Heather

It is not a new invention, either. In the mid to late 1990′s, some states used performance assessment measures to assess every student for all types of skills and capacities. These assessments can, however, be costly. Perhaps that is the issue during this time of ever tightening budgets. A performance assessment cannot be run through a scantron for scoring. It requires manpower. So while we may not see widespread performance assessment in the near future, we can all encourage the educators that we work with to use them in their own classrooms for formal and informal assessment of students. Before the end of the 21st century, they’ll thank you.

“I have a clutch of students who read for pleasure, yet bizarrely hand in assignments only sporadically. Let’s call them “Readers.” These are the kids who take home The Kite Runner and read the whole thing in two days—then never write any of their journal responses. Their grades do not reflect their abilities. However, these students always score at or near the very top of the class on these standardized tests.”  

This hints at an even deeper gift that these students have – one that feeds their love of reading – and that is the innate (or is it taught? modeled? suggested?) gift of CURIOSITY. These people do not read because they have to – “have to” doesn’t factor in that heavily if they are not writing their journal responses and earning poor grades. They are reading because of something else. That SOMETHING is also leading them to score at the top of these assesments that Mr. Brown refers to. Freedom of thought, freedom from the slavish “do only what you are told to do and nothing more” and a freedom to pursue knowledge and adventure (what else?) through books fuels these students’ success. As a parent, how do you foster CURIOSITY?

 - Heather

1. Science tools.

2. Dirty kids.

3. Excitement.

4. Mystery.

5. Discovery.

6.Higher-Level Thinking.

In fact, one student said, “This is probably the best science class ever,” (Angus Stewart). What is all this referring to? One teacher teaching science the way it should be taught: in the field. Here’s an excerpt from Anderson, South Carolina’s Independent Mail:

Teacher Nancy Hughes said all of her third-grade students would be digging up the past as part of their science lessons. “We’ve just finished a unit on rocks and fossils, and we’re getting ready to start a unit on soil, so this exercise sort of bridges both of those units,” she said. “And we’ve talked about being paleontologists and archaeologists so this gives them a chance to see what it’s like to do a real dig.”

DIG IT?

- Heather

Q: After all we’ve learned about the mind and brain, why is it so difficult to make school enjoyable for students?

A: School is all about mental challenge, and that is hard work, make no mistake. Still, people do enjoy mental work or, more exactly, people enjoy successful mental work. We get a snap of satisfaction when we solve a problem. But solving a problem that is trivially easy is not fun. Neither is hammering away at a problem with no sense you are making progress.

So the challenge for a teacher is to find that sweet spot of mental difficulty, and to find it simultaneously for 25 students, each with a different level of preparation. To fight this problem, teachers must engage each student with work that is appropriate for his or her level of preparation. This must be done sensitively, so that students who are behind don’t feel like second-class citizens. But the fact is they are behind, and pretending that they are not does them no favors.

For parents who are working with their children, the problem of meeting the needs of 25 is not relevant; however, sometimes the problem of perspective is. When does a parent know that their child is exceeding expectations? How does a parent know when a child is struggling – do we all have tunnel vision when it comes to our own children? I would love to hear from other parents on this issue.

Sometimes when I am working with my 9 year old on his writing, I think that while he is bright and knowledgeable, this is not shining through as much in writing as in other areas. But when I see his writing compared to others of his age group, I feel reassured that he is progressing at a decent pace. I guess my question to other parents is, how much of what we expect our kids to do comes from our personal knowledge of them as individuals and their capabilities, and how much of it comes from what we expect from any child of their particular age group?

- Heather

Constructivist learning, experiential learning, whatever you want to call good teaching where the student is intimately involved as meaning-maker is desirable for the development of true understanding. UC Davis has some wonderful resources for teachers, home schoolers, or anyone involved in children’s learning.

Check out these three training modules from UC Davis.

When I conduct presentations for museum educators (link takes you to the most recent), they are usually centered around how they can engage the school audience and meet the needs of teachers and schools. I also make it a point to emphasize the importance of engaging alternative audiences such as independent schools, home schoolers, and scouting groups and clubs. If you are involved in such groups, you know that they have more flexibility and autonomy to engage in the community than do public schools.

My question to parents is, how do you view museums and other community ‘assets’? Do they meet your needs or do they leave something to be desired? Do you see them as a vehicle for learning for your children? Have you seen great partnerships between schools or homeschool groups and museums and cultural centers?

I’d love to read your input!

- Heather

- Heather