Teaching and the Human Brain: Using Assessment and Feedback - Research Proposal Example

?  Using Assessment and Feedback Number:       Using Assessment and Feedback Differentiated instruction entails methods that permit students understand ideas, utilize teaching resources, and get content by means most suited for them. Regardless of learners’ dissimilarities in capacities, this instruction enables every learner in a class room learn adequately. A class room that employs differentiated instruction considers student-centered learning, instead of centering the class room on the requirements of the district or state or teacher teaching standards. Instructors should be open to change and flexibility every day. The instructors should be willing to try new things and take risks. Teachers must also take time to assess their assignments, evaluations, and teaching strategies on a frequent basis (Tomlinson, 1999). This paper will look at pre-assessment and post-assessment that would differentiate instruction to support a gifted classroom, how to employ feedback from these assessments to reflect upon and modify instruction within a gifted class, and make recommendations on how differentiated instruction would help roles of teachers, as well as how it might improve outcomes for students.  An essential component of assessment and differentiated instruction is establishing what learners already are aware of so as not to teach things learners have mastered, or employ techniques that would not be appropriate for learners. The goal of pre-assessment is to establish a learner’s understanding, skill, and knowledge before the unity being studied. Before starting a new school year, a teacher should conduct a pre-assessment by engaging the previous year’s teachers on the learner’s abilities, previous learning, and experiences. In addition, the teacher should find time to know his learners informally. These pre-assessments are employed to assist in their tutor and help every student (Caine & Caine, 1994). In addition, pre-assessments are not formal and give qualitative feedback to both instructors and learners to deal with needs in the unit and strong points. For this assignment, I will use interest inventories as a pre-assessment. I will give the interest inventory on the first day of class. I will use the oral technique to enquire about the learner’s interests, for example, music, movies etc. This will help in developing a rapport in the class room. In addition, since the students have multiple intelligences, I will respond to their questions so that they get to know mo about me at a personal height. This will assist in setting the mood for the class room atmosphere. Moreover, this will help me get ideas of rewards that may satisfy the different students with their different abilities. I will also create a file for every learner and store the completed record in the file. If a student has an exceptional gif or intelligence than other gifted children, I will refer to the interest inventory and start a conversation on the basis of records in the interest inventory (Painter, 1976). An interest inventory can assist the teacher handle a student according to his needs, for example, a student is performing exceptionally well in music. I will refer to the interest inventory and see if he listens or watches too much musical activities. A conversation with the student and the music instructor will assist the student remain consistent or even get better in his musical exploits. The interest inventory gives the instructor the ability to be acquainted with their students, what they like in activities, class room, extracurricular activities, and additional leisure activities (Rogers, 2002). I will develop a set of questions that will help give information on learners’ families and themselves, for example, home life and schedule, learners’ views on my subject area, and their interests, for example, movies, music, and sports. Students make themselves learn more when they design their learning around where they have an interest. A post-assessment is employed after a unit to give an understanding on what the learners have learned, and continually direct instructional judgments. Post-assessment takes place when the instructor or students assess both his work and that of the students to highlight the progress of students. This occurs when both the student scrutinize what is being taught and learned. The student also gives feedback. Feedback gained from post-assessment helps both the teacher and student make changes, adaptations, and adjustments in what is taught and learned. I will use tests as a technique of post-assessment (Rogers, 2002). This will help adjustment of course to the ability of each gifted student. In addition, differentiation can be employed when practicing skills, applying, extending knowledge, and demonstrating attitudes to assess if the objectives have been achieved. The performance of gifted student increases with an adjusted or accelerated course (Winner, 1996). In addition, these tests will entail a visual presentation of details. The students with multiple intelligences will utilize both pictures and words to increase memory and make connections. This will enhance retrieval of information. In addition, the dual coding will assist me deal with different ways of gaining knowledge, preference in learning techniques, and classroom differences. It will also show the skills or concepts students have learned. I will use feedback from the assessments as a basis of information to determine the students’ interests and learning style preferences to progress instruction in the class. In addition, I will follow the feedback with specialist corrective teaching. I will also use feedback to present gifted students with second opportunities to highlight their accomplishments in different areas. The feedback will also help me differentiating instruction and assist learners attain success. It will help me determine those who need my attention, a different strategy, and those who are not learning new things because they are not challenged (Winner, 1996). I will present activities in different ways and involve learners in activities that suit their abilities. Recommendations First, classroom routines should encourage participation. Instruction should start with a large group discussion on the day’s objectives and results of the course. Also, there should be time for individual and group practice. This will help learners’ efficiently complete assignments. Second, there should be flexible grouping. This will help accomplish expectations and routines guiding the class. Third, they should employ tiered activities. This is because learning is present when learners face demanding but attainable objectives. Finally, they should use choices. Giving learners choices about assessments, activities, and materials empowers them and enhances their engagement and motivation (Caine & Caine, 1994).     References Caine, R., & Caine, N. (1994). Making connections: Teaching and the human brain. New Jersey: Addison Wesley. Painter, F. (1976). Gifted children: A research study. New York: Pullen Publications. Rogers, K. B. (2002). Re-forming gifted education. Arizona: Great Potential Press. Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners. New Jersey: Pearson, Merrill, Prentice-Hall. Winner, E. (1996). Gifted children: Myths and realities. New York: Basic Books. Read More