1 / 18

The QAIT Model

The QAIT Model. Compare and contrast Slavin's QAIT model of effective classroom practice and the part of Huitt's model that relates specifically to effective classroom practice. Developed by W. Huitt (1998). Slavin’s QAIT Model of Effective Classroom Practice.

chakaluka
Download Presentation

The QAIT Model

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The QAIT Model Compare and contrast Slavin's QAIT model of effective classroom practice and the part of Huitt's model that relates specifically to effective classroom practice. Developed by W. Huitt (1998)

  2. Slavin’s QAIT Model of Effective Classroom Practice • Robert Slavin's QAIT model is a revision of John Carroll's model of school learning. • Slavin eliminated those elements that were not under the control of educators and kept or redefined elements those elements that could be ALTERED or MODIFIED by teachers. • According to Slavin, all of the elements must be present if classroom learning is to be effective.

  3. Slavin’s QAIT Model of Effective Classroom Practice While Carroll’s model included five elements, Slavin’s model includes only four: Quality of instruction • The degree to which information or skills are presented so that students can easily learn them • Slavin provides a model of DIRECT INSTRUCTION that he believes incorporates the essential elements of quality instruction.

  4. Slavin’s QAIT Model of Effective Classroom Practice While Carroll’s model included five elements, Slavin’s model includes only four: Appropriate levels of instruction • The degree to which the teacher makes sure that students are ready to learn the lesson (that is, have the necessary skills and knowledge to learn it) but have not already learned the lesson.

  5. Slavin’s QAIT Model of Effective Classroom Practice While Carroll’s model included five elements, Slavin’s model includes only four: Appropriate levels of instruction • Slavin has redefined Carroll's variable ABILITY TO UNDERSTAND INSTRUCTION which is a STUDENT CHARACTERISTIC and made it a TEACHER CLASSROOM BEHAVIOR.

  6. Slavin’s QAIT Model of Effective Classroom Practice While Carroll’s model included five elements, Slavin’s model includes only four: Incentive • The degree to which the teacher makes sure that students are motivated to work on instructional tasks and to learn the material being presented.

  7. Slavin’s QAIT Model of Effective Classroom Practice While Carroll’s model included five elements, Slavin’s model includes only four: Incentive • Slavin has redefined Carroll's variable PERSEVERANCE which is a STUDENT CLASSROOM BEHAVIOR and again made it a TEACHER CLASSROOM BEHAVIOR.

  8. Slavin’s QAIT Model of Effective Classroom Practice While Carroll’s model included five elements, Slavin’s model includes only four: Time • The degree to which students are given enough time to learn the material being taught.

  9. Slavin’s QAIT Model of Effective Classroom Practice While Carroll’s model included five elements, Slavin’s model includes only four: Time • Slavin has redefined Opportunity as a TEACHER CLASSROOM BEHAVIOR.

  10. Comparing Slavin’s and Huitt’s Models of Effective Classroom Behavior • Slavin's QAIT model can be contrasted with the Classroom Processes section of Huitt's model of the teaching/learning process.

  11. Comparing Slavin’s and Huitt’s Models of Effective Classroom Behavior Huitt’s consideration of Effective Classroom Behavior is a slight adaptation of the Dimensions of Classroom Effectiveness developed by Squires, Huitt, and Segars (1983). Squires, D., Huitt, W., & Segars, J. Effective classrooms and schools: A research-based perspective. Alexandria, VA: Association for Supervision and Curriculum Development.

  12. Comparing Slavin’s and Huitt’s Models of Effective Classroom Behavior Major difference between Slavin's and Huitt's models • Slavin redefined important variables in Carroll's model into Teacher Classroom Behavior variables. • Slavin emphasized the importance of the classroom teacher in arranging the conditions that will optimize student learning. • Has simultaneously eliminated consideration of student classroom behavior as an important classroom behavior.

  13. Comparing Slavin’s and Huitt’s Models of Effective Classroom Behavior Huitt's view of important classroom processes emphasizes the interaction between teachers and students. Planning Content Overlap Management Involvement Instruction Success

  14. Comparing Slavin’s and Huitt’s Models of Effective Classroom Behavior • Teacher student interaction produces the transactional cycle that is the focus of the teaching/ learning process. • From this perspective, both teachers and students are responsible for classroom learning. • Teachers are responsible for arranging conditions for learning. • Students are responsible for paying attention and striving for success.

  15. Slavin Variables Huitt’s Categories Comparing Slavin’s and Huitt’s Models of Effective Classroom Behavior Quality of Instruction Classroom Instruction Appropriate Levels of Instruction Incentive Classroom Management Time

  16. Comparing Slavin’s and Huitt’s Models of Effective Classroom Behavior • Slavin has implied, although not explicitly stated, that teacher’s should be concerned about • Student Engaged Time • Student Success • Slavin, like Carroll, has not considered two aspects of classroom behavior that Huitt believes important • Teacher Planning • Content Overlap or Time-on-Target

More Related