response to mike prompt 3 Goldenberg Shor Carlson

Mike is correct when he says that a diverse classroom needs diverse teaching and assesment methodologies. Goldenberg says that when teaching english language learners (ELL's), teachers must take into account student's language limitations. This is true for assesments as well. You have to determine where each student is at in order to know where to begin. Not all students are in the same place or as Mike put it, "on the same page". Assessment accomplishes this.

Although I agree with Shor when it comes to participatory education, sometimes it has its limitations. Depending on the maturity level of the students, a group project or even working independantly, can be an opportunity to goof off.

I know in our class the teacher used visual props (boxes) to demonstrate angles, corners, and sides. The 3D made it easier to see hidden parts than a 2D written on the board or a handout. All voices being heard (Carlson) is important, particularly in a democratic society/school. It creates fairness as well as a sense of ownership for the students.

This concept should also be applied to assessments as well. rather than just written tests all the time, a variety of evaluatory methods should be used. For example, in the FNED 346 we have a variety of non tradition evaluation methods, including class presentation including powerpoint, written assignments, class participation and preparation, and group projects. In contrast my RIC math classes are almost entirely tradional paper and pencil written examinations. variety is the spice of life and created a more interesting and enjoyable learning environment. This in turn, facilitates learning. There is a balnce between structure and openness.

The final thing that will grab and keep students' attention is that both the presentation of the material and the assessment techniques used must be relevant. Nothing catches someone's attention like something they can relate to. New concepts should be introduced and explained in terms of concepts that are already understood. Using relevant examples and illustrations that the students can relate to will help maintain their interest and make connections to their everyday lives. Teachers need to show the practical applications of the class material. This is the So What? question.