Presentation on theme: "John Carroll’s Model Compare and contrast Carroll's model of school learning and Huitt's model of the teaching/ learning process discussed in Unit #1 (or."— Presentation transcript:
1 John Carroll’s ModelCompare and contrast Carroll's model of school learning and Huitt's model of the teaching/ learning process discussed in Unit #1 (or a corresponding model from one of the required readings).Developed by W. Huitt (1999)
2 John Carroll’s Model of School Learning In 1963, John Carroll proposed a model to account for school learning. His major premise was that school learning is a function of time. To be more specific, Carroll proposed thatTime SpentSchool Learning= fTime Needed
3 John Carroll’s Model of School Learning Carroll defined time spent as a function ofAmount of time available for learningOpportunityThe extent to which students take advantage of the opportunity to learnPerseverance
4 John Carroll’s Model of School Learning Carroll proposed the following measures for these variables:Allocated Time (Amount of time available for learning)OpportunityEngagement Rate (Percentage of Allocated Time students were paying attention)Perseverance
5 John Carroll’s Model of School Learning Carroll proposed engaged time or time-on-task as measure of time spentEngaged Time = Allocated Time * Engagement RateEngaged Time = the number of minutes per school day that students were actually engaged in school work
6 John Carroll’s Model of School Learning Carroll defined time needed as a function ofThe ability to learn academic material (IQ)AptitudeThe preparedness of the student for understanding the specific material to be learned (prerequisite knowledge)Ability to Understand InstructionQuality of InstructionInstruction methods and techniques
7 John Carroll’s Model of School Learning The transactional model of the teaching/learning process presented in this class is derived from a set of models that relate historically to Carroll’s model (McIlrath & Huitt, 1995).McIlrath, D., & Huitt, W. (1995). The teaching/learning process: A discussion of models. Valdosta, GA: Valdosta State University.There are some significant differences, however.Carroll was specific; Huitt is genericCarroll assumes learning is measured by scores on standardized tests of basic skills; Huitt does not
8 John Carroll’s Model of School Learning Using Carroll's terminology, an equation for Huitt’s model would beLearning (Output) = f(Context, Input and Classroom Processes).
9 Academic Learning Time Academic Learning Time (ALT) is the variable that has replaced "time spent" or "engaged time" identified in Carroll's model.the amount of time students are successfully covering content that will be testedALT
10 Academic Learning Time ALT is a combination of three separate variables:The percentage of the content covered on the test actually covered by students in the classroomContent OverlapAmount of time students are actively involved in the learning processInvolvementExtent to which students accurately complete the assignments they have been givenSuccess
11 Academic Learning Time A high level of Academic Learning Time means that1) students are covering important (tested/evaluated) content;2) students are "on-task" most of the class period; and3) students are successful on most the assignments they complete.
12 Academic Learning Time Academic Learning Time is a measure of theQUALITYas well asQUANTITYof time.
13 Time NeededIf “Time to Learn” is held CONSTANT (all students receive the same amount of time-to-learn regardless of aptitude), then Academic Aptitude is the most important variable related to Time Needed.
14 Time NeededIf “Time to Learn” is allowed to VARY (students receive as much time as they need to learn important content), then Prerequisite Knowledge and Quality of Instruction become more important.
15 Variables Omitted In Carroll’s Model Carroll omitted many important variables in his model:PlanningManagementSchool-level and Annual Time VariablesTeacher EfficacyContext Variables