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
• 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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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
Management
Instruction
Content Overlap
Involvement
Success
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.
Comparing Slavin’s and Huitt’s Models
of Effective Classroom Behavior
Slavin Variables
Quality of Instruction
Appropriate Levels
of Instruction
Incentive
Time
Huitt’s Categories
Classroom
Instruction
Classroom
Management
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