Cooper Chap 7
Chapter 7 spoke of differentiated learning and how to accommodate learners with special needs. I think it is extremely important to refrain from creating a “one size fits all” classroom. That means that not only is it of paramount importance to differentiate learning practices for those with special needs but to also use a variety instructional strategies and activities.
Cooper makes the point that students with special needs often have more difficulty with written work as opposed to physical or oral activities, and I find this notion applies to not only student’s with special needs but to a significant portion of student’s in general. Obviously writing is an important skill to develop, but I do find that traditional education puts such emphasis on the skill when I feel like the majority of occupations do not require employees to write at length.
I feel like this feeling of arbitrariness is a constant struggle to deal with for the education system, that is why I am strongly for inquiry learning and making use of student’s curiosities as much as possible. The negotiation of making use of student’s curiosity and passion for learning with meeting standards, requirements and logistical constraints is at the crux of the education system.
It highlights the 3 big ideas of: using diagnostic assessment and assessment for learning; using balanced methods of assessment (written, oral, etc.); and using professional judgment when grading and reporting student achievement. Cooper touches on three types of learners with special needs; those with learning disabilities, those with behavioural exceptionalities and English/French language learners. Several myths regarding students with special needs are addressed, such as “These students can handle only simple concepts and will only produce simple work” and “These students cannot be expected to work with others”.
Chapter 8 + Andrade
I understand and appreciate the idea that rubric’s should be qualitative, and can be applied to variety of disciplines and levels, however I do find that qualitative requirements can be rather misleading. It is especially concerning because the subjective assessment teachers make through the use of their rubrics are then used as a measure against school of other school boards. I mean, I guess if all schools are implementing a similar rubric style (moving towards qualitative assessment) then with a large enough sample, data still can be useful, but I would be weary of seemingly objective data coming out of school boards and schools and so on, when the data is based upon subjective findings.
I think that for rubric’s to be qualitative outlines used to assess for learning that instructions as to what is required is even more important to provide. Through out my academic career I can identify many instances were deciphering what was required of me was quite the challenge and hinder my performance. This risk is only greater with qualitative rubrics.
All in all qualitative rubrics are great because they can be applied broadly, and can eliminate arbitrary specifications of what makes a work good.
Chapter 7 spoke of differentiated learning and how to accommodate learners with special needs. I think it is extremely important to refrain from creating a “one size fits all” classroom. That means that not only is it of paramount importance to differentiate learning practices for those with special needs but to also use a variety instructional strategies and activities.
Cooper makes the point that students with special needs often have more difficulty with written work as opposed to physical or oral activities, and I find this notion applies to not only student’s with special needs but to a significant portion of student’s in general. Obviously writing is an important skill to develop, but I do find that traditional education puts such emphasis on the skill when I feel like the majority of occupations do not require employees to write at length.
I feel like this feeling of arbitrariness is a constant struggle to deal with for the education system, that is why I am strongly for inquiry learning and making use of student’s curiosities as much as possible. The negotiation of making use of student’s curiosity and passion for learning with meeting standards, requirements and logistical constraints is at the crux of the education system.
It highlights the 3 big ideas of: using diagnostic assessment and assessment for learning; using balanced methods of assessment (written, oral, etc.); and using professional judgment when grading and reporting student achievement. Cooper touches on three types of learners with special needs; those with learning disabilities, those with behavioural exceptionalities and English/French language learners. Several myths regarding students with special needs are addressed, such as “These students can handle only simple concepts and will only produce simple work” and “These students cannot be expected to work with others”.
Chapter 8 + Andrade
I understand and appreciate the idea that rubric’s should be qualitative, and can be applied to variety of disciplines and levels, however I do find that qualitative requirements can be rather misleading. It is especially concerning because the subjective assessment teachers make through the use of their rubrics are then used as a measure against school of other school boards. I mean, I guess if all schools are implementing a similar rubric style (moving towards qualitative assessment) then with a large enough sample, data still can be useful, but I would be weary of seemingly objective data coming out of school boards and schools and so on, when the data is based upon subjective findings.
I think that for rubric’s to be qualitative outlines used to assess for learning that instructions as to what is required is even more important to provide. Through out my academic career I can identify many instances were deciphering what was required of me was quite the challenge and hinder my performance. This risk is only greater with qualitative rubrics.
All in all qualitative rubrics are great because they can be applied broadly, and can eliminate arbitrary specifications of what makes a work good.