The STAIRS curriculum approach was taken in my hypothetical lesson planning efforts.
Careful attention to individual detail is necessary when addressing the desires, concerns, and needs of a cumulative classroom environment. Varying abilities and interests within a classroom can serve as a blessing, curse, or both to teachers. It depends on an educators ability and determination to adjust through accommodation. Certain student weaknesses are other students’ strengths, and vice versa. This indicates the significant importance of establishing lesson plans which are flexible and capable of necessary accommodation.
Student learning can be assessed through their personal displays of conceptual understanding. Technology make this process easy. Identifying low-to-high competencies requires simple task, assignment, or project analysis by the instructor. The professional educator then aligns student work with a grading rubric. Common individual strengths are weaknesses can then be identified. The instructor should then work to adjust course work to accommodate the most prevalent strengths and weaknesses. This should not be done to stall the development of student weaknesses. A more responsible approach would involve the steady progression of lower competencies, while maintaining greater course work standards for higher competencies in subsequence.
Modifying course assignments for accommodation purposes may seem like an unwanted headache for most educators. This process can be simplified if there lies opportunity to adapt individual assignments and make them group assignments. Group work may be most functional and cooperative when students are empowered to take advantage of their more advanced educational competencies. This can yield results involving groups of students who, as a whole, possess adequate competencies to be successful in their work assignment efforts.
The necessity to provide an ideal learning environment for students is accompanied by a required adherence to specific curricula (Common Core, and ISTE-S). There is minimal difficulty in discovering transferable learning concepts within one’s assigned coursework that aligns with these learning standards. Educators who provide a wide variety of assignment styles (individual/group research, writing, or multimedia use) will find required curricular alignment to be an easier process.
Promoting student utilization of academic strengths while improving their weaknesses in subsequence will result in a successful learning experience.