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Module 7: Chapter 9

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 ...
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Module 6: Chapter 8

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...
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Module 4 Blog

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...
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Module 3 Blog Post

Slavin: Chapter 5      Overview: This chapter looks at some behavioral learning theorists such as Pavlov and Skinner. It also breaks down some of the principles of behavioral learning such as reinforcers, consequences, punishers, etc... The chapter ends by taking a look at the practical understanding of the theories in the classroom.  Analysis:      According to Slavin (97), behavioral learning "focus on the ways that pleasurable or unpleasant consequences of behavior change individuals' behavior over time and the ways individuals model their behavior on that of others." Salvin (98) also goes on to define learning as "a change in an individual caused by experience."     Pavlov's dog is probably of the most well known examples of behavioral theory. Whether you are a psychologist of not, you've heard of this experiment. Pavlov researched the concept of conditioned and unconditioned stimuli and responses (99).         ...
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Module 2 Blog Post

Description:      Children develop through different stages. Two of the biggest contributors to developmental psychology are Piaget and Vygotsky (Slavin 23). While the two theories differ slightly, overall they believed that children progress through distinct stages of develop based on age. This chapter deals with details on their theories of development, further research that has been done in regard to these theories, and what it means for the classroom teacher. Analysis:      Developmental psychologists have long debated the nature v. nurture argument of development. (Slavin 23). For the most part they now agree that you cannot isolate one without the other. That indeed nature and nurture play a part in a child's development.      One of the most influential developmental psychologist was Jean Piaget. He believed that children learned through interacting with their environment, that they have patterns of behavior that he referred to as sche...
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