I believe ‘making’ in the classroom makes learning visible and this can be assessed through observation and learning conversations with the student, their whanau and the teacher aide. These conversations offer everyone an opportunity to contribute their unique knowledge of the students with specific educational needs, and an opportunity to participate in planning for and responding to the students' learning pathways. Assessment of progress and achievement needs to encompass a wide range of contexts in which a student can demonstrate their capabilities and use their knowledge and skills. As well as making learning visible, while 'making' many of the key competencies and their corresponding behaviours and dispositions can also be demonstrated.
What counts as learning while ‘making?”
Parker (cited in Kelly, n.d.) came up with three reasons that 'making' is meaningful for students:
This reinforces my belief that the process is more important than the product and the highlighting of the learning that happens during the process needs to be documented throughout the activity, through observation and learning conversations. Effective observation is underpinned by a strong understanding of what achievement looks like for that particular student. I need to notice what the student is doing and recognise the learning that is taking place so I can respond appropriately with further challenges to embed that learning. Learning conversations with students including specific descriptive feedback and feed-forward between myself, the student, their whanau and the teacher aide, help to clarify learning expectations, and can make visible the successes, small or large that are occurring.
Kelly, R. (n.d.). What Counts as Learning While Making? -. Retrieved May 22, 2016, from https://campustechnology.com/articles/2016/04/05/what-counts-as-lea...
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