2.1-2.3 All Children Can Learn

 

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

OVERVIEW:Ý ÝAll children can learn if given resources, motivation, and opportunity.Ý Not all children learn in the same way.Ý Teachers must adjust to individual differences by being diagnostic and prescriptive in determining appropriate educational activities.Ý Ed technology, cooperative learning groups and systematic constructivist teaching "reaches" and teaches most students, including those at risk.

(1) ALL CHILDREN CAN LEARN:

1.       All children can learn if given resources, motivation, and opportunity.Ý Not all children learn in the same way

2.       The L-TBC model provides continuous peer-based motivation and a great variety of opportunities to learn.Ý Technology resources play an integral role in providing all children a chance to learn.

3.      Technology makes it easier for teachers to individualize instruction and for students to engage in self-directed learning. Video, computer, and multimedia technologies can accommodate students with a variety of learning styles

 

3) DIAGNOSTIC AND PRESCRIPTIVE

1.       Teachers must adjust to individual differences by being diagnostic and prescriptive in determining appropriate educational activities.

2.       The teacher should design curriculum units which support the needs and interests of students, reflect their unique characteristics and diverse learning styles,Ý and offer learning activities which promote active, engaged learning and valuable reflective thinking.

3.       Evaluating learning and assessing progress attained should be diagnostic of individual strengths and weaknesses.ÝÝ Students who are made of aware of their individual talents and high achievements as well as of the specific areas needing some improvement have the self-knowledge and balanced motivation to work hard to maintainÝ and even celebrate strengths and improve weaknesses

4.       Diagnostic learning stations and prescriptive work stations built out of educational technology hardware and software can give immediate feedback, creative-probing responsiveness, and reflective conclusions and applications toÝ both the teacher and the student engaged in scaffolding parts of constructivist curriculum and methodology

5.       Motivational theorists hold that reinforcing student's progress, rather than using competitive score and grade comparisons, will result in greater commitment to learning and achievement on the part of all students.Ý This is particularly true of middle school students.

 

 

(2) NOT ALL IN THE SAME WAY:

1.        Learning is the ability to make sense of something new

2.        Not all children learn in the same way.

3.        Students who have different learning styles can use their brainpower and their thinking power to create thoughts instead of just listening to someone filling up their head with ideas.

4.       Obviously, a great variety of methods should be usedÖ so as to reach each child.

5.       L=TBC realizes the variety of learning styles in any one classroom.Ý L=TBC not only accommodates, but makes active use of the variety of learning styles and talents to ensure that all students can learn.