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The initial state of happiness about an own child is often overcome with annoyance after even a short period of time. Children quickly grow an own personality, and it’s the most vital task of the parents to help develop it and give it a shape. Otherwise, the little angel can turn into a little devil adding considerably to the stress in life you already have.

Like everything else in life, child education is a tightrope walk between strictness and letting loose. Drifting off either way causes more problems than it solves. But of course what sounds clear and obvious in theory is much harder to actually apply practically.

The suggestions here are no rules to follow, they’re mere guidelines and should animate own thoughts and ideas. After all, it’s up to you what you think is best.

From External Evaluation to Self- Assessment

 

Download Full Text Seven Curriculum Mind Shifts

 

Since these new process-oriented goals cannot be assessed using product-oriented assessment techniques, our existing evaluation paradigm must shift as well. Evaluation should be neither summative nor punitive. Rather, assessment is a mechanism for providing ongoing feedback to the learner and to the organization as a necessary part of the spiraling processes of continuous renewal: self-managing, self-monitoring and self-modifying. We must constantly remind ourselves that the ultimate purpose of evaluation is to have students become self-evaluative. If students graduate from our schools still dependent upon others to tell them when they are adequate, good, or excellent, then we've missed the whole point of what self-directed learning is about.

 

Download Full Text Seven Curriculum Mind Shifts

 

From Transmitting Meaning to Constructing Meaning Merlin Wittrock (1986).

Reminds us that the brain's capacity and desire to make or elicit patterns of meaning is one of the keys of brain-based learning. We never really understand something until we can create a model or metaphor derived from our unique personal world. The reality we perceive, feel, see, and hear is influenced by the constructive processes of the brain as well as by the cues that impinge upon it.

Teaching Application: How a changing conditions design can be used in the classroom.

Mr, Woods was recently hired to teach physical education at an elementary school. When he arrived at work, Mr. Woods was approached by the special education teacher, Ms. Jones. She was concerned about Roberta, a student with physical disabilities who would be In Mr. Woods's gym class. Roberta, who used a wheelchair, had difficulty with eye-hand coordination. Ms. Jones hoped the student could learn to throw a basketball. Learning to play basketball would provide coordination training and a valuable leisure skill for Roberta. Mr. Woods agreed that the basketball skill seemed appropriate.
Mr. Woods decided to use a systematic approach to instruction. He asked Roberta to throw the basketball 20 times to see how often she could place the ball through a lowered hoop. This procedure was followed for five gym periods with no additional instruction until a baseline performance rate was determined. Mr. Woods then decided to use a modeling technique; he showed Roberta how to throw the ball and asked her to imitate him. Very little improvement was noted in five class periods. Mr. Woods met with the special education teacher to determine what could be done.