Slavin's QAIT Model

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
Slavins 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
Slavins QAIT Model of Effective Classroom
Practice
While Carrolls model included five elements,
Slavins 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
Slavins QAIT Model of Effective Classroom
Practice
While Carrolls model included five elements,
Slavins 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
Slavins QAIT Model of Effective Classroom
Practice
While Carrolls model included five elements,
Slavins 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
Slavins QAIT Model of Effective Classroom
Practice
While Carrolls model included five elements,
Slavins 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
Slavins QAIT Model of Effective Classroom
Practice
While Carrolls model included five elements,
Slavins 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
Slavins QAIT Model of Effective Classroom
Practice
While Carrolls model included five elements,
Slavins model includes only four
Time

• The degree to which students are given enough
  time to learn the material being taught.

9
Slavins QAIT Model of Effective Classroom
Practice
While Carrolls model included five elements,
Slavins model includes only four
Time

• Slavin has redefined Opportunity as a TEACHER
  CLASSROOM BEHAVIOR.

10
Comparing Slavins and Huitts 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.

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12
Comparing Slavins and Huitts Models of
Effective Classroom Behavior

• Huitts 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.

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14
Comparing Slavins and Huitts 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.

15
Comparing Slavins and Huitts Models of
Effective Classroom Behavior
Huitt's view of important classroom processes
emphasizes the interaction between teachers and
students.
Content Overlap
Planning
Management
Involvement
Success
Instruction
16
Comparing Slavins and Huitts 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.

17
Comparing Slavins and Huitts Models of
Effective Classroom Behavior
Quality of Instruction
Classroom Instruction
Appropriate Levels of Instruction
Classroom Management
Incentive
Time
18
Comparing Slavins and Huitts Models of
Effective Classroom Behavior

• Slavin has implied, although not explicitly
  stated, that teachers 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