Research
May 26th to June 18th, 2016
May 26th to June 18th, 2016
Session 3: Cognitive Processing
Checklists for assessing student's capability to learn
I was unable to find one tool, a general checklist for common signs of learning disabilities at different ages referred to in the now 13-year old Darling-Hammond program. [Darling-Hammond, 2003] Instead of one checklist, I found many specialized checklists for individual diseases. (Understood Team, 2016) The check lists are still issued by NCLD (National Center for Learning Disabilities) as the report indicated, but as part of the on-line resource Understood.org. In 2014 NCLD and 14 other organizations founded Understood.org, which NCLD operates.
Learning Disabilities
Even if adequate help is available for diagnosis, I may still find my classrooms are more welcoming to all if I adopt my instructional methods to better support students with their specific disabilities, which could include ADHD (Attention-Deficit Hyperactivity Disorder), dyslexia, dyscalculia, dysgraphia, dyspraxia,executive functioning issues, auditory processing disorder …. (Understood Team, 2016).
References
1. Darling-Hammond et al. (2003). The Learning Classroom: Theory Into Practice. Detroit: Annenberg Media.
2. The Understood Team (accessed May 2016). Signs and Symptoms of Learning and Attention Issues, website.
Checklists for assessing student's capability to learn
I was unable to find one tool, a general checklist for common signs of learning disabilities at different ages referred to in the now 13-year old Darling-Hammond program. [Darling-Hammond, 2003] Instead of one checklist, I found many specialized checklists for individual diseases. (Understood Team, 2016) The check lists are still issued by NCLD (National Center for Learning Disabilities) as the report indicated, but as part of the on-line resource Understood.org. In 2014 NCLD and 14 other organizations founded Understood.org, which NCLD operates.
Learning Disabilities
Even if adequate help is available for diagnosis, I may still find my classrooms are more welcoming to all if I adopt my instructional methods to better support students with their specific disabilities, which could include ADHD (Attention-Deficit Hyperactivity Disorder), dyslexia, dyscalculia, dysgraphia, dyspraxia,executive functioning issues, auditory processing disorder …. (Understood Team, 2016).
References
1. Darling-Hammond et al. (2003). The Learning Classroom: Theory Into Practice. Detroit: Annenberg Media.
2. The Understood Team (accessed May 2016). Signs and Symptoms of Learning and Attention Issues, website.
Session 4: Multiple Intelligences
Intelligence is the ability to solve problems or fashion products that are valued in at least one culture.
Krechevsky and Seidel, 1998, pp.
Principles of Assessment
1. Observation and documentation
2. Performance tasks
3. Portfolios
4. Student reflection and self-assessment
Tools of Assessment
Observation: Of students solving genuine and compelling problems
Performance Tasks: Early grades - act text out, just don't read it aloud
Math? Which tropical fish should I buy with my limited funds?
Portfolios: especially for language and other arts, but for science and math projects, too and essays
Student reflection and self-assessment
Quotables: From Krechevsky and Seidel, 1998, pp. 31 - 34
"In his book, The Unschooled Mind, Gardner (1991) claimed that any substantive topic can be approached in at least five ways through the use of
narrative
logical analysis
hands-on experience
artistic exploration
philosophical examination
(Gardner has since added participatory/interpersonal experience)
References
1. Mara Krechevsky and Steve Seidel (1998). (Krechevsky misspelled in Annenberg program) Minds at Work: Applying Multiple Intelligences in the Classroom. In Robert J. Sternberg and Wendy M. Williams (Eds.), INTELLIGENCE, INSTRUCTION, AND ASSESSMENT Theory into Practice (pp. 17-42). New York: Routledge, Taylor & Francis Group.
Intelligence is the ability to solve problems or fashion products that are valued in at least one culture.
Krechevsky and Seidel, 1998, pp.
Principles of Assessment
1. Observation and documentation
2. Performance tasks
3. Portfolios
4. Student reflection and self-assessment
Tools of Assessment
Observation: Of students solving genuine and compelling problems
Performance Tasks: Early grades - act text out, just don't read it aloud
Math? Which tropical fish should I buy with my limited funds?
Portfolios: especially for language and other arts, but for science and math projects, too and essays
Student reflection and self-assessment
Quotables: From Krechevsky and Seidel, 1998, pp. 31 - 34
"In his book, The Unschooled Mind, Gardner (1991) claimed that any substantive topic can be approached in at least five ways through the use of
narrative
logical analysis
hands-on experience
artistic exploration
philosophical examination
(Gardner has since added participatory/interpersonal experience)
References
1. Mara Krechevsky and Steve Seidel (1998). (Krechevsky misspelled in Annenberg program) Minds at Work: Applying Multiple Intelligences in the Classroom. In Robert J. Sternberg and Wendy M. Williams (Eds.), INTELLIGENCE, INSTRUCTION, AND ASSESSMENT Theory into Practice (pp. 17-42). New York: Routledge, Taylor & Francis Group.