Class 9, Chapter 9: Grouping, Differentiation, and Technology

As we move into Chapter 9, Grouping, Differentiation, and Technology begin to focus on the title as you conduct your extended research.  Following the Essential Questions found below you may begin to consider focus areas as you write your annotated bibliographies.  

In consideration of last weeks topic, Chapter 7, “The Effective Lesson”, I am hoping you begin to see the connection, especially with the Essential Question 1.  As you begin to read Chapter 9 consider how, The Elements of Effective Instruction Beyond a Good Lesson actually includes the thought processes as teachers begin to think about lesson plan development. For me, what is written on this topic, as related to lesson plan development also relates to the other Essential Questions laid out in this chapter.  Effective lesson plan development, inclusive of measurable objectives, following the ABCD format lays the direction in which effective teachers plan for instruction.  This becomes a great connection to the writing of your final Educational Terrain.  Other important concepts presented in the chapter include the following:

In a review of “What are Elements of Effective Instruction Beyond a Good Lesson”, there are connections from previous learning too. The topics above touch base with educational theory, covered in this course. Stage theory of cognitive, social, behavioral can make connections here.  Consider this as you write your educational terrain. 

By following the ABCD method of writing behavioral objectives, teachers are provided a means to monitor students learning and the quality of the lesson and their related instruction.  The ABCD method also provides an understanding of the D = degree of proficiency to assess student learning and or the quality of their instruction. For teachers, it is good practice to know their students on a more personal level to link instruction to their motivation to learn. Interest inventories, show and tell, or simply allowing 15 minutes of time to allow the students to talk about there lives during the day can become tied to instruction and can make a link to their motivation to learn. In consideration of learning styles, activities which appeal to the learners learning modality also assist in the motivation to learn. Also, take into consideration how teaching has changed as related to the many forms of technology which influences today's students to be motivated to learn. I am a firm believer in behavioral systems which provide order and structure to the classroom operations. Within the design of lessons and instruction consideration of placing conditions of behavioral expectations should have equal representation of any content knowledge, you will be planning for. The CHAMPS behavioral management system is pertinent to classroom management.  C –involves the conversation level during independent practice, H = in the event of needing help during independent proactive, A = activity and the ability to explain the activity during a guided practice provides a deeper understanding of the academic task and eliminates many distractions which hinder learning. M = movement, provides an understanding of independent practice which adds to time efficiency in the completion of the learning task. P = performance, provides an understanding of what good performance looks like assist in time efficiency, learning and remaining on task.  S = signal, if I should need your attention this is my signal. 

Although the chapter’s essential 1 “What are Elements of Effective Instruction Beyond a Good Lesson” indicates the focus has left the lesson in a previous chapter Slavin’s (2018) QAIT Model makes reference to curriculum and lesson plan development.  All topical areas in which effective teachers keep in mind in their thought processes while approaching curriculum and instruction. 

The Essential Question, ”How are Students Grouped to Accommodate Achievement Issues” brings forth the following: 

In consideration of diversity, covered in previous chapters, we realize that students come to school with more than just their IQ’s, they come to use with their way of life.  In review, this diversity can be found in many forms such as language, Racial, ethnic, and cultural, sexual orientation, academic ability, gender, and socioeconomics.  Beyond lesson plan design schools and their teachers have chosen to use many of the means used for “How are Students Grouped to Accommodate Achievement Differences” by the means displayed above.  As you move into the chapter, you may find which research has found to be the most beneficial. In addition, related extended research may be used to empower your curiosity as related to these means to accommodate achievement differences. 

As a teacher, you will encounter the problem of providing all students with appropriate levels of instruction. Differentiated instruction is an approach to teaching that accommodates the different needs of diverse students in regular classes by adopting the following; 

 

Students defined as placed at risk are any students who are likely to fail academically for any reason stemming from the student or from the student's environment. Reasons students are defined as at risk are diverse and might include poverty. What educational programs exist for students placed at risk? 

Federally funded compensatory education programs designed to overcome the problems associated with being brought up in low-income communities include: Head Start, which aims to help preschool-age children from low-income backgrounds achieve school readiness Title I, which mandates extra services to low-achieving students in schools that have many low-income students. Extra services include tutoring and continuous-progress plans. 

Comprehensive school reform (CSR) programs are school-wide approaches that introduce research based strategies into every aspect of school functions:

Teachers now routinely use digital technology to enhance their lessons to whole classes or groups of students. Computers use includes word processing, spreadsheets and presentation software or interactive whiteboards, electronic response devises which allow students to work on items at their own level and pace.

Assignment:

• Reach Chapter 9 of text
• Find scholarly work which you feel is topical related and of interest inclusive of student grouping, differentiation to write
• Read the following articles and write one annotation covering one of the following: (read both articles thought)
•  Marc Pensky, The Digital Native: https://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
• Marc Pensky, Turning On the Lights: http://www.ascd.org/publications/educational-leadership/mar08/vol65/num06/Turning-On-the-Lights.aspx
• For clarity you will have 2 annotated bibliographies required for this assignment. One of your choosing related to the chapter topics and one annotated bibliography including one of the Pensky articles.  

If you have any questions contact me.  See you in class next week.