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.
Wednesday, September 26, 2007
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.
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.
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.
Tuesday, September 25, 2007
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.
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.
Monday, September 24, 2007
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.
Thursday, September 20, 2007
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.
Wednesday, September 19, 2007
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.
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.
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.
Tuesday, September 18, 2007
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.
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.
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.
Thursday, September 13, 2007
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.
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.
Wednesday, September 12, 2007
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.
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
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.
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.
Subscribe to:
Posts (Atom)