This was a very interesting lesson and I was able to use the practical information very quickly (like "CHROME" my daughter was having difficulty remembering the steps of scientific process and I was able to share this mnemonic device with her p. 348).
I have been giving a great deal of consideration to the grading structures, fairness, how to apply the adaptive grading processes. I think a great deal of this will make more sense as I am actually able to directly apply the learning and methods involved. I was trying to think how this could be easier, but giving grades is such cumulative event, building on and depending upon so much criteria. Even just submitting what grades I had "recorded" when helping out as a Para. in a resource room felt vague as well as disconnected.
In contrast, the "Nathan" case study, was very practical and hands on and I felt that I could both readily and personally apply what we were learning! I think we all will feel more comfortable and adept in an IEP meeting now.
In our group, other than the Nathan study, it didn't seem that we were interacting a to a great extent this week. It was very fun and dynamic when Julie joined us, and made for a more well balanced group. It was neat to see. (I did really chuckle with the comment towards "overpowering" my group. I think they just appreciated that I was through and spent 3 hrs. (psychologist role), making sure, for certain, that Nathan was 1) qualified for services, 2) what/which service(s) and 3) I knew how to analyze and present the testing information. What does concern me, however, is knowing which or how to do the assessments within the final. It's not that it is not a great idea. I think it is brilliant, because it so easily reflects all that we have learned, cumulatively, and, second, in a short period of time, we can accomplish it, working together in groups (for the learning model). Lastly, it is a skill we will need to master, at least as teachers for MDT, IEP, and eligibility meetings (or other committees).
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