CURRICULUM AND ASSESMENT FEB 28th (9:30-12:00)

Retell: One thing I have learned so far about being in an LAP classroom is that one cannot judge a book by its cover, nor expect the expected to happen. I was quick to learn that in a typical LAP classroom that Provincial Achievement Tests are taken normally as any grade 6 classroom entails. While the circumstances of the test are a tad different; meaning scribes, learning tools and extra help is provided, the meat and potatoes of the tests are still given to the students and they are assessed upon that. No extra time is given and to my surprise, Susan informed me that it is very rare that a child will not finish in the time allotted. When I heard I was going to be within a LAP classroom for 22 hours this semester I became instantly anxious and nervous, Oh my god I have no training in this field, what will this be like? How will I act? What will the kids think of me? What kind of environment will it hold? The truth is I judged the book by the cover instantly, almost in a negative way. I have now spent 12 hours in the room with the kids and I know realize what LAP means. LAP kids are not retarded; that word should be eliminated from the dictionary if you saw these kids interact with their peers, teacher, and with me. Behavioural issues and learning disabilities are the forefront of LAP classification in this situation, they are not slow, they are not dumb, and definitely not retarded. The assessment and curriculum thus is not dumbed down or watered down for the children; the curriculum is however based around success as Susan had stated to me today. If a child comes through her room that never would read, never gave books a chance or was plagued by an ailment that prevented learning she made it her goal to shift the curriculum in order for that child to find success, whether that means in reading, writing, social skills, or moral development. Something that caught my attention that Susan began to bring into the room is her Creative Rev-Ups, possibly my new favorite thing I have seen within a room. The Creative Rev-Ups are short, point form generic questions such as Name 10 things a Pencil can be used for besides writing with? The students are given the first part of the morning to complete the question throughout short breaks in learning. These Rev-Ups are not only practical for stimulating the children but it teaches so many lessons beyond creativity. After all the children have finished their 10 points of the question of the day they share them openly to the class (Tribes agreements are stated before-hand to ensure no put-downs) The children are prideful in most cases to show their answers, not only that but the amount of collaboration is incredible to see; answers are not stolen from their peers, they are used for inspiration. The idea around Creative Rev-Ups is to stimulate creativity in elementary aged children yet Susan said they can be manipulated to include older children as well, something that speaks volumes on the universality of the idea. This idea will is informally assessed by Susan and her responses to answers helps the students understand that their voice is not only heard, but wanted. This being a crucial part of assessment, it reduces the fear of being open and the fear of being judged. This idea will definitely be used by me. My time spent teaching gym is my most favorite part so far. Spending time with the kids in a playful environment that is safe for all students is what makes me smile about these students every time. Some days are more difficult than others in terms of behaviour and resistance for activities but the behaviour

is not maliciously directed at anyone, a huge understanding that I have recently developed. Being in full control of these kids is tough, a huge helper in developing my classroom management skills and testing my teacher voice with the students. Playing games such as CrossOver Dodgeball and Farmer Farmer shows how the behaviour of the kids can be suited for certain activities and assess the kids on what games they are capable of playing on tougher days based on different levels of freedom and control. Farmer Farmer (modernized Red Rover) is dependent on attentive listening skills and mutual respect for the person calling the game while Cross-Over Dodgeball is more freedom of will and an energy user-upper for those restless anxious days. Reflect: While I am only in the room on Tuesday mornings I have not yet seen a formal Math, Social, Science, or English test where each student sits down and writes a test and is graded, yet is it necessary? While I dont feel as if teaching Special Education is my calling, this experience has shown me the importance of assessment and curriculum within the classroom. The curriculum is based upon the students and is derived from the Program of Studies from Alberta Education. In collaboration with the two it can be said that students thrive off whats best for them. If Susan gave the class a 50 question multiple choice test on the Water Cycle the scores will most likely not fit the standard of excellence or the highest percentile, but what doesnt show is the null curriculum progress made by the kids. Can the kids name all 13 provinces and territories? Maybe not off by heart, but can they assess a situation and understand when their behaviour is deemed inappropriate and avoid the incorrect response to the same situation in the future? Id like to think so, and basing a curriculum around successes of individual and group efforts of the class seems to be an innovative and beneficial start for Special Education. Questions: 1) While the Program of Studies is the essential tool for curriculum and lesson planning, is it more beneficial to remain true to the Program of Studies or stray off the path in certain situations and environments in the sake of students and yourself? 2) What are ways assessments can be negative to children at an age such as 6-11 years? 3) Are tests essential? Is it dependent on the class?