The Teaching -Learning Matrix

6.4.1-Matching Resources to Student Need

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

(7) REALISTIC IEP¹S:

1.     Enable teacher, support staff, student, and parent to benefit from accurate assessment of academic strengths and weaknesses at any point in the curriculum or during the school year.

2.     Teacher can be diagnostic and prescriptiveŠ. Benchmarks and beyondŠ..

See Sec 3.5

3.     Human beings learn in a variety of ways.

4.     Most learning is part of a complex process that includes activities common to many people but which are ----in the very act of learning---made personal and internalized by each learner.

5.     This internalizing makes the knowledge meaningful to the learner.

6.     A student who requires or who could benefit from an Individual Educational Plan is not a person who is somehow incapable of learning or necessarily less intelligent than other students.

7.     The need for alternate methods, alternate assessment, or the need for a formal IEP is not a tag of incompetence, but merely a communication device among educators, student, and parents.

8.     t is a database of possible matches directing the teacher to match **specific teaching/learning methods **resources  ***interventions ----with------**personal learning style  **personal need   **the demands of the educational activity to be engaged in and learning to be accomplished. (See Sec. 3.5; it describes the most practical tool to accomplish this.)

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(8) THE 4-WAY CONTRACT:

1.     Each party to such a contract must see himself as stakeholder in education of the child.  The absences, disenchantment, uncooperativeness of any one member are potentially detrimental to the teaching- learning process as it applies to each child and to all children in class.

2.     One attitude needs to prevail to insure student success:  ³We must teach the student among ourselves and not by ourselves.²

Keep formal and informal channels of communication open and productive.