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Be diagnostic and prescriptive, not just slower and louder!

Simply stated, some kids simply need more traditional practice, but some kids need a different approach to thrive. Performance on the WISC, and other formal test measures can offer insight to understanding why some tasks come easy, while others don't. Patterns of relative strengths and weakness within test results, combined with anecdotal observations of a student's triumphs and struggles during other classes and daily activities can be used to suggest a student-specific plan of action for math instruction.

This diagnostic-prescriptive approach acknowledges cognitive resources and learned skill sets in order to select methodologies that best suit the student's learning profile. Sometimes it is necessary to fill-in conceptual gaps with appropriate teaching methods before students can make progress. Consider the student-specific methodologies and individualized resources that are prescribed for reading and language remediation versus the traditional response to math remediation: more problems, less problems, graph paper, note cards... really?

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