Obtaining Evidence of Understanding Far

Obtaining Evidence of Understanding

Far too often, Internet sites dedicated to teaching children with Attention Deficit Hyperactivity Disorder (ADHD) fail to include specific guidelines related to knowing when a student with ADHD fully understands what is being taught by the instructor/teacher. As Grant P. Wiggins points out, "open-ended clinical interviews or careful observations provide the best way of establishing the degree of understanding attained" by students with ADHD (1998, p. 86). Thus, in order to assess these degrees of understanding, all instructors/teachers should utilize five specific elements as outlined by Wiggins which if used properly will reveal how much or how little a student with ADHD truly understands in a classroom setting.

First of all, every student with ADHD who truly understands what is being taught will demonstrate "sophisticated explanatory and interpretive power and insight" by affixing a metaphor or an analogy to an idea or a story, by demonstrating a clear understanding of the central ideas within a given argument or through the ability to "read between the lines" and thus offer "sound arguments and evidence" to substantiate his/her views (Wiggins, 1998, p. 86-87). Second, every student will demonstrate that he/she can "apply knowledge in context" by using such knowledge "in diverse, realistic and noisy contexts" (Wiggins, 1998, pps. 87) and by applying what has been learned in innovative and imaginative ways while also being able to teach fellow students what one has learned or understands, such as relating the plot of a novel or a short story.

Third, a student with ADHD who truly understands will demonstrate the ability to create personal perspectives which critique or justify a specific point-of-view or opinion and will know the assumptions on which an idea or theory" are founded. They will also be able to demonstrate "the limits as well as the power of an idea," along with being able to see and clearly explain "the importance or worth of an idea" or suggestion (Wiggins, 1998, pps. 87-88), such as one might find in a story with a moral ending or premise.

Fourth, all students with ADHD must be able to demonstrate personal empathy, i.e., having personal feelings about someone or something, by "Projecting himself into, feeling and appreciating another's situation, affect or point-of-view," such as expressing empathy for a character in a story. In addition, every student must be able to recognize "incomplete or flawed views," particularly those that appear to be nonsensical or illogical, and be able to explain why some ideas can be easily misunderstood by others. Of course, listening "and hearing what others do not" is also important, for it demonstrates a student's ability to have and take advantage of an open mind (Wiggins, 1998, pps. 87-88). Lastly, a student who truly understands what is being taught will be able to express his/her self-knowledge by "recognizing his own prejudices" against those in his/her environment who are physically different, by "questioning his own convictions" based on warranted knowledge and intellectual honesty, "being happy to admit ignorance" of a topic or subject and especially by "defending his views without defensiveness" (Wiggins, 1998, p. 88). In regards to utilizing these five elements as part of a website dedicated to alternative treatment options for parents with children afflicted with ADHD, one superior method would be to create some type of a test, either written or oral, which a parent could utilize to determine if their children with ADHD are truly learning and gaining knowledge in a classroom setting.