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[Teacher-talklearning] workshop #11:

From: Randi K <zenway01_at_gmail.com>
Date: Sat, 28 Apr 2012 19:03:37 -0500

The teacher in this segment of the workshop used the constructed bridge as
the proof that students understood the necessary skills and concepts. He
said he wasn’t even concerned about whether the bridge held the 1 gram. He
said he was more concerned that the students understood what their
contribution to the group was, and that they executed it—the proof being
the bridge itself. I find that concrete projects like this are becoming
more and more prevalent as inclusion becomes more and more common in my
school and those districts beyond. Formative and summative assessments,
including portfolios and projects such as the bridge building project
above, are becoming as important and valid as tools for assessing student
understanding as is a traditional exam. With students of varying
achievement levels and behavioral functioning entering these inclusive
classrooms, traditional assessments are not viable alternatives for all
“final” exams. Teachers in my building have begun to search for projects
such as the bridge building project above. They recognize that some
students may not be able to demonstrate their knowledge in traditional
ways. The “final exam,” in the example of the teacher above and in the
examples I see growing in my building everyday as a result of the changing
inclusive practices, is the concrete—the project (bridge), portfolio, or
example of applied understanding.

-- 
Life is as dear to a mute creature as it is to man. Just as one wants
happiness and fears pain, just as one wants to live and not die, so do
other creatures.
                                                                *---The
Dalai Lama*
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Received on Mon Apr 30 2012 - 09:01:17 EDT

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