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Assessment 

Assessment is an on-going process, which encompasses formative and cumulative thinking. I believe assessment begins with establishing clear objectives and expressing goals to students. I believe that assessment is most effective when students are given the opportunity to develop their skills and are provided with periodic/ formative feedback. In sum, I believe in providing the opportunity for students to reflect and to grow. And further I believe a fundamental principle in assessment is providing students with the tools to be engaged in this process. Ideally, I hope to develop a curriculum based upon student needs/goals.

For me, I believe in the learning process: presentation, practice and production. All of my lessons are based upon this process. I think these phases are an integral component of assessment. In a typical unit, I begin by establishing objectives (enabling and terminal) and explaining cumulative goals. In doing so, I outline the short term and long term goals of the unit. Next I follow the best teaching practice of presentation, practice and production. During each phase, I provide students with the opportunity to experiment with target skills and I give students periodic feedback and the chance to self-reflect. I see the final assessment as a cumulative product which reflects their growth, self-reflection and abilities in a positive way. 

I believe that assessment is enabled by multiple learning venues. Therefore, I employ various teaching methodologies within the class, I create a balance between whole-group, small group and pair-group learning. I am also very cognitive of balancing between teacher-centered and student-centered lessons. Furthermore, I apply the theories of multiple intelligence through the use technology, physical activity and community to support the various learning styles;  my daily classroom lessons always include PPTs, videos, music and physical activities. Moreover, I also always establish a website where students and parents can review objectives, weekly schedules, daily materials and extra resources.
 
Here are a couple examples from my previous teaching job; I taught advanced ESL at a college in Thunder Bay.  Although I was teaching adults, the same principles apply to the education process to elementary students, with some modifications.
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  • Home
  • All About Me
    • Curriculum Vitae
    • Contact Me
  • First Nations Focus
    • First Nations Literature for Kids
    • Useful links for First Nations Teaching
  • Special Education Part 1
    • Module 1- Foundations of Special Education in Ontario >
      • Inclusion
      • Models, theories and Approaches
      • Interesting Websites
      • Module 1-discussion posts
    • review and consider the main areas of exceptionality and their sub categories
    • Module 2-Communication Exceptionality >
      • Communication Exceptionalities
      • Language Impairment
      • Hearing Impaired
      • ADD/ ADHD
      • Autism
      • Module 2 discussion posts
    • Module 3-Behaviour Exceptionality >
      • Behaviour Exceptionalities
      • Mental Health
      • Module 3 discussion posts
    • Module 4-Intellectual Exceptionalities >
      • M.I.D
      • EQAQ and exceptional needs
      • Giftedness
      • Module 4 discussion posts
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      • Module 5 discussion posts
    • Module 6-Processes, Programs and Services >
      • Module 6 discussion posts
    • Module 7-Program Planning >
      • Example IEPS and transitional Plans
      • Module 7 discussion posts
  • Special Education Part 2
    • Introduction to Special Education Part 2 Portfolio
    • Module 1 assessment >
      • Module 1 assesment products
      • module 1 assesment resources >
        • Assessment >
          • Formal Assessment- Criteria Referenced
          • Informal Assessment
    • Module 2 procedures >
      • Module 2 procedures products
      • Referral Process
      • IPRC Process
      • SMART GOALS
      • IEP
      • Module 2 procedures resources
    • Module 3 literacy >
      • Module 3 literacy products
      • module 3 literacy resources
    • Module 4- Numeracy >
      • Module 4 numeracy products
      • Module 4 numeracy resources
    • Module 5 Learning Skills >
      • Module 5 Learning Skills products
      • Module 5 Learning Skills resources
    • Module 6- Program Planning >
      • Module 6- Program Planning - differentiated Instruction >
        • Transition Plans
      • Module 6- Program Planning Products
      • Module 6- Program Planning Resources >
        • FASD
        • Meta cognitive and KWL
    • Module 7-culminating tasks
    • Portfolio Reflections
    • Seminars
  • PME 800
    • Inquiry project outline
    • Progress Monitoring
    • Inquiry Project
    • SRL Resources
  • Special Education Specialist
    • MODULE 1: INCLUSION TRENDS
    • MODULE 2: COLLABORATIVE INQUIRY
    • Module 2: Teamwork- working with an educational assistant
    • MODULE 3: BEHAVIOUR EXCEPTIONALITIES >
      • BEHAVIOUR RESOURCES