Reflective Journal Entry Six- Grouping, Differentiation, and Technology in the Classroom

            There are challenges in education that can seem impossible to conquer as a teacher. This week’s assigned reading addressed several of these issues, which include grouping, differentiation, and technology in the classroom. I really enjoyed learning about the data and research that supports effective use of these in education.

            There are certain aspects of teaching and learning that we can control. Slavin (2012) describes Carroll’s model, which includes quality, appropriateness, incentive, and time and the effective use of this model of instruction when the four elements are in balance and adequate. Many choices are already made for us as teachers through a top-down approach from the school board, central office, and school administrators. Choosing high quality models of instruction is a choice that we as teachers can make to improve our teaching.

            The section of the chapter on grouping students to accommodate achievement differences was very informative and concerning to me. My concern stems from the fact that my school participates in between-class ability grouping in fourth and fifth grades. We have a group of students that are in an EIP class with eleven to fourteen peers. I have voiced concerns about the effects of this type of grouping on students in the past and was told that the EIP class allows for more small-group interaction. I understand the need for small group, but do not believe this is a strong enough reason to support this type of between-class ability grouping. Slavin (2012) states, “concentrating low-achieving students in low-track classes seems to be harmful because it exposes them to too few positive role models” (p.255). I have observed this first hand and believe that peer support and interaction is invaluable in learning. The quality of instruction is lower in these types of classes and sends the message to these students that success is not within their reach (Slavin, 2012).

            The group discussion we participated in this week proves that these at-risk students need to be sent the message that they can succeed, which is the opposite of the message they are receiving by being placed in low-track classes. Many posts stated that at-risk students need to know that we care about them and be continuously made to feel that they can succeed. Some posts also stated that at-risk students need additional teacher and peer tutoring opportunities to be successful. Most students in low-track classes are similar in their abilities, especially in reading, and are therefore unable to assist one another adequately in most instances. I plan to voice my concerns in regard to this issue again prior to the start of this school year and will share this valuable research data with my administrators. I already create reading groups based on students reading levels and abilities, so students will still receive differentiation and small-group support.

            I also enjoyed reading about the use of technology in the classroom. Slavin (2012) states, “In order for technology to be beneficial in the classroom, you have to use its various tools effectively” (p.268). All of the students in third grade and above in my county will be provided with iPads this year to take from class to class and home after school. I am extremely excited about the prospects of using the iPads for research and instruction, but want to make sure that I am using them effectively to enhance instruction. In particular, I plan to incorporate WebQuests in social studies lessons, and problem-solving programs to help develop critical-thinking skills.

            This week’s reading assignment and group discussion were very insightful and informative. I am always looking for ways to address issues in our field and look forward to implementing and changing things within my control as a teacher. I will also make an informed opinion in regards to current practices of between-class ability grouping taking place because I believe we have to be the voice for students, especially those at-risk who need us the most.

Reference

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