edpsych1011 - 1/15 / Chapter 9 Effective Instruction: For...

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1/14 / Chapter 9 Effective Instruction: For instruction to be effective, it must be effective in all 4 areas of QAIT Carrol: Management of time, resources, & activities to ensure student learning Time actually spent on learning Time needed to learn Slavin’s QAIT Model: A model of effective instruction that focuses on elements teachers can directly control o Q uality o A ppropriateness o I ncentive o T ime EX. A chain is only as strong as its weakest link Grouping for Achievement: Tracks: o Curriculum sequences to which students of specified achievement or ability level are assigned Between-Class Ability Grouping: o The practice of grouping students in separate classes according to ability level Within-Class Ability Grouping: o A system of accommodating student differences by diving a class of students into two or more ability groups for instruction in certain subjects Nongraded Programs: o Combine children of different ages in the same class o Aka cross-age grouping programs Re-grouping: o A method of ability grouping in which students in mixed-ability classes are assigned to reading or math classes on the basis of their performance levels Untracking: o A focus on having students in mixed-ability groups and holding them to high standards but providing many ways for students to reach those standards Joplin Plan: o A regrouping method in which students are grouped across grade lines for reading instruction Mastery Learning:
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2/14 / A system of instruction that seeks to enable all students to achieve instructional objectives by allowing learning time to vary as needed Forms of Mastery Learning: Mastery Criterion: A standard that students must meet to be considered proficient in a skill Corrective Instruction: Educational activities given to students who initially fail to master an objective; Designed to increase the number of students who master educational objectives Formative Evaluations: Evaluations designed to determine whether additional instruction is needed Summative Evaluation: Final evaluations of students achievement of an objective Research on Mastery Learning: The problem with mastery learning is that there is a trade-off between the amount of content that can be covered to the degree to which students master each concept The most promising forms are ones that combine this approach with cooperative learning Ways to Individualize Instruction: Individualized Instruction – instruction tailored to particular students’ needs, in which each student works at his/her own level & rate Enrichment Activities – assignments or activities designed to broaden or deepen the knowledge of students who master classroom lessons quickly Peer Tutoring – tutoring of one student by another Cross-Age Tutoring – tutoring of a younger student by an older one Adult Tutoring – one on one, adult to child is one of the most effective instructional strategies
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This note was uploaded on 04/16/2009 for the course EDPSY 014 taught by Professor Mangold,susanl during the Fall '08 term at Pennsylvania State University, University Park.

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edpsych1011 - 1/15 / Chapter 9 Effective Instruction: For...

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