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Carrol and QUAIT Model of Classroom Management

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nirmith.kakade
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Carrol and QUAIT Model of Classroom Management

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nirmith.kakade
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© © All Rights Reserved
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CARROL &

QuAIT model
Nirmith kakade

This Photo by Unknown Author is licensed under CC BY-NC-ND


CARROL
MODEL
• Aptitude: the amount of time a student needs to learn a given task,
unit of instruction, or curriculum to an acceptable criterion of mastery
under optimal conditions of instruction and student motivation
• Opportunity to Learn: The amount of time available for learning
within a school curriculum or other educational context
• Ability to Understand Instruction: The ability to understand
instruction class of variables includes language comprehension and
learning skill
• Quality of instruction : structural aspects of instruction such as
knowledge of objectives, access to content, and carefully planned and
clearly specified instructional event
• Perseverance :it is the amount of time a student is willing to spend on
learning a given task or set of objectives
• Academic achievement : standardized achievement tests or by the
grades achieved in academic course
(1) (PDF) Effective Dimensions of Interactive Learning on the Wolrd Wide Web. (n.d.). Retrieved April 20, 2024, from
https://www.researchgate.net/publication/228791318_Effective_Dimensions_of_Interactive_Learning_on_the_Wolrd_Wide_Web
QuAIT
Model
• Quality of instruction – Degree to which information or skills
are presented so that the students can easily learn them.
• Appropriate level of instruction – Degree to which teacher
makes sure that student are ready to learn a new lesson
• Incentive – Degree to which the teacher make sure that
students are motivated to work on instructional task and to learn
the material presented
• Time – Degree to which student are given time to learn the
material taught
• Instructional efficiency – The amount of learning per time
• Engaged Time – Amount of time student are actually
participating in relevant learning activity
Slavin, R. E. (1995). A model of effective instruction. Educational Forum, 59(2), 166–176.
https://doi.org/10.1080/00131729509336383/ASSET//CMS/ASSET/522D830F-A4B1-43A1-A52D-
Individualized Education plan
• I.E.P is a management tool designed to ensure that in
school children with special needs receive the special
education and related service appropriate to their needs
.
• Aimmed to provide appropriate education and training
to every child based on their exceptionality .
• I.E.P can direct the teacher, parents , and other
professional to compile the information that will give the
student a distinct advantage to reaching their education
requirements.
Components of I.E.P
• Current performance
• Annual goals
• Special education and related services
• Participation with nondisabled children
• Participation in state and district wide tests
• Dates and places
• Transition service needs and needed transition services
• Measuring progress
Process of I.E.P development
1. General background information about the child
• Family background
• SES
• Pre/post natal history
• Development history
2. Assessment of current level of functioning in specific skills
• Motor skills
• Self help skills
• Language skills
• Academics skills
• Recreational skills
• Vocational skills
3. Setting goals
• Short term objectives
4. Teaching methods ,techniques and material to achieve
the objective
5. Evaluation
• Ensure there is no bias on on the part of the teacher
• Evaluation must be quantitative and qualitative
• There should be a provision for written and verbal reports of
the result
• Evaluation must be continuous and should lead on the further
planning for the child

Unit V: Development of IEP. (n.d.). Retrieved April 20, 2024, from https://specialeducationnotes.co.in/Unit5paper11.htm

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