The Teaching -Learning Matrix

 

6.3-Assessment (con¹t)

 

1 Operating Instructions

1.       Organization

2-Background

1.       All children can learn

2.       Not all learn in same way

3.       Diagnostic and prescriptive

4.       Solutions which reachÝ +Ý teach students

5.       Staff development

3-Getting Started

1.       Classroom

2.       Students

3.       Curriculum

4.       Coop learning

5.       Evaluation

4-L=TBC: The Formula

1.       Basis

2.       Whole class

3.       Continuum

5-L=TBC: Models

1.       Generic

2.       Canada

3.       Belize

4.       Spanish Exploration

5.       Westward Movement

6.       The Middle Ages

7.       Role of Intern

8.       Prep forÝ field Preservice

Ý6-Meeting Student Needs

1.     Need for 21st Cent.Skills

2. 21st Cent.Skills + Curr

3. Assessment

4. Matching Resources to Student Need

5. Alt. Assessment: Tools and Pedagogy

7-Problems

1.       Classroom management

2.       Lack of focus

3.       Unwillingness

8-Solutions

1.       Getting Re-Started

2.       Graphics Boards

3.       HyperStudio

9- References

1.    End Notes

2.   Background Reading

10-The Library

1.       Print media

2.       HyperStudio

3.       Web-based

4.       CD-based

5.       On-Line

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(4) STANDARDIZED TESTS and NCLB:

1.     The reality is that standardized test scores have become the measuring stick to determine the effectiveness (and justified existence of) an entire school.

2.     2.It is these test scores which define the prudence of replicating good practices or which necessitate the complete systemic renovation of a given school (or school district).

3.     For change and for best practices to really be effective, emphasis must be placed on the standardized evaluation of each student.

4.     Teaching ³for the test² narrows actual growth and development by limiting the experience ­conceptual base the student will need to interface with the real world in an educated manner.

5.     Teaching in a well-planned constructivist manner (i.e. L=TBC) enables the holistic as well as cognitive development of the child. 

6.     Analysis of individual test scores coupled with a broad spectrum of observation and  (traditional + alternate) classroom  assessment targets individualized adjustments in pedagogy and curriculum designed to enhance success of the student

 

(6) TEACHER-STUDENT CONFERENCES:

1.     Build learning station rotations into unit plans. One of the ³stations² in the rotation should provide the opportunity for the teacher to act as a consultant for the students to access as a resource.

2.     At strategic times throughout the school year, expand the ³consultant opportunity² to become the occasion for a formal conference between teacher and individual student.

3.     Make it a real 2-way conference: appraisal, plans, and advice should freely be exchanged by and for each participantŠstudent and teacher.

 

(7) TEACHER-SUPPORT PERSONNEL-PARENT CONFERENCE:

1.    The teacher, administrator, guidance counselor, special education teacher and parents should jointly review the results of the teacher-student conference.  In fact, this is a perfect opportunity of student-led  "parent-teacher" conferences.

2.    Obviously other conferences should be held as needed.

 

 

 

 

 

(8) TEACHER AS DECISION MAKER:

1.     The teacher needs to be a decision-maker, weighing variables of need, resources, time, sequence, duration, and follow-through with the realities facing the students each day. 

Determining student  need is a cyclical responsibility throughout the teaching-learning process.

 

 

 

(5) OBSERVATION OF BEHAVIOR AND PERFORMANCE:

1.Observation, analysis, and decision-making based on a student¹s day-to-day behavior and work ethic as well as performance and achievements adds a degree of authenticity not delivered by standardized test results. 

2.See BACKGROUND 2.3 (Diagnostic and Prescriptive) for practical implementation ideas.