[Assessment 593] Re: Your classroom todayVirginia Tardaewether tarv at chemeketa.eduTue Jan 23 14:44:26 EST 2007
What you have described is the art of ABE teaching. How do you start your multi-level classroom off to a great start, while meeting the goals and needs of each learner? Materials need to fit their skills and be useful and current as well as align with your program goals and course outlines....yipee...and how do you train new staff to do this "magic"? Making each class room identical doesn't fit what I've seen for 37 years, as each group of students has variable needs and strengths. We are peer learners too; how would we each feel if all classes never were specific to our joys and needs? We all need success and challenge, affirmation, caring and push. va ________________________________ From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On Behalf Of Field, Mary Sent: Tuesday, January 23, 2007 10:51 AM To: The Assessment Discussion List Subject: [Assessment 592] Re: Your classroom today We have a set syllabi of assignments and "course objectives" which all instructors are to follow. Instructors have some leeway on how they teach the class but similar tests and points have to be given in all sections-the idea being you get the same content in any section you might take (sort of a quality control thing). We are a community college so some things are "lock step". However, the issue becomes what if your class needs more background or catch up work (different needs). I do the old "monitor and adjust" with activities because we all know that what works with one group does all work with the next. We have used some pre and post tests in some areas (developmental writing and reading) but more and more each instructor is picking one of the course objectives and "assessing" it for a semester and then reporting results to the Dean of Instruction at the end of the semester. In a somewhat related area, I would like to hear from anyone who teaches the same course online and face to face and how you handle assignments, etc. There is a philosophy being promoted with us that the online and face to face classes should be identical with types of assignments, activities, etc. Thanks! ________________________________ From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On Behalf Of Marie Cora Sent: Tuesday, January 23, 2007 10:03 AM To: Assessment at nifl.gov Subject: [Assessment 589] Your classroom today Hi out there! Ok, how about this: How do you know what to do in your classroom today? Do you strictly follow some plan, or do you take cues from the reality of the present situation? If you follow a plan (strictly or not), how do you develop your lesson plan? Describe how you do this. For those folks working in the GED realm: how do you know where to start with your adult students? Just from the practice test or pre-test or do you do other things as well? Once the student is placed in an appropriate level, how do you know what to do today with her? How do you know what she needs? Thanks!! for any of your thoughts!! marie Marie Cora marie.cora at hotspurpartners.com <mailto:marie.cora at hotspurpartners.com> NIFL Assessment Discussion List Moderator http://www.nifl.gov/mailman/listinfo/assessment Coordinator, LINCS Assessment Special Collection http://literacy.kent.edu/Midwest/assessment/ _______________________________________________________________________ Scanned for viruses by MessageLabs SkyScan! _______________________________________________________________________ _______________________________________________________________________ This MSCC e-mail has been scanned for viruses by MessageLabs SkyScan! _______________________________________________________________________ -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/assessment/attachments/20070123/b6b43dc0/attachment.html
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