8083 mod 5 assgn 2

Response 1

Michelle Hampton

Re: Discussion 2 - Module 4

Top of Form

Introduction

Most states and school districts use a combination of tests and assessment tools to identify gifted and talented students. Relying on a single test or instrument to identify gifted students is uninformative and disadvantageous. To do so leaves too much room for error, such as missing students who do not test well and ignoring or discounting test bias. A multidimensional and multimodal assessment approach that collects information in a variety of ways and from a variety of sources is more accurate and equitable in the identification of GT students (Heward et al., 2022). Because of their diverse needs, it is important to assess gifted and talented children to give them a meaningful learning experience.

Scenario

Luke is a 10-year-old boy in Grade 5. He has not been formally psychometrically tested. However, Luke’s results from his school-based standardized tests and evidence from the teachers indicate that he performs well in classwork. Since Grade 1, the look has been performing well, and his mother suspects that Luke is gifted. He asks a lot of questions, shows a lot of interest in progress, have in-depth information on many things, and often wants to know why, why not, or how something is so. Luke’s mother is worried that his son might be an underachiever if not given the appropriate learning environment. What is one of the possible assessment tools for Luke?

The best assessment tool for Luke is the innovative assessment design. It is a tool that rates various aspects of the learners including drills of practices, the rate of learning, learning without inquiry, and life concepts that cannot be evaluated through oral tests (they include how a child socializes with other members of the society). This aspect helps to improve the quality over the quantity (VanTassel-Baska and Baska, 2021). Apart from the Academic performance, it will also encourage Luke to work hard in life and focus more on improving himself.

Response 2

Chukwunonyelum Eneje

Re: Discussion 2 - Module 4

Top of Form

Module 4-discussion 2-EDDD 8083

According to Banerjee & Luckner (2013), it states that early childhood educators are most effective when they gather and use assessment data to provide teaching and services to children with and without exceptionalities and their parents. Also, educators should use assessment and intervention to design and apply appropriate programs and service delivery to the children they work with within their setting (Banerjee & Luckner, 2013).

The scenario-

During the writing activity time in the school and other activities that involves writing. A child, Jaina, aged seven years, always writes big letters and words on her paper for every sentence, she wants to write. She finds it difficult to write a word or some words that need to be written in small letters into big letters. Also, mathematics was a struggle and so we're writing and read. When the educator gives her homework to do that is supposed to take her twenty minutes, she spends over two hours, especially in mathematics. The educators always notice that she will just sit there not understanding anything. She loves stories and telling stories but when she is told to read a book, it takes her many weeks or even months to read it because it is hard for her to focus on lines when she reads. And often she skips letters, words, or even sentences. The child that was discussed in the scenario was diagnosed. And it was found she has a learning disability, Attention Deficit, and Hyperactivity disability (ADHD).

To support her learning, the teacher needs to keep the learning simple and structured. In mathematics, for example, the teacher needs to take time to introduce Jaina to simple topics at a time (VanTassel-Baska and Baska, 2021). Furthermore, the teacher needs to use more graphs and charts to visualize her learning and help her understand the concepts being taught. Positive reinforcement is a vital aspect that will help the student to improve. The teacher needs to be congratulating Jaina on every step that she makes. This would encourage and motivate her to improve from her current situation and become better (Xu and Brown, 2016). Lastly, the teacher also needs to change the environment to limit her distractions. The majority of ADHD students often require peaceful environments to internalize the concepts they are taught. Therefore, her teacher needs to consider shifting the environment. A library would be a better place for Jaina. After changing the environment, she needs to be given extra tests since she is also a slow learner. However, the teacher should also give her breaks during the lessons. Changing the environment and giving her extra tests would help he understand better what she is taught (Xu and Brown, 2016).

My question is, ‘What are the intervention strategies that could be used by the educators and other professionals to support her learning?’

 

Reference

Banerjee, R., & Luckner, J. L. (2013). Assessment practices and training needs of

early childhood professionals. Journal of Early Childhood Teacher Education, 34 (3), 231-248.https:/doi.org/10.1080/10901027.2013.816808.

Heward, W., Alber-Morgan, S., and Konrad, M. (2022). Exceptional children:

An introduction to special education. Pearson

VanTassel-Baska, J., & Baska, A. (2021). Curriculum planning & instructional design

for gifted learners. Routledge. Online at: 

Xu, Y., & Brown, G. T. (2016). Teacher assessment literacy in practice:

A reconceptualization. Teaching and Teacher Education, 58, 149-162.