|Still one of the best!|
|More relevant than ever!|
The authors have confidence that schools following an integrated learning approach still do well on high stake standardised testing. As a result of good teaching students become powerful learners, proficient readers , writers and thinkers accustomed to taking responsibility for their own learning., experienced at solving problems..
Learning through writing is a feature of this chapter and a number of strategies are explained and modelled through teacher examples but all other learning areas are covered – relating to the ideas of Howard Gardner.
There are a lot of excellent straggles that could be ‘frontloaded’ in the literacy programme to later contribute to the class inquiry study.
Specific learning centres are one approach with students rotating. During such rotational time the teacher is typically supervising, roaming, solving problems, undertaking student conferences, acting as a resource and doing observational assessing of student’s achievement. This, as the book says, requires considerable ‘teacher artistry’.
Authentic studies provide the means to develop an appreciation of the inquiryprocess that is integral to all learning – the process of learning how to learn..
|Current 'best practices'.|
Traditional norm referenced testing provides little helpful formative assessment. The key of effective thinking is being able to self-monitor and self-evaluate. Rather than checking students against arbitory age grade targets teachers should track the story of each learner’s growth through developmental phases. Current standardised tests yield an exceedingly narrow and unreliable picture of student achievement and are poor indicator of school performance.