Beyond Intelligence by Dona Matthews

Author:Dona Matthews
Language: eng
Format: epub
Publisher: House of Anansi Press Inc
Published: 2014-07-09T18:20:06+00:00

A Four-Part Framework for Teaching Kids:

Planning, Assessment, Activities, and Learning Environment

A workable framework for teachers who want to differentiate curriculum for children’s learning differences consists of four elements: planning, assessment, activities, and learning environment. Parents who understand this process are in a better position to be informed advocates for addressing any gaps that might exist in their children’s learning.

Thorough planning is important for teachers working with a wide range of learning needs. That includes in classrooms where every student has been formally identified as gifted, as well as in general education classrooms where some children work at advanced levels and others don’t, and in special education classes for kids who experience learning problems.

Planning involves thinking about the goals and objectives of what’s being taught, investigating available resources and supports so they’re in place when needed, and helping students become better planners themselves. It also means figuring out how learning can be extended to provide challenges for children who have already mastered material.

Effective planning strategies help teachers respond more effectively to children’s interests, learning needs, and academic levels. Parents who know about the importance of this aspect of the teaching/learning process can help teachers acquire the support and resources they need.144

As we note in chapter 4, assessment is a complicated business, and even experienced teachers can have questions about how to implement best practices. No wonder so many parents find it confusing. Nevertheless, they can meet with teachers to discuss assessment approaches, and come to understand them better.

CHECKLIST:

GOOD ASSESSMENT PRACTICES

Here are some questions for parents to think about:

Elastic? Are the assessment processes flexible enough to show children’s strengths across a wide range of levels? (Think of Roberto, for example, who is several years ahead of the rest of the class in math; as well as students like Alexander, who get anxious or perhaps even belligerent when questions are too difficult.)

Diverse and multi-faceted? Is there a variety of assessment formats in place, so that all students are given opportunities both to identify their areas of weakness and to demonstrate their strengths?

Educationally meaningful? Do students take part in assessment tasks in a way that increases their learning?

Fair? Are assessment practices fair, unbiased, and reasonable?

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