This
week we focused on different learning styles in education. We completed Keirsey’s
Temperament Sorter, to discover our personalities and the potential
personalities of our students. We also read two articles in Cauley and Pannozzo’s
text Educational Psychology Edition 12/13.
Article 26 was titled Classroom
Assessment and Grading to Assure Mastery by James P. Lalley and J. Ronald
Gentile and article 27 was titled Backward
Design: Targeting Depth of Understanding for All Learners by Amy Childre,
Jennifer R. Sands, and Saundra Tanner Pope. These articles discussed the
importance of assessment and planning to suit the needs of all learners and
ensure mastery of content.
The
Keirsey Temperament Sorter is a test of 50 questions of two choices. The
results categorize people into four groups, guardians, idealists, artisans, and
rationals. This is a good tool to give you a general idea of what your
personality is and the career paths that you might choose. As educators, almost
every student was categorized as a guardian. Guardians are very people-friendly
and often times work in service careers like teaching and healthcare. The tool
is a good one for self-reflection and can be used to help you deal with the
many different personalities your will encounter as a teacher.
In
article 26, Lalley and Gentile discuss the importance of assessment in
education. They found that there are four critical errors many schools make in
assessment “(a) demonstrating mastery is conceptualized as the endpoint rather
than the initial phase of the learning/memory/application process, (b) mastery
tests and activities are limited to the knowledge/comprehension of the thinking
curriculum, (c) there is no requirement or grading incentive for going beyond
the initial mastery and (d) assessment of student achievement remains embedded
in a competitive or norm-referenced grading system” ( Lalley and Gentile, 2009).
In order to overcome these pitfalls there are four targets for quality
assessment.
1.
Clearly stated and published objectives. Students
must be aware of the requirements expected and how they build upon those
objectives.
2.
A sufficient high standard for demonstrating
mastery. Teachers should set high standards of competency for their students.
Students should be functioning at the top levels of Bloom’s taxonomy and be
able to create based off knowledge acquired.
3.
Multiple forms of criterion referenced tests
with corrective exercises and retesting. Students should be assessed based off
criteria dictated in the beginning of the unit. Students should also be
retested to minimize loss of knowledge. And
4.
Grading incentives to encourage reaching beyond initial
mastery. In education we should go beyond the test. It is great when a student
passes with a high grade; however, much of that knowledge is lost if not
utilized. As educators we must encourage our students to pursue deeper levels
of thinking.
Ultimately, if we can achieve these
four benchmarks our students will have a deeper understanding, enjoy their
education, and pursue more long-term educational goals.
In
article 27, Childre, Sands, and Pope focus on a four step approach to targeting
depth of understanding for students a various learning styles.
1.
Step one is to identify classroom needs and individual
student needs. Teachers should also be aware of any circumstances that could
affect the group such as socioeconomic status and previous education.
2.
Step two is to identify curricular priorities. Teachers
should consider setting goals for the class and posting them for all to see. Previously
taught skills should be scaffolded and educational goals should be clear.
3.
Step three is to design assessment framework.
Provide students with various assessments that target all skills. A good mix of
presentations, quizzes, and informal assessments that target different learning
styles should be used.
4.
Step four is to create learning activities.
Engage students with stimulating lessons and activities. Utilize technology
when possible and allow students to make real life connections.
By installing a backward design it
keeps your goals in the forefront and allows teachers to create more meaningful
activities with a solid end goal in mind.
Ultimately,
it is our job as educators to get the pulse of the classroom. We must target
all learners by using a variety of instruction and assessment. If teachers
teach with their students in mind they are more likely to make an impact on a
student’s life.
Resources
Cauley K. M., Pannozzo G.M. Annual Editions: Educational Psychology
12/13. New York: McGraw-Hill
Lalley J.P. and Gentile, J.R. (2009)
Classroom assessment and grading to assure mastery. Theory Into
Practice, January pp. 28-35.
Childre, A., Sands J. R., Pope,
S.T. (2009) Backward design. Teaching
Exceptional Children, May/June pp.
6-14.
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