Reflection Post 6

Description
This week's focus was on grouping, differentiation, and technology within in the classroom.

Analysis
Slavin shared the QAIT model which means that for a lesson to be effective, there must be quality of instruction, appropriate levels of instruction, incentive, and time (2012). All four of these parts must be present in a lesson to make sure all students are engaged, motivated and have the best chance to learn. Slavin also discussed the multiple methods of grouping students. Between class grouping tends to have a negative affect in the long run on the students involved. This is due to a lack of higher academic role models and the negative stereotypes that surround the lower classes. The best scenario is to have within-class grouping  that allow students to be exposed to other students of all academic levels and to be moved between groups based on concepts being covered.
Differentiation is the changing of "content, level, pace, and products of instructions to accommodate the different needs of diverse students," (Slavin, 2012, pp. 259). Differentiation allows for a teacher to reach all students despite learning styles and academic levels.
Technology can be used by teachers to track data or teach lessons. Students can use technology to research topics, type papers, or participate in learning websites.

Reflection 
I found this chapter to be very informative. I have never thought that making classes based on ability level was a smart idea and this chapter reinforced my opinion. I use flexible grouping in both reading and math. My math groups change frequently based on the concepts being covered. I reevaluate my reading groups in the middle of the year to see if they are still beneficial for all students. Differentiation is a constant challenge for me. If I'm being honest, there doesn't always seem to be enough time to differentiation as much as I would like. Reading is easy to differentiation due to reading groups, but even then it is only by level. Math gets differentiated more by products and levels. When reflecting on my teaching practice, I do not differentiate pace but that is mostly due to the time crunch caused by standardized testing. I use technology daily in my classroom. I have a SMARTboard which I should be using an interactive tool instead of a projector. I would like to use the SMARTboard more interactively with my students.  My students students use a program to practice fact fluency daily. We also use chromebooks to research different topics in Science and Social Studies.

Reference:
Slavin, R. E. (2012). Educational psychology: Theory and practice (10th ed.).  Boston, MA: Pearson Education.