The
chapter starts off by making sure we as teachers, properly assess our
students. No one assessment is going to
accurately portray the learning of a class.
Also, it describes that the pressures to improve tests scores are
narrowing curriculum. There are a
variety of assessments can be used to properly represent student learning. It’s good to assess student knowledge before,
during, and after lessons in order to show growth and understanding. Also, it lets you know what emphasis to put
on certain parts of you curriculum. Also,
it’s important for students to be involved in making the assessments. Asking the proper questions can make a
students experience and understanding so much better and easier. Making students actually learn rather than
just memorize rules, dates, and formulas is a key aspect to correctly
educating. Being able to break down
components of a math problem and understand the functionality of each piece,
understanding what a sentence is composed of and being able to use that in many
different ways, and being able to explain key event in history and make
underlying connection and comparisons are all signs of proper education.
I
liked this chapter because I don’t remember too many times while I was in grade
school that I was given pre, during, and post assessments. I will definitely implement this in my
classroom to better grasp where my students are at and where I need to get to
be. I can also find out what type of
learners they are and I can make sure I differentiate my curriculum to suit
their needs. I think I would have been a
lot more engaged in class if more assessments were given out. It shows that the teacher cares and is
genuinely interested in you as both a person and a learner. Knowing something from the insides out like
the examples of Math, English, and History is something I think we’ve moved
away from as teachers. I think this type
of learning is crucial to a student’s success and should be a main focus in the
classroom.
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