Classroom Management via the Elaboration Model

Abstract

Scenario #1: Pat Smith, a high school algebra teacher, has recognized that some of her students are lost, some are OK, and some are bored. To remedy this situation, she reorganizes her materials and forms three ability groups in the class. Scenario #2: After four weeks of using ability groups, Smith notices that within each group, some students are lost, some are OK, and some are bored. Moving students between groups does seem to make some difference but she feels uneasy about the labeling associated ability grouping. To remedy this situation, she organizes the content from easy to hard, acquires and develops materials, diagnoses her students, and individualizes the course. Scenario #3: After a month of individualized instruction, Smith notices there is a lack of contentrelated conversation among students. Each student is working on his or her own part of the content, somewhere along the easy-to-hard continuum. With few exceptions, the students have little cause to interact about the content. To remedy this situation, she arranges to have a guest speak to the entire class about applications of algebra. Scenario #4: About half way through the guest presentation, Smith notices that some students are lost, some are OK, and some are bored. To remedy this situation, she... ? Problem: What do you do when you have tried grouping, individualization, and whole class presentations? Each method has strong points but seems to be limited as a comprehensive classroom management plan. (See Figure 1.) Until recently, teachers were forced either to pick one method and live with the limitations, use a mixture of methods in a nonsystematic manner, or to change from method to method, depending on the content, the learners, and the materials available. Fortunately, a model has been develDr. Wedman is Assistant Professor, Curriculum and Instruction Department at the University of Northern Iowa.