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The new State High School Assessments reflect a growing national recognition of the complexity and diversity of human learning. Several recurrent traditions and principles are shaping school system efforts to prepare students for success on these high-stakes tests, including: brain-based teaching and learning; cognitive learning theory, including Constructivism; concepts of multiple intelligences and learning style preferences; and the Dimensions of Learning instructional framework.
The following controlling principles unify these four traditions:
The behaviorist model of learning is incomplete; we cannot teach everybody in the same way at the same pace;
Teaching must address individual learners, their learning style preferences, and cultural backgrounds;
The brain is a pattern-seeking organ constantly searching for emotional connectedness and order in the midst of perceptual chaos;
Learning is non-linear, recursive, and open-ended; effective instruction requires students to connect new learning to what they already know and have experienced; and
Finally, in optimal learning, teaching and assessment are integrated rather than separate processes; teachers should make use of a range of assessment tools to monitor student achievement and understanding. In addition to traditional tests and quizzes, they should incorporate student feedback, academic prompts, performance tasks, project-based assessments, and portfolios.
CLICK HERE for staff development ideas to assist staff to understand and apply learning theory as it relates to the Core Learning Goals/Skills for Success and the high school assessments.
