin, 2015, p.216). The QAIT model focuses on four elements that must be present to directly impact student learning: quality of instruction, appropriate levels of instruction, incentive, and time (Slavin, 2015, p.216).
When people think of teaching, they imagine the strategies involved in quality of instruction. Teachers must ensure that content is delivered in a manner that students understand and remember. Appropriate levels of instruction refers to differentiation. All students in a classroom are not on the same instructional level, so teachers must individualize classroom experiences for each student to achieve success. Unfortunately, not all students are naturally motivated to learn. Incentive as a component refers to the teacher's responsibility to motivate students to want to know the material. Lastly, time is an element that must be considered for effective instruction; allocated time is "the amount of time that you schedule for instruction," and engaged time is "the amount of time students pay attention to the lesson" (Slavin, 2015, p.218). A teacher must always examine all four areas to adequately instruct all students.
A great deal of opinions and controversy surround the topic of grouping students. Students can be placed in between-class ability groups or within-class ability groups. Although people assume students perform best when placed in homogeneous classes, research shows otherwise. Researchers have found that students placed in low-track classes often show losses (Slavin, 2015, p.220).
Most elementary schools group students within heterogeneous classes. Small groups are often formed for instructional purposes, especially in math and reading. Within the flexible, homogeneous groups, teachers differentiate instruction, believing that "all children can reach high standards, but some may need tailored assistance to do so" (Slavin, 2015, p.224).
Tutoring is a strategy utilized in the classroom for students who need additional assistance for success. Peer tutoring, whether same age or cross-age, benefits both parties involved. Some studies even suggest that tutors exhibit greater achievement gains than tutees (Slavin, 2015, p.224). Although financial obligations often prohibit it, teacher tutors are proven to be effective.
Title I and other federally funded programs offer financial assistance to schools of disadvantaged populations (40% or more free and reduced lunch). Children of low-income families often need additional resources to close academic gaps; Title I funds are used to supplement local efforts (Slavin, 2015, p.227).
Regardless of how students are grouped, technology can be used for instructional and assessment purposes. Gone are the days when computers were only used for producing typed papers. Technology can now be an avenue for producing authentic products, collaborating with peers, teachers, and experts, and retrieving information beyond the walls of the school.
Reflection
As an elementary school math teacher, my classes are heterogeneously grouped. I often form fluid, small groups within my classroom to differentiate instruction. I have never considered the number of groups I make, though; I usually make three or four, but I sometimes form more, depending on the various levels of my students with the particular skill at hand. I was fascinated by the research that shows "with only three groups, seatwork time rises to at least two-thirds of class time" (Slavin, 2015, p.222).
Reading the information regarding retention was eye-opening. My team and I just advocated for a student to be retained. The child did not perform well during the school year, and then he did not pass math or reading on GMAS. When given the opportunity for a re-test, he barely passed math, but he did not have the lexile level to be successful in reading. Based on scores, GMAS and grades, and his maturity level, we voted to retain the student. Now I wonder, did we make the best decision??
I teach at a Title I school, so I personally know the advantages of additional resource funds. I appreciate the instructional resources I receive, as well as the Pyramid of Intervention (POI) teachers hired to help close academic gaps. We have also purchased a great deal of technology, and we offer an afterschool tutoring program every spring in preparation for state testing.
My school is not yet at a one-to-one ratio, but we are definitely heading in that direction. Technology opens up the walls of the classroom. Over the past four years, I have begun incorporating more and more technology in the classroom. As an elective this summer, I am taking Information Fluency and Inquiry Learning; the class content has broadened my knowledge of how to implement technology in the classroom. I am barely skimming the surface! I have big plans to use more next school year!
References
Slavin, R. E. (2015). Educational psychology: Theory and practice (11th ed.). Boston, MA: Pearson Education.
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