The question was modified to: How can you tell at all if there has been any learning in an environment that cannot be tested? For example if you have a certain student (introvert or extrovert) how can you tell there has been any development/transformation?
Group 1 Responses:
- Child shows engagement
- Somewhat enthusiastic
- Student has ability to reflect one to one
- Can demonstrate the task
- Encourage “I” statements
Group 2 Responses:
- Learning will vary from student to student
- There are different types of learning, such as critical thinking skills; these cannot necessarily be taught
- Is the student “getting it?” i.e. is the extroverted student asking questions related to the content, is the introverted kid focused?
- It is very situational of how the student shows learning; this is complicated and can depend upon the confidence level of student regarding the content area.
- Learning is a cumulative process
Group 3 Responses:
- Evaluate type of questions the student poses
- Journal entries
- Partners/small groups
- Give time to prepare answers, especially for the introverted child
- Celebrate work
- Give opportunities to show learning in different ways/allow choice in presentations
- Teacher must observe each child in a multitude of ways
- *Allow an extroverted child to be a spokesperson for an introverted child
Group 4 Responses:
- We are compilations of both introverts and extroverts, and need to be aware of that
- Teacher must show students how to give presentations; be aware of anxieties/give permission to be nervous
- Allow student to present in areas that are of interest...allow student to draw upon prior knowledge and become an expert in those areas
WE ARE ALL LEARNERS/RESEARCHERS/EDUCATORS
submitted by Helen Alexander
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