EDAT 6115

Overview: Chapter 9 deals with grouping, differentiation, and technology. The chapter starts off by explaining Carroll's model of school learning and the QAIT model. Quality of instruction, appropriate levels of instruction, incentive and time are underlying factors to consider for effective teaching. The chapter goes on to describe the different ways students may be grouped based on ability. Then Slavin begins to describe different means of differentiation such as personalized instruction, peer tutoring, and teacher tutoring.  The chapter then takes a look at the different programs offered for at risk students. Title 1 programs are a type of compensatory program to help overcome low SES. Other programs exist for students who need help overcoming achievement gaps or need extra support such as EIP and after school programs.  The chapter ends with Slavin describing the different ways technology is used in the classroom. This particular subject is so ever evolving I'm not sure a ...

Overview: This chapter was primarily about the constructivist view of learning and approaches to implementing this theory in the classroom. According to Slavin, "constructivist theory sees learners as constantly checking new information against old rules and then revising rules when they no longer work" (188). The constructivist theory has its roots from Piaget and Vygotsky (188). It supports the student as an active learner and it's often referred to as "student-centered learning" (188). Top down processing is an important element of student centered learning. Students start with complex problems and then explore and investigate to discover and learn (190). Other important elements of the constructivist theory include peer interactions, discovery learning, self-regulated learning, and scaffolding. Cooperative learning is also an essential method used in the constructivist theory of learning (192). Students can work together in small group and cooperative to sol...

Slavin Chapter 6 Overview:          This chapter focuses the workings of the human brain as it relates to information processing. This chapter is quite extensive in its information on information processing, working memory, what helps us remember, what makes us forget, memory strategies, metacognition, and brain research. Analysis:      There are three major components of our memory: the sensory registry, short term memory (working memory), and our long term memory (154). Information is received and then processed through the mind. Our previous experiences and our various schemas are what develop our unique perceptions (124).     Our short term memory is the information that we are aware of at any given moment. When we stop thinking about something it disappears from our short term memory (125).  Teachers have to help students learn strategies to keep their working memory focused and able to transfer information like rehearsal. It i...