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Valdosta State University |
UNIT 4 |
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Valdosta State University |
UNIT 4 |
Chapter 9: Accommodating
Ind. Differences Study Questions
1. Describe the five features of Carroll's (1963) model of teaching and learning, and explain how time is seen as the common thread that ties the features together.
2. Why was the QAIT model devloped? Contrast the QAIT model with Carroll's.
A. Explain which step of an LP is most directly related to "ability to understand."
3. Describe 4 of the 5 factors that determine if a lesson makes sense to students (i.e., quality of instructions).
4. Identify the QAIT component most associated with beginning instruction at the student's entry level skill, and explain why this factor is crucial to effective instruction.
5. Explain this formula: incentive=extrinsic motivation
Describe two ways teachers can motivation students and explain why both are important and need to be done.
6. Describe the 2 factors affecting the time available for learning to occur.
7. Describe three methods educators have developed to accommodate student differences.
8. Why is accommodating student differences in disciplines such as math and reading considered more important than it is in disciplines such as science and history?
9. With respect to tracking, a data-based analysis of the practice would conclude...
10. Describe at least 3 ways tracking can harm slower students.
11. Explain the difference(s) between tracking and regrouping.
Describe the feature of the Joplin Plan.
12. Describe the difference(s) between tracking and within-class grouping. Why should within-class grouping group students into as few groups as possible, and does this disadvantage support limiting the maximum spread aptitude/ability differences allowed in a mixed ability class?
13. Contrast AGAT with CIRC.
14. Identify the 5 principles of ability grouping.
15. Describe the features of both the Keller Plan and Bloom's Mastery Learning.
A. Describe the points associated with PSI .
B. In Mastery Learning, corrective instruction is not simply reteaching the content a second time. Explain what corrective instruction is, and why the method is a vaulable one for all teachers to employ/develop even if they are not using mastery learning. When a teacher is engaged in corrective instruction with some students, what do the others do?
16. Describe the Block and Anderson (1975) form of mastery learning and compare it to the Keller Plan.
A. Contrast formative and summative assessments.
17. Evaluate outcomes-based education in terms of the fluency vs. quantity debate.
18. Describe the 5 ways of individualizing the curriculum that are discussed in the text.
19. According to research, when is tutoring likely to be effective?
20. Describe the 5 types of software available for CAI.
Review
Students are diverse in many ways, and their diversity is correlated with their achievement. Because there is such a wide range in aptitude, ability, and motivation, educators-singly and as a field!-continue to grapple with how to effectively teach all students.
Carroll (1963) identified 5 components that affect students' achievement. Aptitude (student characteristics such as IQ that influence what can be learned and how quickly); Ability (students' background experiences and knowledge that are relevant to new information being learned); Motivation (the amount of time/effort students spend learning the information); Opportunity (the amount of instructional time spent on the information); and Quality of instruction (the effectiveness of the materials and methods used to teach the information). Time is the critical element that ties together the first 4 of these components. For example, virtually all kids not in special education programs should have the ability to master-at the minimal level of competency-most of the content covered in school. If components 2-5 are constant, then differences in achievement will be a result of differences in aptitude. However, (as Bloom suggested in his Mastery Learning approach) you can increase the level of achievement reached by slower students if you increase the opportunity.
In other words, by carefully designing lessons (to address components 2-5) educators can more successful address the achievement potential of a diverse student population. A common theme one sees on plaques and signs in many schools today deals with the idea that, "All Children Can Learn." While many interpret such phrases as trite, the concept has merit according to both theory and research. Educators who adapt their lessons to accommodate individual differences by implementing packaged programs, such as DISTAR, or who apply conceptual models of instruction (for example, setting up their class to reflect PSI, Mastery Learning, AGAT, peer tutoring, etc.) are more likely to enable their students to achieve at higher levels.
Slavin's QAIT model uses the
parts of Carroll's that teachers can modify to influence the students'
achievement. Quality of instructions deals with the methods and
materials used. (Notice that the points associated with QUALITY are similar
to step 3 of the LP.) Appropriate levels of instruction focuses
on mental set and ability (prerequisites) needed for a lesson. Incentive
involves the teacher providing a structure that motivates students to study
and to do well. The last component, Time, seems to me to emphasize
fluency over quantity because it relates to the amount of time spent on
a topic (remember that K-12 is primarily a teaching environment). Concept
of allocated and engaged time (teacher vs engaged student).
Accommodating differences: Ability Grouping, Mastery Learning; Outcomes-based Education; Individualizing Education
I. Ability Grouping
A. Tracking = Between class ability grouping. Not good. Occurs at all levels; probably somewhat inevitable in high schools. Slower kids generally don't get the best teachers or materials (low expectations and inspections), & negative modeling. Reasonable mixed ability grouping in clases other than math and reading seems to help low and average Ss with only neglible decreases in higher Ss performance.
1. Variation: regrouping (mixed in most; pullout for reading and math) such as Joplin (reading ability grouping across grade levels).
B. Within class ability grouping.
Elementary/middle schools. In mixed ability classes for particular courses,
group Ss into 2 or 3-no more than 3!- groups for math (AGAT)or reading
(CIRC). Both have the teacher working directly with each group while the
others work cooperatively (especially critical to CIRC) or independently.
II. Mastery Learning (ML):
Based on Carroll's theroy. Usually a form of Direct Instruction.
A. Bloom's; concentrated on fluency vs quantity--more engaged time until all master material at the minimum levels.
a. Block and Anderson's (1975) ML
Orients Ss; teach; formative assess.; corrective instruction and enrichment; summative assess.
B. Keller's PSI: Ss work at their own pace (independently) until they master objectives/reach criterion on assessment. Five features of PSI that set it apart from other mastery programs:
1. the go-at-your-own-pace feature which permits students to move through the course at a speed commensurate with their time and ability;
2. the unit perferfection requirements to advance allows each student to go ahead to new content only after demonstrating mastery of that which preceded;
3. the use of lectures and demonstrations as vehicles of motivation, rather than as primary sources of critical information;
4. the related stress upon the written word in teacher-student communication, and
5. the use of proctors, which permits repeated testing, immediate scoring, almost unavoidable tutoring, and a marked enhancement of the personal-social aspect of the education process.2
III. Outcomes-Based Education
Likely another name (though
for many it has a bad reputation) for the method Bartz and Miller (1991)
called teaching by objectives. Learner outcomes are established and Ss
and teachers work on them until they are mastered. Ss are to become fluency
(depth) in a core rather than breadth (quantity) that may be superficial,
memorized, or inert.
IV. Individualizing Education: Other strategies used to provide content/instruction approriate to the S's aptitude and ability.
A. Tutoring: 1-on-1. Adult/student; cross-aged (older S with younger); peer/peer. The first two are most effective. When tutors are properly trained in the tactics of tutoring, both benefit academically, often with the tutor making the largest gains.
B. Programmed Instruction: the earliest form of individualization (based on the teaching machine developed by Skinner in the 1950s and '60s). Linear and branching programs. A fact or concept is presented in written form followed by a check question to determine S's comprehension. Research did not show sufficient achievement gains to warrant its continued use (possibly because the programs were boring? presented at the knowledge and comprehension levels?).
C. Team Assisted Individualization: Uses cooperative learning groups (mixed ability). Group members tutor one another.
D. Remediation and Enrichment: Informal individualization. As a result of probes and/or formal assessments, the teacher schedules additional time, often outside of class (recess, before and after school, weekends!) to provide corrective instruction to slower Ss and/or additional topics (enrichment) to higher Ss.
E. CAI: Computerized teaching/tutoring/remediating.
Sort of the next step above programmed instruction. While software and
hardware originally were prohibitively expensive (and much software wasn't
that effective), today the costs are reasonable and there are a plethora
of great programs for all grades and disciplines. CAI may not be able to
replace a teacher (yet?) but it's a great supplement to traditional classroom
instruction. Integrated learning systems (such as Josten's) are becoming
more widely available. Five types of software: Drill and practice; tutorials;
simulations; educational games, and utility programs.
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Last Updated: May 20, 1997