Educators understand and apply knowledge of student growth and development.
After going through EDUC 336 and working through the assignment of building a lesson plan around a learner with an exceptionality I realized I had to reflect on previous practicums and think about the growth of a student or students I have taught. This was a HUGE help because it let me practice the application of student growth within my everyday lesson planning. I drew heavily from previous experience within the lesson planning process and I spent more time on this lesson plan than with any I have ever done before, because I wanted to be sure I understanding my “hypothetical” student and properly apply their strengths and growth points within my lesson.
During practicum I had the most wonderful opportunity to teach a student that often needed some extra reassurance. This led me to look at all the different ways I could formatively assess my classroom because learning would be a life long difficulty for this student. the greatest way to measure growth is to consistently use formative assessment.
If I can constantly monitor student growth and adjust instruction to ensure continuous improvement, it would be easier to progress towards meeting the standards on summative assessments.
By understanding exactly what students know before and during instruction, I have more power to improve student proficiency of the subject matter than if they find out after a lesson or unit is complete.
The strength of formative assessment is the critical information it provides about student understanding throughout the learning process and the opportunity it gives teachers to provide students with timely feedback and to change the classroom community or teaching methods so every student has an opportunity to learn .
The students who are performing on the outer edges of the curve—the exceptional and gifted leaners—particularly benefit from formative assessment. These students have learning needs that are often unique and specific, and the teacher needs timely data in order to address them. This was demonstrated in my blog post under EDUC 336 when looking at the case study of Darren.
As we move through the Covid years, learning will take longer because students have so many more external stressors than usual. As the entire world debates politics, vaccinations and Covid-19 and with periodic quarantines and lock downs, students are placed in the toughest position of all and as teachers we have to be sure they are learning, growing and developing in a positive way.