summative assessment

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Jan 9, 2024

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Summative Course Assessment Helen Boles-Nichols Grand Canyon University: ELM 500 Child and Early Adolescent Development and Psychology February 15, 2023 Dr Susan Stone 1

Introduction Schoolchildren arrive to the classrooms with diverse capabilities, learning styles, and behaviors and teachers are delegated to ensure that all students acquire certain grade level skills while in the classroom. This in itself is a very challenging task when as a teacher you are faced with not just cultural differences but also learning disabilities, as well as behaviors issue. However, regardless to the children and their abilities or the lack there of, whether there is an (Individualized Education Program) IEP, a (Behavior Intervention Plan) BIP in place, a need for one, or even a language barrier, once these children enter the classroom it is now the responsibility of the teacher to find creative ways to educate all the students assigned to that classroom. “ research suggests that, among school-related factors, teachers matter most. When it comes to student performance on reading and math tests, teachers are estimated to have two to three times the effect of any other school factor, including services, facilities, and even leadership” (Opper, 2019). Case Study Scenario The Need to Differentiate Instruction Language and Behavior Issues After considering the case study and the scenario included within this fifth-grade class and acknowledging that each child has an IEP already in place. The first thing that should be done would be to look at the goals that have been set for these students, then look over the lesson plan and differentiate instruction in a way that is appropriate for them to learn and meet those preset goals that are included in their IEP. When a lesson is differentiated it is designed so that all student can benefit from the lesson regardless of their learning abilities. “For all students to 2

progress to their maximum potential, we need to respond to their individual needs and differentiate” (Robb, et al, 2015). Although differentiation is important, a teacher establishing their students’ readiness to learn, learning interest and learning capabilities are critical as well. There would be no need to differentiate instruction if the learning readiness is not there. It is imperative to comprehend that readiness is not equal with a student’s ability, and each can impact a student’s learning. Learning readiness denotes how prepared a student is to learn, as well as conditional and environmental factors. A student’s low readiness skill may be affected by an overload of problematic circumstances in their life, or are at a lesser emotional or physical growth. Couple these problems with a language barrier or disability, this makes it more difficult for a student learn, “Chomsky concluded that children must have an inborn faculty for language acquisition. According to this theory, the process is biologically determined” (Driscoll, et al. 2022). This in itself creates behavior problems within the classroom. “ researchers found that the children's challenging behaviors were minimized or eliminated when they were educated in using verbal language skills and trained in eliciting communicatively appropriate verbal responses (i.e., "I don't understand.") that served to elicit adult assistance and attention” ( Nungesser, et al, 2005). Further, differentiated instruction identifies the worth that is inside each individual and it permits students from all circumstances and varied abilities to reveal what they recognize, comprehend, and are proficient at doing. Modifying Instruction In order to correctly modify instruction effectively. A student/student’s disabilities have to be taken into consideration and within that consideration the teacher should assess the 3

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