The Teaching -Learning Matrix

3.5 Evaluation-3

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: Teachers who build and teach L=TBC units share an implicit trust in the Constructivist approach to create an environment and process for children to learn and meet assessment expectations in High Stakes standardized testing

1. Such teachers dare to rely upon their decision-making ability as a teacher in order to deal with the responsibilities of determining content, duration, sequence, and assessment of curriculum and pedagogy. Taking a pro-active approach to these essential elements in the teaching-learning process, Constructivist teachers understand the limitations and fallacy of dominate reliance upon the "Textbook" and upon a "Checklist Curriculum" as a decision-making agent

1. Effect teaching is the result of proactive planning, analytical involvement with students and prescriptive adjustment to perceived student need.
2. Over reliance upon the Bell Curve, the stereotypical expectations based disproportionately upon ability tests and past performance, the restrictive interpretations of IEP’s, and the reluctant responses to the needs of gifted students each in their own way dangerously predetermine teacher expectations and student performance.
3. We challenge this passive approach at a sporting event; why do we succomb to it in the classroom?

1. Consider sporting events and the interplay of the forces of probability, stereotyping, and self-fulfilling prophecy.
2. Consider Curtis Joseph’s dominance over the St. Louis Blues. Why play the game when the outcome is all but predetermined? The Maple Leafs surely would beat the Blues the great majority of times they met on the hockey rink.
3. Such expectations would seek to negate the existence of player effort, active fan support, and on-ice decision making and execution.
4. It is the essence of sports to participate actively and to compete … the outcome being determined by the actual competing, not by predeterming factors.

1. An L=TBC unit offers each of the students opportunities to grow, to learn, to succeed. Sometimes, to excell. Winners can come from unpredictable sources;.
2. More important still, it is not predetermined that someone be the loser. All children can learn.