Chapter 9 - Instuction To Meet Individual Needs

Front 1

QAIT model

Back 1

a model of effective instruction that focuses on elements teachers can directly control: quality, appropriateness incentive & time.

Front 2

tracks

Back 2

curriculum sequences to which students of specified achievement or ability level are assigned

Front 3

between-class ability grouping

Back 3

the practice of grouping students in separate classes according to ability level

Front 4

within-class ability grouping

Back 4

a system of accommodating student differences by dividing a class of students into two or more ability groups for instruction in certain subjects

Front 5

untracking

Back 5

a focus on having students in mixed-ability groups & holding them to high standards by providing many ways for students to reach those standards

Front 6

regrouping

Back 6

a method of ability grouping in which students in mixed-ability classes are assigned to reading or math classes on the basis of their performance levels

Front 7

Joplin Plan

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a regrouping method in which students are grouped across grade lines for reading instruction

Front 8

nongraded programs

Back 8

programs, generally at the primary level, that combine children of different ages in the same class. Also called cross-age grouping programs

Front 9

mastery learning

Back 9

a system of instruction that seeks to enable all students to achieve instructional objectives by allowing learning time to vary as needed

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mastery criterion

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a standard that students must meet to be considered proficient in a skill

Front 11

corrective instruction

Back 11

educational activities given to students who initially fail to master an objective; designed to increase the number of students who master educational objectives

Front 12

formative evaluations

Back 12

evaluations designed to determine whether additional instruction is needed

Front 13

summative evaluations

Back 13

final evaluations of students' achievement of an objective

Front 14

enrichment activities

Back 14

assignments or activities designed to broaden or deepen the knowledge of students who master classroom lessons quickly

Front 15

individualized instruction

Back 15

instruction tailored to particular students' needs, in which each student works at her or his own level & rate.

Front 16

peer tutoring

Back 16

tutoring of one student by another

Front 17

cross-age tutoring

Back 17

tutoring of a younger student by an older one

Front 18

computer-based instruction (CBI)

Back 18

individualized instruction that is administered by computer

Front 19

drill & practice

Back 19

application of computer technology to provide students with practice of skills & knowledge

Front 20

tutorial programs

Back 20

computer programs that teach new material, varying their content & pace according to the student's responses

Front 21

simulation software

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computer programs that model real-life phenomena to promote problem-solving abilities & motivate interest in the areas concerned

Front 22

word processing

Back 22

computer application for writing compositions that lends itself to revising & editing

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CD-ROM

Back 23

computer database that provides massive amounts of information, including pictures & audio; it can be of particular importance to students doing projects & research activities

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students at risk

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students who are subject to school failure because of their own characteristics &, or because of inadequate responses to their needs by school, family or community

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compensatory education

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programs designed to prevent or remediate learning problems among students from lower socioeconomic status communities

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Title I

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compensatory programs reauthorized under Title I of the Improving America's Schools Act (IASA) in 1994; formerly known as Chaper 1.

Front 27

pull-out programs

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compensatory education programs in which students are placed in separate classes for remediation

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early intervention

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programs that target at-risk infants & toddlers to prevent possible later need for remediation

Front 29

Reading Recovery

Back 29

program in which specially trained teachers provide one-to-one tutoring to first-graders who are not reading adequately

Front 30

Success for All

Back 30

a comprehensive approach to prevention & early intervention for preschool, kindergaten & grades 1 thru 5, with one-to-one tutoring, family support services & changes in instruction designed to prevent students from falling behind.

Front 31

What are elements of effective instruction beyond a good lesson?

Back 31

teachers must know how to adapt instruction to students' learning, effectiveness of instruction depends on time needed (a function of student aptitude & ability to understand instruction) & time actually spent learning (which depends on time available, quality of instruction & student perseverance.
Slavin's QAIT model of effective instruction identifies four elements that are subject to the teacher's direct control: quality of instuction, appropriate level of instruction, incentive & amount of time. The model proposes that instruction that is deficient in any of these elements will be ineffective.

Front 32

How are students grouped to accommodate achievement differences?

Back 32

schools manage student differences in ability & academic achievement thru between-class ability grouping, tracking or regrouping into separate classes for particular subjects during part of a school day. However, research shows that with-class groupings are more effective, especially in reading & math, and are clearly preferable to groupings that segregate or stigmatize low achievers. Un-tracking recommends students be in mixed-ability groups. The students are held to high standards & are provided with assistance to reach those goals. Nongraded elementary schools combine children of different ages in the same classroom. Students are flexibly grouped according to their needs & performance levels.

Front 33

What is mastery learning?

Back 33

it's based on the idea that all or almost all students should have mastered a particular skill before proceeding to the next skill. Amounts of instructional time should vary so that all students have as much time as they need to attain the targeted knowledge & skills. Mastery learning takes a variety of forms, all of which involve formative & summative evaluations, corrective instruction & enrichment activities. Mastery learning is generally effective in teaching basic skills but may reduce coverage of content.

Front 34

What are some ways of individualizing instruction?

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Peer & adult tutoring & computer based instruction (CBI) are all methods for individualizing instructionl. Research shows clear benefits of cross-age peer tutoring.

Front 35

How is technology used in education?

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there's a wide variety increasingly used - research finds mixed effects of computer use on student achievement

Front 36

What educational programs exist for students placed at risk?

Back 36

i.e. students likely to fail academically for any reason stemming from the student or from the student's environment. Reasons are diverse & might include poverty.
Progams for at-risk include compensatory education, early intervention programs & special education. Federally funded compensatory education programs include Head Start, which aims to help preschoolers 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 pull-out, tutoring, & continuous-progress programs. Research is mixed regarding the effectiveness of compensatory education programs.
Research also supports the effectiveness of many prevention & intervention programs such as Reading Recovery & comprehensive school reform programs such as Success for All, the School Development program, America's Choice & Direct Instruction.