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Educational Psychology: Theory and Practice Chapter 9

Educational Psychology: Theory and Practice Chapter 9. Accommodating Instruction to Meet Individual Needs. Effective Instruction Takes A Lot More Than Effective Lectures. What went wrong?. Carroll’s Model of Effective Instruction. Aptitude Ability to Understand Instruction Perseverance

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Educational Psychology: Theory and Practice Chapter 9

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  1. Educational Psychology:Theory and PracticeChapter 9 Accommodating Instruction to Meet Individual Needs

  2. Effective Instruction Takes A Lot More Than Effective Lectures What went wrong?

  3. Carroll’s Model of Effective Instruction • Aptitude • Ability to Understand Instruction • Perseverance • Opportunity • Quality of Instruction

  4. Slavin’s QAIT Model of Effective Instruction Quality of Instruction Appropriate Levels of Instruction Incentive Time

  5. Grouping to Accommodate Achievement Differences • Tracking • Between-Class Ability Grouping • Within-Class Ability Grouping • Regrouping for Reading and Mathematics • Untracking (Multidimensional; mixed grouping) • Nongraded (Cross-Age Grouping) Elementary Schools

  6. Mastery Learning • Characteristics • Varies Instructional Time, Not Level of Achievement (Hospital Rule) • Assumes All Students Can Learn Essential Skills • Forms • Additional Out-of-Class Instruction • Block and Anderson Formula

  7. Block and Anderson Formula for Mastery Learning • Teach Lesson Based on a Learning Objective • Give Formative Test • Students Who Meet Criterion Receive Enrichment Activities • Students Who Fail to Meet Criterion Receive Corrective Instruction • Summative Test

  8. The Saxon Approach • Practice • Practice • Practice

  9. Individualizing Instruction: Programmed Instruction • Individualized • Self-Instructional Materials • Disappointing Results

  10. Individualizing Instruction:Computer-Based Instruction • Using a Structured Curriculum • Letting Students Work at Their Own Pace • Giving Students Controlled, Frequent Feedback and Reinforcement • Measuring Performance Quickly and Giving Students Information on Their Performance

  11. Students Placed At Risk:Compensatory Education Programs • Title I • Federal Program • Disadvantaged Students Who Are Having Problems in School • Pull Out Programs or Teaching Assistants • Parental Involvement

  12. No Child Left Behind--NCLB • Historical Perspective and Purpose of NCLB • Passed in 2001 to supplement State & Local Educational Efforts • Goal: Reduce Achievement Gap between Students • Improve Reading Instruction • Improve Teacher Quality • Increase Accountability

  13. No Child Left Behind--NCLB • NCLB’s Assessment and Evaluation • Tests in Reading, Language Arts & Math in Grades 3-8 and ONE Year in High School • Adequate Yearly Progress—AYP must be Achieved by Schools

  14. No Child Left Behind--NCLB • NCLB’s Incentives and Sanctions • All Students Must Reach Proficient Level by 2014 • Each Year Schools Must Reduce Number of Students NOT Reaching Proficiency by 10% • Sanctions Begin for Title I Schools Not Meeting AYP after Two Years • Schools Not Meeting Target Achievement After Five Years Can be Closed/Restructured • Schools in Need of Improvement can Receive Technical Assistance—using Scientifically Based Practices

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