Assessing: Chapter 12

Abstract:
This chapter was about grading scales. The two most popular scales for secondary classrooms are the 4-point scale and the 100-point scale. This chapter basically discussed both sides of both of these grading scales. Part of it discusses the flexibility of a 100-point scale, having such a broad choice of grades means you get a better chance to look at how the student worked out the problem or assignment and similar things. Having a 4-point scale usually means you're looking for something (if they have no spelling errors, a couple, some, or a lot). The chapter also discusses combining these two scales; you might grade assignments on a 100-point scale but the gradebook is based on a 4-point scale, or vise versa.

Reflection:
Our group thought this chapter was kind of interesting. There are things about both of the scales that we like, and things that we don't like. The 100-point scale gives you flexibility, but what number constitutes an A or high B differs from school to school. This chapter kind of made us think about some conversations we've had in the past where the idea of eradicating number and letter grades was discussed. It seems like the education system is trying to become more sensitive to the students (receiving a big, red F on your test doesn't really do much for self-confidence). Teachers should find out what grading scale best works for their type of classroom, hopefully one that is fair and accurate.

Assessing: Chapter 9

Abstract:
This chapter mainly focused on ten approaches to avoid when you're differentiating assessment and grading. Several things mentioned pertaining to this are avoiding incorporating nonacademic things such as behavior and attendance into the final grade, giving students more than one attempt at mastering the content, avoiding witholding assistance, avoiding assessing students in a way that does not accurately show their mastery, avoiding group grades, and avoiding grading on a curve. Among several others, these are all important things to keep in mind as a good teacher.

Reflection:
Our group thought this chapter was pretty important. We agreed with a lot of things that it talked about. Several of us had the experience of our grade suffering because of a group grade (we would do the work, but somebody else would slack off and the overall group grade would be bad, which affects the final grade). We also liked the idea of avoiding recording zeros for work not done. A zero does a lot of damage to a grade and automatically handing them out for work not finished is not the best method of dealing with incomplete assignments.

Assessing Chapter 10

Write a brief abstract of the chapter.

This chapter was about students redoing work. This chapter talked about how it is important that when students redo work they correct what they did wrong and understand why it was wrong and are growing as learners. It also stated that redoing work should be completely at the teacher’s discretion and the teacher can create the terms for redoing work.

How did you connect to the reading and briefly reflect on your thoughts?

I always thought redoing tests and quizzes was stupid. I redid a test last week for the first time since, well I don’t even remember the last time I redid a test. I always thought that late work was late, a failed test was a failed test, and you can do better next time, but this time is over. I think I’m starting to come around to the idea of redoing tests. I’m starting to think that giving second chances might be a good idea, because without them I wouldn’t be writing this right now because it is late.

Multiple Intelligences, Chapter 8

Abstract:
This chapter focused on classroom management as applied to the eight intelligences. The focuses include: gaining the attention and/or control of a classroom, disciplining students, transitioning between lessons and activities, creating groups and the effective implementation of class rules. It gives examples of how to cater to each intelligence, from using a low voice to playing a key on the piano.

Reflection:
This chapter outfitted us with many new ways of controlling a classroom in a way that is effective and applicable to different intelligences. Because many of us are very strong in only one or two of the intelligences we do not know a great deal about those that we do not embody in a significant way. This chapter helped by giving us several new ways of approaching multiple situations and the multiple intelligences.

Multiple Intelligences, Chapter 11

Abstract:
This chapter focused on the use of the Multiple Intelligences to aid special education students who have been integrated into the classroom to perform well. The chapter notes that learning disabilities can take place in all eight of the intelligences. It notes that several significant figures in history have led successful lives intellectually despite their disabilities. The chapter suggests working towards the strengths of students with learning disabilities instead of focusing on what they are not able to do, and teaching a unit through all eight intelligences will help them to be successful.

Reflection:
One of our biggest concerns about going into the field is working with students who have learning disabilities. Christine has never had a student with a learning disability in a classroom where she has been a student, and has never taken a course focused on special education. We hope to learn more in Special Education classes so that we can not only understand our students' disabilities, but we can also effectively teach them according to their intelligences.

Assessing Chapter 13

This chapter is about how to set up your grade book in a differentiated classroom. This chapter talks about organizing the grade book based on the standards, objectives and benchmarks. It also talks about grouping grades by weight, categories or dates.

Leigh thinks that the easiest way to arrange a grade book would by dates and assignments. She thinks that it would be simplest to arrange things this way. I think that the idea of grouping assignments by objectives would be interesting because it would align the grade book with the backward design unit. I think that it would also be important to list dates as well because without dates it would be impossible to have a sense of how much time certain objectives took.

Assessing Chapter 14

Abstract:
This chapter focuses in the importance of the format of a report card. The Adjusted (Modified) Curriculum focuses on a students' progress. With this a student is examined at the beginning and how far they have progressed to the end. I think this is important, because the most important part of teaching is how much the student has learned. It isn't about how much they know to begin with or at the end if there wasn't any progress made. Another way to grade would be on both progress and where they stand when it comes to the subjects' standards.
Reflection:
While grading on both standards and progress seems important, we can all agree that the most important part of learning is progress. I know that a lot of times students know a subject really well going into a class and haven't learned much of anything, but because they still know everything they are supposed to, they get a good grade; however, did the student really learn anything?

Assessing Chapter 11

Abstract:

This chapter addresses the problem with zeros in the grade book. Apparently, we should think about exchanging a 60 in the grade book for the zeros. Reason being, all the other grades are only 10 points a piece, but the F has a 60 point range. Also, there is the problem with grading everyone fairly, when one classroom can have a wide variety of learners. Also, grading late work becomes a huge task. How are we supposed to deduct points? Do we deduct points per day, or grade letters per day?

Reflection:

All these are really good points. Most of us think grading late work all up to the teacher. Teachers should make a decision that they want to stick to that they think is fair, and let the students know they aren’t going to budge. Also, putting a 60 in a grade book instead of a zero is such a weird idea. None of us have ever had a teacher that has done that. We decided that if a teacher was to put a 60 in the grade book instead of a 0, a lot of the students that don't put effort into school would probably do even less work.

Assessing: Chapter 8

Abstract:

This chapter's focus was on grading (or not grading) in the classroom. Part of the chapter discusses a situation in which grades are not used, yet we are still able to see that students are learning, understanding, and progressing. Part of the chapter discusses how grading has become such an "essential" part of teaching and learning, and how it has become a kind of "bargaining chip" to get students to complete their work. The chapter also discusses how or if we should grade things such as participation and effort. Effort is an especially tricky topic to grade because sometimes it is difficult to judge how much effort one student may be putting in; effort is also difficult because of the debate of whether or not it is a good idea to deduct a student points for not participating or putting in effort even if they have incredible knowledge and understanding of a topic.

Reflection:

We felt that this chapter was one that discussed a very important topic. We all agreed that too much emphasis is put on grading, on students getting that A that they "need" to get on in life, and on teachers making sure that so many students get As and so many Cs and so many Fs (obviously if there are too many As then the teacher's assignments aren't difficult enough, or too many Fs and they are holding unrealistic expecations of their students). It's possible for students to learn without being graded on everything they do, so why not give not grading a try?

DI/Ubd Chapter 8

Abstract:
This chapter is concerned with grading in the classroom: how to be an effective grader and report that grade, and how to report achievement at the same time. The six principles outlined by the book to be used in determining a grade focus on grading the individual by a set of specified learning goals and performance standards that are clearly defined to the child prior to the grading process. There is also an emphasis on grading the individual based on established criteria, rather than on “arbitrary norms” (130). The chapter also explores ways of grading or reporting that take into account both standards and differentiation, which includes a great deal of communication between parent, teacher and student, and having the grade reflect the progress of the individual.

Reflection:

In this chapter Leigh found the idea of a rubric to be particularly helpful when trying to complete an assignment to be absolutely necessary. She felt that feedback is also necessary in order for students to feel confident and comfortable with their grades. Chrissy thought that it makes much more sense to grade a student based on what they are capable of achieving; one student’s “best” work may not be anywhere near another students, and yet they both have done the assignment to the best of their ability, so don’t they both deserve a high mark?

Assessing Chapter 7

This chapter discussed the grading system. It talked about how the traditional A,B,C,D,F grading system doesn’t accurately show how well a student has mastered a subject. The letter is just an overall average and does not show any details about the student’s learning. It also talks about how an A in one class is not always an A in another class. The system is very subjective therefore each teacher can assign a different grade to work that is of the same caliber.

We all thought that it was important to make the grades uniform and make sure there were clear distinctions between the different grades. I was reminded of a presentation I went to see at MBHS. The way that the presenter put it was that we need to have definitions for a language or things get confused. The problem with letter grades is we have a language without clear definitions. Chrissy thinks that the old grading system would work if it were done correctly.

MI Chapter 13

Write a brief abstract of the chapter.

This chapter briefly goes over some uses of multiple intelligences theory that were not really covered in the book. First, it discusses computer technology and how it can be used to hit every one of the multiple intelligences. Then cultural diversity and how different cultures value different MI’s. It also discusses how MIs can be used in career counseling.

How did you connect to the reading and briefly reflect on your thoughts?

We thought that the chart of all the different successful people from some different races was really good. It really expressed that every race has people that excel in all areas of the MIs. The list of jobs that certain intelligences are good at was also very helpful in figuring out which jobs would be suitable for each intelligence.

MI Chapter 12

Write a brief abstract of the chapter.

This chapter talks about using the Multiple Intelligence with different cognitive skills. For example using all the different MI’s to help with students’ remembering facts and problem solving. They used the example of spelling words and how to tailor the lesson to all different learning styles so all the students learn how to spell the words in their own way.

How did you connect to the reading and briefly reflect on your thoughts?

We thought that the best part of this chapter was when it gave different examples of people who had different intelligences but were still very successful. I personally thought that the connection between the musical and logical-mathematical intelligences was a great one because I feel that they are very connected. Music is completely based on mathematics and numbers. It may not be considered solving equations and problems in a traditional sense but when composing a piece the musician is doing just that.

DI/UBD Chapter 10

Abstract:

This chapter applied the backwards planning model to the evaluation of how well you have applied the UBD and DI model. It also explores the importance of integrating new teaching practices into your established routine and not just falling into the same patterns year after year, or even unit after unit. They suggest working with colleagues to develop and implement new ideas and practices. Many suggestions are given for implementing UBD/DI into the classroom.

Reflection:

The suggestions given in this chapter are easily applied to the normal classroom. There seem to be many ways to ease into the UBD/DI model if you are a veteran teacher, and there are many bases from which to start as a new teacher. We found this text to be very helpful in designing a classroom conducive to learning and that is also flexible.

Multiple Intelligences Chapter 9

Abstract:
Today, most schools either don't touch upon all the intelligences, or give the "neglected" intelligences almost no attention. An MI school would give students access to all the intelligences. In an MI school, there would be ways to cater to all the intelligences through programs and activities such as band, home economics, photography, along with the traditional classes.
Reflection:
We decided that most schools don't have classes that help students develop all of the eight intelligences. In middle school, some students get home economics or music. In high school, band is more of an optional class. The same goes with art, they are offered, but not as much encouraged. Most schools nowadays focus on the basics like history, science, math, etc. However, even some science classes don't tap into the naturalistic learner in some.

MI Chapter 7

Abstract
This chapter focused on multiple intelligences and the classroom environment. Getting to know your students’ multiple intelligences, and just the fact that there are multiple intelligences, helps determine the kind of classroom environment you as a teacher need to create. Things such as MI activity centers, topic-specific activity centers, and open-ended security centers could be helpful with this.

Reflection
We all found this chapter to be very interesting because we have yet to cover it in depth in class. One of the ideas we really liked were the activity centers. They seem like a creative way for the students to get the work done the way they like, and also a good way for you to see what their “strengths” are. Our concern with this type of activity is that students will go to centers because their friends are there rather because it caters to their multiple intelligences.

MI Chapter 6

Write a brief abstract of the chapter.

This chapter gives a large list of teaching strategies for each MI. There are 5 specific strategies given for all 8 of the intelligences, so 40 total strategies.

How did you connect to the reading and briefly reflect on your thoughts?

Although there were many useful strategies presented here, I really liked the “windows onto learning” one. Naturalist has been the intelligence that I have had the hardest time thinking of ways to include in the classroom. I was often one of those students that looked out the window and I think it is a really cool idea to use the window to help teach a lesson.

Differentiated Instruction and Understanding by Design Chapter 9

Abstract:
This chapter basically reviewed all the reasons why differentiated instruction is important. We want to know what we want the students to learn and then we want to teach them. We want to make sure that we reach all learners. We also have to assess the students to make sure that they are actually learning the material. This chapter gave an example of a lesson created through backwards design. The goal when teaching with DI is making sure that the student is learning as much as they possibly can. We must adjust certain lessons for the benefit of some students.

Reflection:
We think this chapter was helpful. It basically just reviewed all the positive and useful things about differentiated instruction and the benefits of using backwards design. If we know what we want out students to know, it can be easier to create a plan to work towards that goal.

Multiple Intelligences: Chapter 5

Abstract:

This chapter focused on Multiple Intelligence theory and applying it to curriculum developement. The teacher should continually shift their method of presentation to work on combining intelligences. There are several toos such as brainstorming, logicstic puzzles, picture metaphors, body maps, mood msuic, peer sharing, journal keeping, and nature walks. There is a seven-step procedure that suggests one way to create MI lesson plans. The chapter also discusses how how MI theory "provides a context" for structrng thematic curricula.

Reflections:

We thought this chapter was pretty good and informational. We agreed with the chapter's statement about how teachers should continually shift their way of presenting information so they can connect to all the different intelligences that are present in the classroom. We thought the seven-step process to guide making MI lesson plans. We also thought the idea of using themes to "weave" subjects together and provide students with opportunities ot apply their multiple intelligences was helpful and interesting.

DI/UbD: Chapter 6

Abstract:

This chapter mainly focused on "instructional decision making" in classrooms that are built on the principles of Understanding by Design and Differntiated Instruction. All students should be working with curricula that focuses on the important ideas of the subject and also requires them to think about, understand, and know how to apply the information that they acquire (different ways of doing this is great because that teaches to differentiated instruciton). It is also important to make use of classroom elements as "tools for effective instruction" (time, space, student groupings, etc.). Clustering learner needs to make instructional planning more efficient is another thing to be kept in mind, as well as thinking about how to manage your routines and ways of teaching to the multiple intelligences.

Reflection:

We liked this chapter because of the variety things that it covered. We thought about the statement discussing the evidence there is that says students who are labeled or thought of as "low-performing" do better with a rich and significant curriculum. Just because students come in with low knowledge or have difficulty understanding something does not mean we should change the curriculum to something that isn't challenging. It goes the other way, if they're already familiar with the content and have a good grasp on it we can't just teach the way were planning on anyways because it won't challenge them, classrooms and lessons need to be able to effectively educate all students even if they're on different levels.

Differentiated Instruction and Understanding by Design Chapter 7

Abstract: This chapter focuses on teaching in a way that caters to a diverse classroom and allows everyone to understand the content. Some of the chapter focuses on letting your students know the essential questions and goals of the course. This lets the students know what is expected of them and what they should understand when the course is done. It discusses the six facets of understanding and their use as tools. The WHERETO format can be used as a blueprint for instructional planning so you are able to teach all students for understanding. It lets the students become aware of the goals and helps them find the relevance.

Reflection: At first, the WHERETO's seemed a little confusing, but through the chapter, they became a little more understandable. The idea of letting students know what the goals are is a great idea. When students know what they need to do, there is a better chance that they will do it right.

Assessing Chapter 6

This chapter was about how to write good test questions. It is most important to make sure that the question is posed in a manner that is clearly understood by the student. The chapter also talked about how to make questions that don’t give away the answers. It also talked about adding a little humor to the test through jokes or puns or just ridiculous answers on multiple choice questions.

We thought that this chapter was very useful. Although some things seemed like common sense the tips were really helpful. We thought that the part about how to make questions to the point without playing “mind games” as Meredith described them was important. We have all had teachers who have written questions that were worded in a way that made no sense so we could only guess as to what the answer they wanted was.

Assessing Chapter 5

Abstract:
The focus of this chapter was the use of tiering in the classroom. Tiering allows for assignments to be increased in complexity or challenge so that students who are already familiar with the subject are not bored, but children who are new to the information are not struggling to keep up. Tiering should focus on one concept or task and only change the difficulty or complexity so that students can still be evaluated. A learning contract can be used to ensure the effectiveness of tiering.

Reflection:
Our group really likes the idea of tiering. When Chrissy was in high school there were many occasions in several subjects where she was not challenged and a teacher who was willing to tier would have been very beneficial to her. We feel as though tiering is an integral part of teaching, as it allows for all students to be engaged and further their education in a variety of ways. We don’t feel that students who are ahead should be held back from learning because the rest of the class is not at their level, and vice versa: students who are not prepared to partake in a lesson should not be forced to work at a higher level than they are comfortable or capable.

Assessing: Chapter 4

Abstract:
This chapter focused on three important types of assessment: portfolios, rubrics, and self (assessments). Portfolios work well for assessment because you get the "photo album" instead of just a "snapshot"; portfolios are also good because they help differentiate in the classroom by collecting not only writing assignments but also quizzes, prompts, projects, etc. Rubrics are good because they focus the learning and help assess their learning and report student achievement. They can be time consuming to make but in the end are worth it because of the benefits they produce. Self-Assessment is also good because it allows the students to figure out and understand how they best learn and the areas upon which they can improve.

Reflection:
I really liked the part about self-assessment, the chapter made a valid point in saying that differentiated instruction doesn't mean much if the students don't understand it and how it applies to themselves. John had one some might call a bad experience with a portfolio assignment, but hopefully we can take that as inspiration to make them an effective AND enjoyable assignment. Leigh and Chrissy both liked the idea of portfolios because they seem like a good way to build a collection of examples of students' work so you can get a better idea of their learning and understandings.

Assessing Chapter 3

Abstract:
This chapter was all about assessment in a differentiated class. It is best to begin with an ending in mind. When we know what we want the kids to learn, we can create a lesson that can make this happen. Pre-assessment is a great way to work with the end in mind. We need to assess the students and find out what they know, so you can also help plan your lesson around that. Then formative assessments help test the students understanding throughout the year. Teachers need to make sure that the students are learning along the way, so that when time comes for the summative assessment, the students will know the information. It is also important that teachers avoid "fluff". We must make sure that the goals are clear.

Reflect:
We decided that all these ideas are very important. The three kinds of assessments are wonderful. Some of us have had experiences where teachers have a "test" day planned out. These aren't the greatest idea because sometimes things change and material isn't covered. How can you plan a test ahead all the time when you aren't sure that the students will have learned the information. As teachers we need to make sure students learn the information to the best of their ability before we assess them on it.

Multiple Intelligences in the Classroom, Chapter 10

This chapter was about assessing people using the eight multiple intelligences. The chapter talks about how it is important to assess students in the way that they have learned the material. It is counterproductive to help them learn using the intelligences and then assessing them in a way that is inconsistent with the instruction. They included a series of charts suggesting different assessments for a few different topics for all the learning styles.

We all thought that it makes much more sense to assess students in the way that they learn to help maximize their success and understanding of the topics. We found that the charts included in this chapter were helpful in giving ideas about how to assess students with multiple intelligences.

DI/UBD Chapter 5

Abstract:

This chapter focused on how to detect evidence of learning taking place in the classroom. One big assessment is not effective in assessing student’s learning, and so it is important to assess them in many different ways and combine the results. It is also important to look at your goals or desired results for the class and then decide how to assess them. It is also important when assessing for learning that you are assessing why, for whom, and how the results will be used. Tools such as pre-assessment and self assessment also aid in effective evaluation of student progress.

Reflection:

John thought the idea of “Learning Contracts” was good because the idea of students working to meet an expectation with the supervision of the teacher sounded like a dynamic teaching method.
Leigh found this chapter to be informative, and thinks that assessment is the key to a successful classroom. Meredith couldn’t recall using self-assessment in high school but thinks that it would be an advantageous tool in helping students to understand how they learn best. Christine reflected on the idea of the photo album vs. the snapshot as a means of evaluating students’ progress.

Assessing Chapter 1

Abstract: This chapter focuses on differentiated instruction as a means of teaching students. DI is a way to help students learn by provided them with different methods of learning. Without differentiation, students would not be able to reach their full potential. It can be thought of as a crutch, a helpful tool to help students learn. Some people think that differentiation is not necessary and that it is making it too easy for students. This isn’t true; it is just helping the students learn in all different ways. It maximizes the students’ ability to learn information.

Reflection: I think differentiation is a very important tool. It is unusual to think that every time a teacher lets a student retake a test or presents them with an alternative example that is using DI. This chapter was just a good overview of DI.

UbD/DI Chapter 4

This chapter talks about how it is important to make sure that as a teacher you present the information so students understand. It also talks about how teachers should make the goals clear to the students so both the teacher and the students know where they are trying to be at the end. It is important to know about individuals and their learning styles and to teach to them. It is also important to have mutual respect between the teacher and students.

This chapter connected with the backward planning model because this model allows us to see the goals clearly and also plan how to achieve them. It was also easy to connect the idea that understanding is most important, because if the students don’t understand after the lesson or assignment what was the point? Also if some students don’t understand it is not helpful to give them less work than the other students. It is important that everyone understands.

Multiple Intelligences Chapter 4

Abstract:
This chapter focused on the multiple intelligences. Everyone possesses all eight intelligences, just at different levels. Different activities such as field trips and certain games can help students develop their intelligences. Incorporating the multiple intelligences into activities helps students find out which intelligences are their strongest. Also, when introducing intelligences to younger audiences, using simpler terms such as “word smart” for linguistic intelligence and “number smart” for logical/ mathematical helps a great deal.

Reflection:
I think that teaching students about MI’s at a young age is important. Letting students know that they are all intelligent in all eight areas of the MI’s is always reassuring. I think that the activity ideas are a great way for students to learn about themselves and develop their intelligences. However, a lot of these ideas seem more geared towards the younger grades.

DI/UBD Chapter 3

Abstract:
This chapter focused on the use of the Backwards Planning model as a means to create effective units that cover content standards as required by the state. It reflects on the challenge of content overload and the difficulty this poses in covering material thoroughly instead of just teaching material “a mile wide, inch deep”. Backward Planning is a three step process; first you have to identify the desired results, second you need to find a way to assess or find evidence that those desired results have been achieved, and lastly you plan the learning experiences and instruction. Planning in this way with two or more people helps to create a solid base of knowledge in the content area to further help identify the ideas and essential questions to be included.

Reflection:
Meredith liked that the chapter broke down each step of the backwards planning model into a further, more detailed explanation. Leigh feels very strongly that backwards planning is a good idea, as it allows you to first identify what needs to be taught which makes planning a lesson come more naturally. While John was reading through some of the Maine Learning Results he found that some of the standards were very broad and didn’t really point toward a specific goal so the teacher could teach something very different than another teacher and still meet the standard. Christine felt that with the vast expanse of information teachers are required to convey to their students due to content standards that it makes more sense to begin planning your lessons through identifying what needs to be taught rather than the other way around.

Assessing: Chapter 2

Abstract:
This chapter focused on how to identify if a student has "mastered" a topic by the six facets of true understanding (set forth by Jay McTighe and Grant Wiggins).

1) Explanation
2) Interpretation
3) Application
4) Perspective
5) Empathy
6) Self-Knowledge

The idea is that once the student has shown proficiency in the above categories, it is only then that they have truly "mastered" the subject (they know the content, as well as understand it and can apply it). Some ways for the teacher to check proficiency are quizzes, portfolios, models, demonstrations, essays, media projects, and more.


Reflection:
Chrissy noted that it could be difficult developing one set of ways to evaluate the students because one student's best work could be outstanding where as another's best work could be considered mediocre, even though they both performed to the best of their ability. Meredith and John both commented on the part that discusses the difference between truly understanding a concept and just memorizing the facts. Everyone recognized that evaluating students' mastery of a topic can be difficult but also that it is essential in order for the students to progress. Leigh was glad to see that there are more and more ways being developed to properly assess learning because at her previous school some of the teachers would just pile on work and grade but not really do much to assess.

Multiple Intelligences: Chapter 3

Abstract:
This chapter focuses on how to identify and assess students' multiple intelligences. The best way to do this is through observation; watching how they behave and misbehave, what they do in their free time, looking at their academic records, talking to them and/or the parents, etc. We have to assess how the students learn so we as teachers can develop lessons that get the information across to and understood by the students.

Reflection:
Everyone in the group agreed that observing the behavior of the students is the best way to assess their multiple intelligences. Leigh and John noted that the particular section about students "misbehaving" (talking, doodling, or tapping instead of paying attention) was a great indicator. Some teachers may be quick to punish or scold these students, but we should take these signs as hints to what their stronger MIs might be. Chrissy and Meredith both expressed concern that in a high school setting where you could easily have over over 100 students throughout a year it would be difficult to assess them all.

Differentiated Instruction and Understanding by Design Chapter 2

Abstract:
This chapter concentrates on the idea that the student is the main focus. As a teacher, you need to connect to the student and find ways to teach them so that they comprehend the material. All students have different learning abilities and as a teacher you need to find ways that work for the students. Teachers need to present the student with a comfortable learning environment and present the students with different ways to learn. It is also important to gain the interest of the student. Students learn more and are more motivated if they are interested in the material. It is also important for the teacher to get to know the student and understand
the individual needs of the students.

Reflection:

I think as a group, we all agree that we have had teachers in the past that have helped us learn material through different ways. When a teacher sparks our interest, it motivates us to learn more. However, it is also agreed that not all teachers nowadays take the time to get to know students individually. This is very important. Like Meredith said, “Every student learns differently; so just like they don’t all wear the same size shoe, they don’t all learn equally with only one method of teaching”. Granted, teachers can’t reach every individual student. But, it can only benefit the students when the teacher works to find different ways to help various types of learners, whether it is through interactive activities or group work.

Understanding by Design and Differentiated Instruction - Chapter 1

Abstract:
This chapter explains the separate roles of Understanding by Design which focuses on curriculum design, and Differentiated Instruction which is an instructional model of various ways to get across to the students. More importantly, it discusses how these two models work together to create a dynamic classroom. All students learn differently, UbD helps organize the content and order in which it is presented, while DI focuses on where the content is being taught, how it is being taught, to whom it is being taught, and how to get across to them. UbD and DI work together to see that all students are able to benefit from the classroom experience.

Reflection:
We all agreed that it is quite obvious that UbD and DI go hand in hand and that you need both of them to create an effective learning environment. John recognized that every person who is thinking about teaching realizes that there is a curriculum and that they are going to have to adjust their teaching style based on the learners in their class. Leigh and Meredith both acknowledged that getting across to the diverse group of students in a class is no easy task, but that it must be done if you want to teach effectively. It is up to the teacher not only to know their stuff but to be able to convey to the class and make sure that everyone can understand. Chrissy noted that Axiom 1 was an especially good example because the teacher used grouping and variations in modes of student expression as a method of DI as well as tasks and assessments to convey the general principles of the topic proving his use of UbD.

Multiple Intelligences in the Classroom, Chapter 2

Abstract:

This chapter focuses on the eight intelligences in detail, it states that IQ tests do not tell everything about a persons intelligences because there are many multiple intelligences that are affected by many different factors. For example genetics play a large role in which intelligences are more pronounced in certain individuals. Personal background and culture also play huge roles. They use the example of Mozart and his musical background having something to do with his musical talent. They also talk of “crystallizing” and “paralyzing experiences” these are experiences in life that either pushed someone towards a certain intelligence or pushed him away from an intelligence. This chapter also gave ideas how to find your own strengths and weaknesses in the eight multiple intelligences. Then the chapter also touches on how to develop and use all the intelligences in the curriculum.

Reflection:

We were able to connect to this chapter because it helped us realize our own strengths and weaknesses within the eight different intelligences. This chapter also helped us realize why we have these strengths and weaknesses. For example Leigh mentions that she didn’t grow up in a musical family so she is not very musical. I felt that my experiences connected with the crystallizing and paralyzing experience where I had some teachers that sort of stopped my growth in some areas but pushed me in others. For example, my music theory teacher always connected with us making us want to keep playing music so that helped me develop my musical side. We were also able to connect by thinking about how as teachers we will have such a large effect on students and there intelligences when we get in the classroom. Chrissy and Meredith both talked about how they connected with the parts about developing our weaker intelligences more so as teachers we can connect with all students.

Multiple Intelligence, Chapter 1

Abstract:
Howard Gardner formed multiple intelligence theory due to his belief that the definition of “intelligence”, as set forth by Alfred Binet, was too narrow. The basic idea of the theory is that there are eight different intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, music, interpersonal, intrapersonal and naturalist. It is believed that every person possesses all eight of the intelligences but excels in one of them but are able to develop their weaker ones to proficiency. The chapter also discusses how the intelligences work together in a complex way to do almost all everyday tasks, and there are multiple ways to be “intelligent” in all of the categories.

Reflection:
Leigh believes that her musical and naturalist intelligences aren’t as evolved as the other six. To her this proves that everyone has all the intelligences, whether or not they are all developed to the fullest extent. John believes that he is much more of a logical/mathematical learner because of his interest in the sciences, yet his MI test showed him to be a musical and bodily-kinesthetic learner, which he doesn’t feel most accurately describes him. Christine found it interesting that she only exhibited proficiency in three of the intelligences according to the test, and that visual-spatial learning made up 80% of her pie chart. To her this was very accurate due to her tendency to be a right brain thinker. Meredith, an interpersonal learner, believes that through reading the chapter she is now more aware of the different needs of students and therefore will be able to better utilize the different ways of teaching.