It almost feels like I am a game show host and I am trying to sell the prizes in as interesting and flashy a way as possible. When the students are smiling, so am I and when the energy drops down because we are reading from a textbook together, my energy slumps too. Keep them entertained, keep them smiling and keep them engaged. It is hard work to do and I am forever grateful for my prep periods and my time in the evening to dream up new ways of teaching math and history.
I had a great idea of using Facebook to create historical character profiles to assess their understanding of New France – but after having a conversation about using the multiple intelligences in assessment practices, I think I am going to curb the Facebook idea for another class (I guess I don't have to use EVERY great idea right now) and use another assessment for the New France unit. We have 4 guiding questions in this unit: Can two sides win a battle? Was it a good thing the English won the Battle of the Plains of Abraham? How did co-operation affect the development of New France? What is the significance of studying New France? And everyday, they have been adding to these questions and we have been using these questions to inspire our lessons. So, instead of creating an assessment that is so far detached from the whole unit, I thought it might be cool if the students created their own assessment (established by a contract), incorporating these 4 questions and their responses.
I think it is a wise idea for the students to say what kind of learning they want to do and in a gifted class, it is an option that can be explored fully and can be used to its fullest potential.
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