Reflection 5: June 20, 2012

Today we discussed compacting the curriculum.  I liked looking at the student behaviors indicating compacting is necessary.  I feel as if I can just look at that list and check off in my head students i have observed during practicum and during substituting (I see these kids many times throughout the year).  These students are in a class where some students require a longer length of time to complete what they complete in a fraction of the time.  one thing that really struck me was that others seek this student for assistance.  this is so incredibly true!  the students know exactly who to go to for assistance because they know who understands it best (other than the instructor, or sometimes better than the instructor).  The problem then becomes, is this student able to teach what he or she has learned, or are the other students just looking for the "right" answer.  The latter was very evident when I would grade assignments during my practicum, the same students went to the same single individual for help in completing their assignment.  They were just copying answers because when I would grade them, they all got the same ones wrong.  While I do not advocate cheating in any form, this is a reflection on the assignment as well.  The gifted individual may not care enough to actually complete his or her assignemnts because they have a deeper understanding beyond the scope of the assignment.  This is reflected when other individuals do not bother to learn the material at all, and they are just filling in answers.  The teacher should create assignments that actually measure the students' understanding instead of worksheets to keep them busy (and this was obviously not workign since they were copying answers in order to have more time to socialize).

out of the different strategies, I liked Most Difficult First.  This allows the student to show what they have mastered without any of the busy work and repetition that other students may need.