Blog for Ms. Martel's English Class

About Class:
(Students would blog about their thoughts, work, and discussions from the class period.)
Today class was fun, we got to watch a video from some movie with Robin Williams in it! Then we talked about what learning means in the video and how an author or a director of a movie can create a message to "teach" the reader or viewer something. We worked in groups today, working on a worksheet about writing styles. We had to create examples of different writing styles and then share them with other groups, we all had the same "topics" but the stories were all so different. It was neat to learn about them in a different way. We also got to use our computer, not like in Mr. Greg's class where we can't even open them, we got to research and find examples and resources about writing styles. I think that working with groups and researching what we want and finding whatever examples we want made me look to find something interesting and not just post to the wiki whatever it is, because I actually had to read what I found to make sure it was one specific writing style.


The Book:
(After they have read a portion of the book for homework- this is what the students would ideally create as a journal entry.)
The Great Gatsby is interesting, so far. It starts off really with this guy named Nick Callaway and he is in Long Island, New York in a place called West Egg for the summer, living across the water from his cousin Daisy. He goes to visit his cousin Daisy Buchanan and her husband Tom Buchanan, who are entertaining with Jordan. He stays for a brief period of time and talks with them about mundane things. When Tom gets up to answer the phone, Jordan reveals that it is his lover in New York. I can't believe so early in the book and there is already drama! Nick goes to his cabin and as he sees Jay Gatsby, his neighbor. The way it sounds, makes Mr. Gatsby seem mysterious and weird. He could be really interesting- maybe he knows something we don't know!

FIAE- Chapter 15

This chapter was really about tips and ideas on how to support your fellow colleagues and friends as they continue to move forward toward practices and methods for differentiated classrooms. Being able to talk to those that you work with, means all the world to your success in the classroom and your students’ success in the classroom. You learn something new everyday from a number of people and this provides the opportunity to further your ideas and thinking on how to better the classroom and your personal teaching. Exploring together is always more beneficial than exploring alone.
Some tips that I found within the chapter that would be especially helpful when dealing with fellow teachers/colleagues are:

• When disagreeing- assume that you are on the same side
• Try to seek first, then to understand
• If you are feeling stressed then most likely your colleagues are too
• Reflect on the bigger questions as well as those at hand
• If there are a majority of people who are embracing a new grading and assessment approach but a minority are not, focus on the majority
• Create an atmosphere where there is a little pressure to re-examine grading and assessing ideas
• Create opportunities to discuss ideas and story sharing/make use of communication using e-mail/mailboxes
• Model, model, model
• Find funding to accomplish those amazing ideas put forth by teachers/ pursuer additional training
• Have multiple copies of books and materials
• Use HUMOR
• Establish your own core values and make yourself aware of others’
• Staff health- physical, mental, and emotional

Beyond all of these ideas, this chapter really showing me how important it is to continuously keep learning. As a teacher you don’t stop being a student and become this morphed body, you are still a student but you are an example of educational ability. There is always an opportunity to learn from someone in your life and as I have learned, the students will teach you something new everyday. “It still takes a spark to get a fire going, and as colleagues, we can be both flint and kindling for one another.”

MI- Chapter 9

This chapter discussed the idea of an MI school and a traditional school. Students come to school not just in order to learn, as is the obvious reason, but to be “provided with experiences that activate and develop all of their intelligences.” It is important to remember no matter what setting a teacher and students might be in, that there will always be a mixture of every learning style and ability. Most schools, known as the traditional school setting, neglect a handful of the intelligences, including: bodily-kinesthetic, naturalist, interpersonal, musical, and spatial. MI schools are a different learning environment and experience. Although MI schools do not specifically exist as MI schools, many schools at this point in time are being built to cater to the different multiple intelligences or the learning types/styles of each student. These schools involve the opportunity for students to further their interests in vocational wants- meaning every job type that a “traditional” classroom setting is not conducive to. These schools give the students the ability to be hands on and base their learning directly on real life.

The other part of establishing an MI school would be the different types of staff members. There would need to be an assessment specialist: a person to assess the current and developing strengths, challenges, and interests of all eight multiple intelligences for each student, a student-curriculum broker: a person who can bridge the gap between the gifts of the students and their abilities along with the resources that the school offers, and the school-community broker: a person who can bridge the gap between the students’ abilities and the resources available within the wider community. At an MI school there are important factors that create this functional and creative learning environment. Having instruction every day that involves all eight intelligences, having school wide themes: “animal patterns, changes in time and space, environmental focus”, etc, “pods”: learning groups that are individually selected based on interests, the flow room: rooms designed to activate a different intelligence each time, a community resource committee: a group of community members that help to provide programs for students that are based on the school themes, and heterogeneous mixed-aged grouping: students of every ability level in one room. All of these factors contribute to what makes a difference to the lives of those students who simply can not learn in a traditional manner.

Hopefully MI schools are the future of our education system catering to those students who need “different” types of learning. This way of teaching children may cut out the “this is boring” or the “why do I need to learn this” or even the “I hate school” responses from so many children. As a future teacher I hope that all students can have opportunities that will foster not only their knowledge and understanding but their passions in life.

FIAE- Chapter 14

This chapter allowed me to think about the report cards I will be giving my students as well as how I can relay information about their challenges, successes, and overall progress. When students receive a report card, it is seen not just by their eyes but by the eyes of other colleagues (sometimes), other students (if they share), and parents. It is important, therefore, that schools take a good long look at how they are giving or presenting these grades to these eyes. Report cards should give much more feedback than a number or letter grade. They can give a wide variety of feelings to a student, as horrible as that may sound. These students, parents, and maybe even other colleagues must be able to understand the format. If students are judged on a particular piece of the classroom that is not on the report card, what are we really saying to them? You did really well on this, but it does not matter in the end? Students must be able to know that their grades are the result of not just one homework assignment or a test, but the combination of several aspects in the classroom resulting in their overall understanding and mastery.

How to have or even present a report card in a specific format bothers me. I wish that each teacher could create their own individual report card. Although they essentially do grade by their own system, they must still meet certain requirements and for me, too many requirements or pieces of a puzzle just make me frustrated. This frustration also falls into how to relate one class’s grades to others. Because each teacher is so different and will have different ways of assessing, one teacher’s way of doing it may be different. A 90 in my class may be a 93 in another. I know this is why having a set format for all report cards is important but it takes the individualized, special part of each teacher to student relationship away. The report card is the overall assessment of the student, but it is also a reflection of the teacher, this means that how I value my students’ grades will affect how they value their grades. I will definitely have to truly think about how to “grade” my students in relation to understanding for not just them but for me.

FIAE- Chapter 13

This chapter discussed different ideas on how to organize a grade book in a classroom containing differentiated instruction. There are different formats that can be considered and helpful, but being able to have and utilize one that can fit or suit your classroom is what must be found. Teaching is not about just relaying material to those people in front of you. Teaching is about being able to share a love or interest in one material/subject and being able to get them excited about that material/subject even if it is only 20 minutes a day. Teachers can try to view their grade book as different parts of a whole, split into sections of standards, objectives, and benchmarks. Another way for a teacher to view the grade book is by sections according to groups of assignments by their weight or category. Each way of viewing the grade book requires the teacher to do work in order to acquire a final grade. If a teacher lists assignments by their date then they can follow or track the students’ progress. Organization using color or a particular system not only will help the teacher but in the long run will help the students be able to rely on the teacher as dependable and organized.

I have seen many ways of organizing a grade book, but for me, being an extremely organized person. I would have to use dates and colors. I would prefer to organize my grade book by date of the assignment as well colors to identify homework, class work, projects, quizzes, and tests, etc. I would much rather have a material grade book not just a digital one, or one on the computer. I find that when I can see it in writing, I am more organized. Now that technology is taking over our world and the classroom, more and more of the grading is done either on the computer, on a website, or must be put there at the end of a grading period. Although this online or digital way of grading might be useful, for someone like me, it means double the work of putting grades in one place and then another. The only reason I like this way of grading is due to the resource of being able to use a site such as blackboard. Parents can view their child’s grades as well as comments I have made about their child. Efficiency has become the way we work in the classroom and while I agree it is important, I also believe that sometimes using an “old school” method might just be better. Being able to record every detail of a student’s progress is important to me. Tracking their work, challenges, improvements, and final mastery is rewarding not just for me but for them. This means that my grade book must incorporate many details in order for not just myself but my students to know and to see why and how they received the grade they did.

FIAE- Chapter 12

This chapter, in line with previous chapters, discusses yet again the idea of grading. This time however, it discusses the grading scales. The way in which a teacher grades, whether or not some want to admit it, vastly affects the students and the way in which they view not just the material at hand, but the class and the teacher as well. Giving a simple number or letter grade is not as easy as it once was, taking into account the large number of different learning styles, behaviors, attitudes, as well as personal and social lives. Most teachers prefer a system of grading based on the hundred point system, the four point system, or a specified amount. It is easier to use a smaller scale to grade students on, eliminating that extra room for discrepancies or debate. Using rubrics with each grading scale can also help clarify the expectations required. There is much more room for questions using a larger scale due to the many ways in which a student could have gone wrong or does not understand why he/she got that grade. Being able to be stern about why something was a particular grade and giving fair and reasonable explanation to each student is what should be happening.

This chapter made me realize just how much importance is put upon not just the student but the teacher to achieve a good grade. On a larger scale it is hard to be precise with each student as to what and why they have achieved or not achieved. Being able to explain how to fully master the material is important to their overall understanding. It is almost impossible to be able to have a classroom environment in which no grades exist. Although I do believe too much emphasis is put upon these grades, no matter what, rubrics without numbers or a scale without letters, the students will place themselves into those categories known to them for so long. Students judge each other and whether by social class, sports, or academics, there will always be a scale onto which they fall. Eliminating the dependence on grades is what needs to be dealt with, not getting rid of grades altogether. It is obvious to me now that I must be able to justify and explain to my students why they got or deserve the “grades” that they received. Understanding with my students is what needs to happen for their “grades” to be well earned/deserved.

FIAE- Chapter 11

This chapter, as also discussed in previous chapters, was about grading. It plays with the idea of the actual number grade and what it means to the students. It is hard to place an emotional value on a number grade, but students in every classroom are doing it. This chapter suggests that it might be more beneficial to your students if they are given a lower grade, such as a zero rather than a 60. The reasoning behind this is that your students may be tempted to just “get by” without doing the work, and rely on getting a 60 as passing. It is important that teachers develop a plan of how to properly assess their students in order to prevent those kids from just “getting by”. This problem leading into how to weigh grades is relentless and learning how to find a solution sooner rather than later can benefit the students as well as yourself. Another problem is teaching to those gifted students as well as those who need extra help. Here is when teaching to the appropriate grade level of each student comes into play. However with such a diverse classroom, the continuing problem is how to reach every student’s needs on so many levels.

Teachers also need to look at the behavior of each student not just with social and individualized actions but with work, timeliness, and overall reliability and understanding. If a student makes a habit of certain behaviors or attitudes, they need to be addressed on a one on one level. If it happens only occasionally and is the direct result from another force in their life, alternate ways of dealing must be considered. It is so important that the teacher begin and continue a close relationship with each student establishing communication to identify and catch these behaviors, learning styles/level, as well as habits early on. Late work as well as missing work is something I don’t think I would be able to tolerate. If it is late because of a valid medical or family issue that is being or has been discussed with me, that is one case. But for student to just “forget” or not do their work, I can not say that I have sympathy or would be willing to cut a little slack. This is why being able to know each student is the best way to ensure that you will reach them not just on a personal/emotional level but on a strong academic level as well. The point of this chapter, I believe, is consistency. Being able to set standards and guidelines for the classroom and for the students are what will help them learn how to behave, help them to learn, and prevent bad habits from continuing or even beginning.

FIAE- Chapter 10

This chapter, after reading the last three chapters, really makes me think about how “mean” or strict I will be as a teacher. It talks about the conditions under which a student would be able to redo an assignment if they do poorly on it the first time. I think that this is a hard situation to consider. This may be one topic or situation that will be decided on when I have come to know my classroom environment and my students better. I believe that if I am too lenient then my students can take advantage of a good thing, of something that was intended to only be there as a means of last resort. There is no way to fully prevent this circumstance from appearing in the classroom. There will always be students who want to redo something or earn a higher grade or even just want bonus points. But keeping the lines of communication open and really connecting with the students are the only ways to help yourself as well as your students succeed on any assignment or with any material.

The number one thing that comes into question when deciding whether or not to allow a student to redo an assignment, project, quiz, or test is the condition under which they did poorly in the first place. If a student has a hard time with taking a paper test and I noticed that they know all the material when talking to me, maybe an oral exam would be more beneficial. If they knew the material but a personal or another extraneous circumstance outside of the class prevented the student from concentrating then maybe a redo is the best scenario. However if a student, when speaking with me, simply does not know the material, did not study, and took no pride or effort in preparing for the quiz, test, assignment at hand- why would a redo benefit this student? I think it would be more beneficial for them to take the lower grade, suffer the consequences of being unprepared, and learn from their mistakes. The only trouble with this way of thinking is that some students may not care whether or not they receive low grades. This is when motivation and great teacher-student interaction comes into play.

FIAE- Chapter 9

This chapter was so interesting to me because it was from a different standpoint then we have continuously seen. It discussed ten different things that teachers should avoid when they are differentiating grading and assessment. The list includes such things as, grading on a curve, avoiding recording zeros, avoiding extra credit or bonus points, avoiding scaffolding, avoiding categorizing students or using terms that may hint towards this, avoid grading things that are not relevant to mastery of the material at hand, and avoiding grading homework. I think that having a list of things that should be avoided makes me consider all possibilities of a situation, such as grading. Many times teachers are so concerned with what they should be doing and what they should include, that they often times accidentally include some things that could have been left out.

I don’t agree with some of the items on the list simply because I may over think or analyze many different aspects of a situation or particular piece of material. However I feel that sometime it may be better to include more than less. What if a particular student is doing poorly and you know they are capable to achieving much better, why can’t they have extra credit- a second chance to help themselves? If students know that what they are “supposed” to do outside of the class is not going to be graded then why would they bother doing it? They could simply say I forgot about it, I lost it, and every other excuse. I feel that including so many different aspects when grading could help my students to be more prepared and more involved with the material at hand.. Each class may need to be graded differently considering that they will understand, learn, and interact differently on every level. I think the biggest point of this chapter was meant to make us think more extensively about being flexible and adaptable to every kind of classroom environment that we may encounter.

FIAE- Chapter 8

This chapter allowed me to think a lot about what kind of teacher my students will believe me to be as well as what kind of teacher I will grow to be. This chapter also discussed grading and included the idea that effort, attendance and behavior should be measured or considered in the grading. Since grading serves so many purposes such as to document students’ progress, provide feedback to all as well as help in future decisions made in the class it is hard to include so many different aspects when creating rubrics or guidelines for grading. Being able to understand a student, as we have seen before, is crucial in order to understand how they learn and what is affecting their learning outside of the classroom. Grading attendance is important and relates to participation. How can one be actively involved in the class if they are unprofessional and always late or even worse not there?

Grading participation is crucial for a student to become involved not just in the class but to become engrossed in the material. Many times students are too shy to answer questions, therefore participation being graded will help them step out of their comfort zone and work on public speaking. The effort put forth on any project, assignment or group work is hard to grade due to the fact that one may see his part as a crucial part to the whole while another may view it as insignificant. This is when communication between not just student and student but teacher and student can help when grading. Peer feedback can give the teach insights into why each person felt the way they did about another individual’s work. The behavior of a student is important and grading effort allows the student to step up to the plate and control themselves in a professional manner for the sake of others in the group and for the sake of the overall effectiveness of their work.

I think that although the purpose of grading is to measure student’s understanding of the material, there are so many things that impact their learning that those should be considered and accounted for. If a teacher can get every student involved and interested in the topic then the shy or behavioral students may be more apt to speak up or control themselves in order to help and work with others in the class. I do not think that it is enough to just give peer feedback on different aspects such as effort, participation, behavior or even attendance. Just because a student receives a different view point of something does not mean that they will change their ways or “bad habits”. If they are given consequences they might be more likely to see what their true potential is and might be able to help other students along the way, earning a better grade and better yet, a real understanding of the material.

FIAE- Chapter 7

This chapter was interesting in comparison to chapter eight just read in UbD/DI. This chapter was also about grading. Many times within a classroom a teacher resorts to the grading system used for so long- A, B, C and D. This chapter allowed me to see that although grading has become somewhat redundant and even annoying to the students and even to the teacher at times, it is important to have a grading system. Having a means by which to assess the students on their work and knowledge helps the teacher become better equip to teach and the students more apt to want to learn. My struggle stems from how to judge what constitutes the actual grades from A to F. Teachers must learn not just how to grade but what grading really means and what it does for the students and for the entirety of the course. If teachers can adapt their teaching and classroom for each student, the grading should be adapted to not just reach all students but to find a common ground. But finding this common ground is when problems arise such as, how can two people view one piece of material or knowledge the same way? One teacher may grade a project as an A and another teacher may see it as a C. The answer is that they probably won’t see it the same way but they need to work together to create an “understanding” of what is expected and what is appropriate.

An important thing that I noticed when reading this chapter was that you need help your students understand that they do not just “get” a grade then earn it. Hard work, understanding of the material and all the extra effort in between is what can achieve that high grade. However the students need to know that although teachers set them up for success, it is in their own hands whether or not they can reach that level of expectation they hold and the teacher holds for them. Being able to not just assign a grade to a piece of work allows the students to yet again grasp the true idea behind teaching in this light, understanding. This chapter emphasizes for me the idea that feedback to my students is crucial in order for them to understand the grade that was given to their work. Without understanding what and why they do the material at hand they may not want to learn and may even “check out” of the class all together.

MI- Chapter 11

This chapter focused on the MI theory and special education. The MI theory has many affects on special education and not just the students but the teachers as well. Using the MI theory as a tool, educators can start to view students with special needs as “regular” students possessing many different intelligence areas. It may be able to provide a growth paradigm for assisting special needs students in school. It helps to give a different viewpoint of the student and of the situation. This theory provides a model for understanding a wide range of special needs students from those who have cerebral palsy and dyslexic to those who are labeled as an autistic savant or “retarded”. Looking at the deficit program and the growth paradigm, we can see it is a good versus bad standpoint of how to “deal with” and “label” students with differences. This theory also provides a context for discussing and dealing with the students’ disability or difference, helping them to understand their own uniqueness. By developing a perspective of special-needs students as whole individuals, viewing them using the growth paradigm it provides a context for positive channels through which they can deal with their disability. The way in which a teacher views a student can have a positive or negative affect on the students overall work and motivation and outcome in school.

Many times special needs students may need alternatives to an assignment or activity this is called cognitive bypassing, or simply an alternate route to take when completing the work in order to gain the desired outcome. The empowering strategy may include alternative technology, alternative symbol system, and different instructional strategies such as alternative “language” for certain students to understand. Sometimes a difficulty in one intelligence can be overcome by using a more highly developed intelligence. When dealing with IEP’s the MI theory can help teachers identify a student’s strengths and preferred learning style. If the MI theory is used properly then it is likely to have positive effects such as fewer referrals to special education classes because the “regular” classrooms are more sensitive to the needs of all. It can lead to a changing role for the special education teacher, it can put a greater emphasis on identifying strengths, and it can increase self-esteem, and increase understanding and appreciation of students. I feel as if labeling a child to get them out of your classroom and into a special needs classroom is ridiculous. I feel that the MI theory could have so many positive affects on the entirety of the classroom that anyone not using this theory would have to be a fool. Students who have special needs or differences are not the only ones who need this new way of altering the classroom, the whole class as well as other teachers should embrace any model that allows for their students to better develop themselves as well as their learning.

MI- Chapter 8

Many times teachers are at a loss, as to how to get the attention of their students, or essentially, being able to keep them interested and respectful to listen when you ask. Getting a classroom full of so many unique and different students to all calm or quiet at once is not an easy task. Therefore there are many ways in which to approach this, one may be to use new techniques such as doing or saying something unplanned or unexpected by you students. Waiting, flashing lights, or writing on the board are all ways in which you can catch the attention of your students. In order to better understand how to reach your students, a teacher must consider all of the different multiple intelligences and how each one of these may be excited. Allowing each student to have input into the decisions being made, tasks at hand, or any kind of work/activity may allow them to be more interested and focused. I feel that the need to understand multiple intelligences is only becoming more and more important in order to have a balanced and attentive classroom.

Students will not respond if I simply teach to only one learning style/ intelligence. Creating activities that cater to all multiple intelligences is not hard, just takes some time and consideration. Knowing that multiple intelligences can be used to do so much will benefit not only my students but me as well in the long run. Most teachers resort to what they have experienced or what the “last resort” has become. Learning new ways of communication, verbal and physical, and how to address each student’s behavior may be the best way in order to be able to teach to the whole class not just a handful. I am interested to see how I can really adapt myself, to take myself out of my comfort zone/my own preferred learning style. I feel that when dealing with so many different learners having a routine may be the best way to help all students, mixing in all kinds of cues, music, inside and outside the classroom learning, different verbal and physical communication.

UbD/DI- Chapter 8

This chapter discussed how difficult it can be to teach to a classroom composed of so many different types of students and learning styles. This can cause difficulties when trying to grade and having to use only one grading scale. To many students, they place such a high pressure on themselves to achieve not an understanding of the material but a good overall grade. The emphasis switches from knowledge to a letter grade. However, as the chapter discusses, grading can be a way to communicate not just to the student and how they are progressing through the material and the class but to their parents as well. Some ideas that need to be considered when grading are to make sure that the grades given are determined by how they relate to the goal at hand, how valid the evidence is for grading it as such, how the grading relates to the criteria, and to avoid other obstacles that could hinder grading specifically allowing to focus on a better end result. Teachers do need to make sure that there is little to no competition between students who are succeeding in the class and who are struggling. Many are judged not based upon their knowledge but by the letter they have received, which is most times the only thing students’ peers view.

I feel that making sure my students understand why I grade in the first place, why I grade the way I do and what I do, as well as why they received the grades they do is important. If students do not understand why I teach and grade the way that I do, they might reject not only my classroom but me as a teacher, at which point I may not be able to reach them. I do feel that finding a balance for all students so they can understand, succeed, want to succeed as well as be able to not just coast through my class or any others. The problem lies in how to be tough with the students so they are not able to coast through the course but being flexible enough to help them learn and grow. The chapter suggested that grades could be reported in three different segments, one to show the achievement or understanding of the material, one to show the progress toward the end goal, and another to show a student’s work habits. I do not know if I agree with these three categories but I do know that I need to find a way to balance what I want, what I can provide, and what my students want and need. Grading and assessing at several points throughout the class and the material at hand, being fair, tough, and flexible may be the best way to achieve my goal.

Abstract and Reflection- UbD/DI Ch. 7

Abstract- Lizzie
It was a clear that the class understood that this chapter was about using the WHERETO design model. This model uses six facets of understanding to help each student learn. The WHERETO model stands for: W-what and why, H- hook, E- equip, explore, and experience, R- rethink, revise, rehearse, and refine, E- evaluate, T- tailor (multiple intelligences), O-organize. Each section of the WHERETO model offers ways of not only keeping students engaged but allowing for different experiences verbal, physical, metal, as well as helping them to fully understand the material at hand. This chapter also highlights several points about teachers being able to guide their students towards finding meaning on their own. Guiding with essential questions, examples, and fun activities can help a student to understand the material. Many agree with the chapter with the belief that it is important to cover the material in a way that does not spend too much time on the basics, hindering the students’ ability to truly become immersed in the material. This means finding a way to cover the material without being too repetitive or boring as well as allowing students to not just know but understand the material. Re-enforcement is important when it comes to the WHERETO model, making it easier for each different learner to adapt and understand in their own way. The primary focus of the chapter was to understand that it is not enough to merely cover the content at hand but to work for a deeper understanding of the material.
Reflection- Lizzie
Allowing this chapter to fully sink in, many realized just how important it is not to skim the material. As several people suggested, you must cover the material yes, but it should not cost your students’ understanding of the material to do so. Finding a way to be able to adapt to each classroom environment and work with such a wide range of different learners, is always going to be a challenge. However, as agreed by many yet again, if a teacher can immerse themselves into the material and truly know their students then it makes it easier for their students to become immersed in the material as well. Engaging students is critical in order for them to want to and be able to understand and want to understand the material. Repeating the goals and why this material is important is also crucial. Letting students know that what they are doing is actually going to be able to help them in life and can be applied to real life, may interest them even more.

MI- Chapter 14

This chapter was incredibly interesting because it introduced a new intelligence that is not mentioned in the rest of the book. Howard Gardner proposed this intelligence, called existential, in 1999 and it revolves around how a person deals with major life questions such as the meaning of life or life in relation to death, many questions that no one has an answer to. Gardner believed that it fit all of the requirements, all seven, that are considered when dealing with intelligence, but also believed that it may not fit all seven exactly right. One of the major reasons why he believed that the addition of the existential intelligence is up for major debate is due to the ever debatable topic of religion in schools. Application of this intelligence carries through on almost every level within schooling. However, even thought this intelligence could have significance in each subject area and could help to emphasize the motivations behind the acts of history, science, math, and literature, it seems to be lacking something, maybe just more evidence. Howard may have had valid points and reasons for this intelligence but maybe just understanding that each child or student has the ability to be on an existential level and learn that way is enough.

I believe that this is more of a belief than an intelligence. I believe that if someone where to have an inclination towards one intelligence almost everyone could have a tendency towards this one as well as their other dominant intelligence. I believe that all other intelligences could be improved upon for others and within others but this seems to be more of an internal feeling not an outward idea that needs to be solidified and taught to within schools. This idea seems a littler out of reach considering it in relation to the other intelligences.

MI- Chapter 13

This chapter discusses the uses of the theory of multiple intelligences in computer technology, cultural diversity and career counseling. The first component we learn about is computer technology with multiple intelligences. Depending on what software the computer has on it all eight of the intelligences can be used at some point in time. Some software can be intelligence specific and others can be catered to more than one intelligence. Cultural diversity is an interesting aspect to the theory of multiple intelligences. This is because not all countries and cultures value the same intelligences. For example in Hungary all students are required to learn to read musical notation. This is seen as completely different in the United States where some schools are even cutting music programs. This chapter also discusses how the theory of multiple intelligences can help steer students towards a career. As students understand which intelligences they are strong with they can choose a career that would utilize those intelligences. Having students take vocational tests can be good way to get a student steered toward finding a job that suits their interests through their intelligences. For example a student who possesses a naturalist intelligence could be a marine biologist, veterinarian or zoologist.

One point I thought about was that some students who may have a strong grasp with certain intelligences may be more interested in doing work outside of that intelligence, which could be more exciting and rewarding. Not all aspects of career choosing should be determined by the strength of ones intelligence; personality and interests should also be taken into account when finding a career. Applying technology into the classroom is difficult enough for some teachers to perform. Some teachers also have problems being able to reach each intelligence. However, putting both together can not only solve problems but create a much more productive and active learning environment. There are a lot of games that can be used within the classroom, and video games at that, that are truly educational. Why aren’t teachers taking advantage of this? Someday in the future maybe video games and other technologies that may be now seen as hurtful in the classroom can be an everyday and viable resource to help students learn. Applying the MI theory to the outside world is one of the ways that teachers and learners can be able to connect inside the classroom to outside the classroom.

MI- Chapter 7

“There is no other profession that subjects individuals to being packed so close together, for long periods of time, and then expects them to perform at higher levels of efficiency while interacting with others.” This statement only stands to prove that the teaching profession must be taken seriously and the strategies and tools learned from not just these classes in college but these particular books are preparing us for the teaching career. The classroom ecology also known as the classroom environment needs to be consistently restructured, rethought, and reshaped in order for all types of learners to succeed. When trying to adapt to this new way of thinking a review of the eight intelligences reveals more thought provoking questions. Asking these questions can help to develop a deeper understanding of the students and the environment. Within each of the intelligences these questions are meant to probe the minds of students and to develop an idea to the point of complete understanding. In addition to asking questions within each of intelligences creating a MI activity center is important. These centers organize the classroom in such a way that certain areas are devoted to a specific intelligence. Then these specific areas are organized into four categories, the permanent open-ended, the temporary topic specific, the temporary open-ended, and the permanent topic specific activity center. Different combinations can lead to different results within each student within each of the intelligences. Allowing such questions to be asked and such centers to be allowed in the classroom can help promote learning and creativity. But the problem here is that some may need more help than others. Teachers should make it all available to the students during different periods throughout the day. Essentially, any activity that goes beyond simple reading, writing, or calculation can qualify as an MI center.

All of the different aspects of the classroom environment, discusses in this chapter, help me to understand that I really do need to make it a priority to really know how my students learn, that is if I want to be able to reach all of them. There are always going to be questions to consider. However if a teacher can ask a probing question to help the students in every area or intelligence then both sides are benefitting. The teacher can develop a deeper understanding of the student and their abilities. The student can then in return feel comfortable enough and prepared enough to accomplish tasks that were ordinarily overlooked. These activity centers help to not only promote the eight intelligences but social, emotional, and physical skills as well.

UbD/DI- Chapter 9

This chapter described UbD and DI and how to integrate them both in the classroom. It starts by explaining what differentiated teachers do that is different in order to help their students. A list of nine goals for UbD and DI really explain how important it is within the classroom. There is an example of a backwards design unit plan for 5th and 6th grade nutrition, and it integrates ways to differentiate. There are also other ways that teachers can utilize assessment and how they can adjust for specific students and every student’s learning style(s). There is also a section that points out how crucial it is to ensure maximum student growth by understanding what the makeup of the classroom is by both content knowledge and other skill sets. This chapter also discusses ways to outline the pre-assessment process and ways to help teachers progress through the lesson to the final assessment. There is a list of different tasks outlined for the specific unit that encompass differentiation techniques, and is also specific to certain types of student learners. There is a list of indicators that someone would see if they were to observe a differentiated classroom and ways to see how the teacher is using backwards design. Within this list, there are things to look for within categories. The categories are “the learning environment”, “the curriculum”, “the teacher”, and “the learner”. It illustrates ways that teachers can show and use backwards design and differential instruction in the classroom.

The point is to be flexible, have plans and goals, and to have a comfortable classroom environment. You have to differentiate, and treat the students like they are customers, and anything you can do for them to help them master the topic, is what is going to make you a more effective teacher. The environment in a classroom is not something I continuously think about but I can understand why it is critical for students to feel safe, “comforted”, needed, belong, and most importantly respected. It was nice to see a chapter that had it all come together, connecting everything in the chapter to the other chapters in the book as well as in class. “Bringing it all together” helped to show why these strategies and tools we learn are so crucial.

Teaching in a Diverse World

Educational opportunity: Low income, first generation students and Upward Bound
-Elyse Pratt Ronco and Panel

This session was interesting to say the least. This program called “Upward Bound” is a program that is a part of a group of five programs called “Trio”. This program was created under the Higher Education Act written during the “war on poverty” under the presidency of Lyndon B. Johnson. This program helps students overcome their class and socio-economic challenges. It is funded through the Department of Education. There are over 865 programs and they serve just fewer than one million students.

The students involved in this program are four times more likely to go to college. They are usually from low income families and they are the first in their family to go to school. One in three students is usually one or the other, low income family or first in their family. This is the criteria or eligibility for the program. After this criterion is looked at once it is not looked at again ensuring the student to stay within the program until the very end. The cap for what is defined as a low income family is an income of 33,000 for a family of four. Some of their facts were really interesting. They found that 36% of children in Maine live in poverty and 85% of people in Maine do not have their Bachelor’s degree. Within this program, race, religion, and gender are taken out and income and education are the primary and key factors.

This program starts at sixth grade and goes all the way through post-bachelors programs. The program is intensely focused on relationships. They want to help those specific students through their cultural and academic barriers. Upward Bound provides academic and personal support with college visits, college info, financial aid help, and stipends. There are summer programs every year and they are six weeks long. During those six weeks they are academic intensive, meaning they take 5 classes a week. They also get a taste of career experience because they much also have a job during these six weeks. They get to experience social and cultural opportunities that they might not have had the chance otherwise. I think that this program is extremely beneficial to those who face those class and socio-economic challenges.

Although I think this program is beneficial I must admit that this session made me somewhat angry. They do loose two to three students a year due to various circumstances. But then I found myself becoming angry that they target the demographic that they do. I understand that they visit certain schools, but what determines a school being needy in order for them to be able to visit? I felt that even though I went to private school, I worked really hard all three years with three jobs at one point in order to pay for school. Why could they not visit more schools and try to find more students in various areas that need the help? I also did not understand, partly because they did not address, what high schools can do to help the students and to promote the programs.
I also started to think about why aren’t there more programs for students who are in need of financial aid? I wish that this program could expand and include more people who also have needs. I think the program should either broaden or other programs all across the country need to be created to help students in this way.

WebQuest Reflection

Having been asked to find a WebQuest and blog about it I wanted to find one that could be useful in my content area. I found one WebQuest based on the book “Of Mice and Men”, a book that I actually read when I was in high school. This WebQuest was not only interesting but it was so full of facts and links! The introduction was not only fun and informative but it made me, and probably the students actually doing it, excited about the task or assignment at hand. The task was creative, it was specific enough to help each student know what they will have to do but broad enough to let the students be able to play into and foster their creativity. The process was clear and organized. I really like lists and numbered tasks, it personally makes me feel more focused on the “task” at hand. The process also had so many links! There was so much information not only about various aspects of the 1930s but also a whole slew of links about the Great Depression. This page just for the links is an excellent resource for any student when in History class, English class, or even learning about how to create a truly effective WebQuest. Then after making your way through, the evaluation was not only clear but the colors and point value for the project was really effective. I also thought that the conclusion was nice because the students could self reflect on several different aspects of the WebQuest and of the information learning.

I really liked this page because it truly engaged the students and helped them to understand the material. It was colorful and the word choice made it seem so interesting! I found that the person who created the WebQuest really ensured that their students covered all aspects of the era and of the topic at hand. I would defiantly use this WebQuest as an example of how to excite students, how to properly layout a WebQuest, and how to produce a WebQuest that is effective for your students.

Abstract and Reflection: MI: Chapter 1

Abstract-
The majority of the class has come up with the following points from the chapter: This chapter discusses the idea of Multiple Intelligences. Howard Gardner, in 1983, did lots of work in order to redefine within the psychological and educational world, the way that we view intelligence. He worked specifically with redefining the meaning of intelligence by believing that there was more then one intelligence. He believed that there were eight, named by, linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist.(Page 2) He further believed that everyone possesses all eight intelligences and they can have the ability to develop all of them further and in many different ways. Howard Gardner also stated that each person can excel in one intelligence and struggling in another. This scenario can stem from brain damage, the existence of savants, or people who naturally gravitate towards one intelligence. All of the intelligences work together, which creates our strongest and weakest intelligence depending on what our strengths and weaknesses are or develop to be. He also believed that all intelligences should be incorporated into a classroom. This would allow a balance among the students and help them towards succeeding using their own intelligence. Many people in the class view this theory as a stepping stone in order to more fully understand not just their students' learning styles but their own and understand them on a more personal level. This stepping stone of multiple intelligences is one of the fundamental reasons why we have come so far in understanding intelligence.


Reflection- The class believes that Howard Gardner was right in his belief that there is more then just one intelligence. Further more, they also realize that fully understanding each intelligence and how they work can benefit not only how to understand the students but as well has how they can best learn. It was interesting to see that many people could view themselves as possessing many of the intelligences but it was interesting to know that everyone possesses all eight. As an even more interesting approach, finding out your own learning style and integrating that into your classroom can help you to really connect to your students. Most everyone agrees that implementing this strategy in the classroom is crucial. Appealing to all students allows for a flow within the classroom and a better relationship not only between the students themselves but between the teacher and the student. Being able to help those who learn differently can help in the teacher growing as a learner with the students and fostering their own individual intelligence. Many agree that the idea of multiple intelligences has helped to gain a close understanding of different learning styles as well as bring the teacher and student closer together during the learning process.

UbD/DI- Chapter 7

In this chapter we read about and explore the ideas surrounding how to teach students to understand the material rather than simply learning the material, and why this is vastly important. We can also see how to develop and the students’ thinking and understanding of the important ideas and processes as well as approaches to help students help themselves when searching for ideas and meanings. Students are asked to do so many things within the classroom including thinking, questioning, rethinking, and reflecting. Teachers are also expected to uncover many new things such as stimulate these thoughts and ideas, ask probing questions, play devil’s advocate, evaluate, explain and justify. Teachers must uncover the content and present it to the students in an exciting way as well was ask the “essential questions” to foster the students’ thoughts. Essential questions are questions that promote thinking within the students. Having the “how and why” skills help to apply any material to your content area and enrich the important material. There are several key points for teachers to remember when using these essential questions: less is more, be sure students understand key vocabulary to explore the questions, use “kid language” as needed to make them more accessible, help students to personalize questions and share their own interests, post these questions around the classroom, and finally use follow-up strategies to further engage students.

There are also six important tools or facets of understanding which are to explain, interpret, apply, perspective, empathy, and self-knowledge. These six facets have proven to be useful within the classroom for generating ideas to “hook” students around a topic, thus engaging them in a deeper understanding and reflection of their work. There is no one step, ladder to engage and teach students. Learning the basics and working your way up to a higher level thinking is not always the order in which things should be accomplished. Obviously the basics are important however the interconnection of all these steps can lead to meaningful learning. The WHERETO framework provides a structure for teaching and helps students with their understanding. Each letter stands for: W- what and why, H- hook, E- equip, experience, R- rethink, revision and refine, E-evaluation, T- tailor, and lastly O- organized. All of these letters make up the understanding and teaching approach that guides the teacher through a series of lessons a larger unit of study.

This chapter allowed me to further understand the six facets of understanding as well as the WHERETO framework. Both of these approaches to teaching allow not only the students to become more engaged in the material but the teacher as well. It allows the teacher to be able to play with the idea or “old school” mind set that everything has to follow one set pattern. It allows for new ideas, new techniques and lets the teacher further engage the students. Both of these things can help improve various aspects of a student’s learning as well as their social and metal abilities.

UbD/DI- Chapter 6

This chapter helps to shed light on what teachers need to do in order to successfully use and integrate differentiated instruction in the classroom. Teachers must allow for many varying factors when they are planning and teaching lessons. The have to allow for the different needs of their students, their different learning styles, find a common ground among the students, and find similar learning styles or inclination towards things among students. It may be difficult to cater to every single student, with every intelligence, all at once. This is why teachers must try to find a common ground between tailoring to each student and teaching one way to all. Using this idea, teachers may be able to get into a pattern in order to effectively teacher all of the time to their ever changing and unique students. I also believe that just as a teacher must learn to work with his or her students the students need to work with each other as well as the teacher. They need to adapt to the teacher’s way of teaching so that they can mesh with each other effectively. Teachers need to be able to ensure that teaching in this light their lessons are not simply molded for one purpose, for the student, but are molded for the material and to help let the students grow on their own.

One key point this chapter seems to be drilling into my mind is flexibility. Teachers and students must be able to mold and shape themselves to not only the material, the classroom setting, but each other as well. Another key point I feel is being drilled into my mind is response. Being able to respond not just physically and mentally but emotionally as well can only help to foster my knowledge and skills. Learning all of these tools now as a student trying to change into the mindset of a teaching will only benefit me in the long run. Knowing and learning continuously will help me not just for myself but for my students for all my years of teaching to come.

MI- Chapter 6

This chapter focused on the different teaching strategies of MI. The MI theory suggests that there is not one set of strategies that is going to work best for all students or teachers. This thought is proven true by looking into any classroom and noticing the diversity of the classroom. Teachers are advised to continually strive to use a broad range of teaching strategies with their students. There are many teaching strategies for linguistic intelligence some of which include storytelling, brainstorming, tape recording, journal writing, and publishing. The students should share whatever comes to mind without the consequence of put-downs or insults. The journal writing allows for personal reflection and publishing allows for students to gain a variety of feedback. When students see that others care about what they are speaking and writing about, they become interested and engaged in the material. Some teaching strategies for mathematical intelligence are calculations and quantifications, classifications and categorizations, Socratic questioning, heuristics, and science thinking. It is a good idea when dealing with this intelligence to keep alert for interesting numbers and patterns as well as relations between the subject and life. This approach allows for high organization. It also eliminates talking at students and the teacher can participate with students. The purpose of some methods is not to embarrass or humiliate but rather to engage them and sharpen their critical thinking skills.

Teaching strategies for spatial intelligence are visualization, color hues, picture metaphors, idea sketching, and graphic symbols. Some strategies for bodily-kinesthetic intelligence are body answers, a classroom theater, kinesthetic concepts, hands-on thinking, and body maps. All of these strategies for bodily-kinesthetic relate one’s own body to another or to an idea making the learning, what else but, hands on. Some teaching strategies for musical intelligence are rhythms, songs, raps, and chants, discographies, supermemory music, musical concepts, and mood music. Using sounds helps to create a safe and welcoming environment as well as a tool for learning more difficult concepts. Some teaching strategies for interpersonal intelligence are peer sharing, people sculptures, cooperative groups, board games, and simulations. Some strategies for intrapersonal intelligence are one-minute reflection periods, personal connections, choice time, feeling-toned moments, and goal setting sessions. Finally some teaching strategies for the naturalist intelligence are nature walks, windows and learning, plants as props, pet-in-the-classroom, and ecostudy.

All these intelligences have their own unique way of helping a student to learn. Therefore each teacher should have different teaching strategies and plans to help students succeed. They must allow their students to connect with the material. Teachers need to rethink the way their lessons and classroom environments have always been and to step into a new playing field. Try out a new position and maybe be able to play a whole new game.

MI- Chapter 5

This was all about MI and curriculum development. The suggestion that the MI theory makes the greatest contribution to education made an impact on me. This theory helps by allowing teachers to expand their repertoire of techniques, tools, and strategies beyond the usual classroom. It is important that children in the classroom learn not just through words but through experiences and not “through books but through “the book of life”. Many current educational models are, at heart, multiple intelligence systems that are using different terminology and with varying levels of emphasis. Most teachers need to understand the potential of using MI in the curriculum. It is also important to know that there are many different ways to shift from traditional teaching to the MI direction. There is a theory behind creating MI lesson plans. The MI theory offers a means of building daily lessons plans, weekly units, or long term programs and themes in such a way that all students can have their own strongest intelligence addressed. One way to create a lesson plan using the MI theory is to focus on a specific objective or topic, ask key MI questions, consider the possibilities, brainstorm, select appropriate activities, set up a sequential plan, and implement the plan. The culmination of all these ideas and structured set of plans can help any teacher to create that new MI classroom.

I saw that this chapter enforced the importance, not just for the students but for the teacher, of an MI classroom. Creating a lesson plan that incorporates the opportunity for the student to address his or her individual needs is something every teacher should want in their classroom. The idea that the MI theory can expand many teachers’ already growing skills is attractive. Every teacher should want to learn and grow with their students. If a classroom of growth and productivity is created for the students, why not create a great environment for the teacher as well? I believe that every teacher should be using the MI theory as a way of expanding themselves into a better more diverse and knowledgeable teacher.

FIAE- Chapter 4

This chapter discusses different types of ways to assess the development of the students and the material being covered. One tactic to keeping track of the progress is by having the students’ keep work in a portfolio. A portfolio is a great way to track work over time and allows the students to look back and see what has changed or what needs to be changed. Rubrics are another great way to keep track of the students’ progress, they are one of the most popular among teachers. A rubric helps to tell the student what the teacher expects to be done or covered for the assignment given. When designing a rubric as a teacher you have to remember how you plan to assess their work, whether you assess it as a whole or if you are going to break it down into parts. Self-assessment is another great way to assess the development of the students. This is great for the student and teacher to come up with realistic goals together. It allows the students and teacher to work together rather than one above the other. Self-assessments give the student and teacher insights, questions to be answered, and things to help improved or keep the student on the right track.

As a student I enjoyed looking at my past work to see where I have come from. It helped me to see things that I have done consistently wrong and what I improved on. A rubric is always nice to have when doing a major project. I would find it sometimes hard to be given an assignment and have it be too broad. I like to know what I will get for each part of my assignment. I knew if a certain part was my weakness, I could work extra hard on it. Self-assessment can be good and be bad. They can be very helpful if used properly. I noticed when I would do self-assessments I was usually harder on myself than I should have been which was helpful because I would always get a grade higher than I gave myself. It was also very helpful because it brought my teacher and me together to discuss why I gave myself the grade I did. It is always important for the teacher and the student to work as a team.

FIAE- Chapter 6

This chapter discusses the differences between testing and the quality of the testing. Teachers must understand how each student will learn and that includes how they respond to different types of testing as well as how they will perform on those testings. There are different types of testing, multiple choice tests which can be difficult playing mind games with the student, true and false which can be easier for students to grasp but then creates a guessing game, and organized tests that can consist of traditional and non traditional questions. Offering different types of testing throughout the course of the year can help adapt the material to each learning style. Along with what type of testing to produce, the length of the questions, the length of the test, and how much time a student has to complete the test are all factors in how well a student will perform. It is all about creating tests that will not stump your students but help them to understand the material and reinforce what has been learned. The tests should be creative, using fun names or relating the information or the question to a current situation, event, or person in the news or within their class.

After testing has occurred it is important for the teacher to be able to give feedback to their students. It is not enough to simply let the students know what they have done wrong. Teachers must explain why it is wrong and how they can understand it so they will get it right the next time around. This chapter helped me to understand that you must be able to reach your students before, during and after any testing that occurs. In order for you to succeed, your students must succeed, and they need to be set up for success not failure on a test. Being able to create different tests and different ways of reviewing those tests will ensure that my students not only know the information but truly understand it.

FIAE- Chapter 5

This chapter discusses the idea of tiering not just how and when to implement it but it is also known as how teachers respond to their students’ needs when dealing with their assignments and assessment. Tiering is seen as adjusting the level of challenge to each student’s ability. This means that the student needs to be challenges without being overwhelmed. It is important for all teachers to be able to work with their students on every level in order to bring them up to the potential that the teacher believes the student to possess. Teachers should begin with the minimum expectations and students should not be targeted higher or lower of the benchmark. Teachers should also be able to categorize or list the material at hand, making it easier for the students to understand the different steps involved. On the other end of the spectrum we have “over-tiering” which is when teachers can implement this strategy too much, over using it. The best way to begin tiering is to start with what is expected of the student at his or her grade level. The teacher must work with what level or at what level in learning the student is ready for. Tiering should ideally be gone by the end of any unit because the students should have moved from one level to the next finally reaching that end result of the highest tier or goal.

Another way to help students is to set up a learning contract. This could mean that one student may learn and engage at a different pace than the rest of the class. This would mean that I would have to make myself available and understanding to those who need that extra time and help. All of this, including tiering, involves making myself ready for whatever my students may come to my classroom with, knowing, and able to do. If I can adjust my classroom learning to each student in an efficient way I can then make the most of the learning within the classroom. I hope that I can truly make myself available in and outside the classroom to so many different kinds of learners. If I can mold myself into adapting many new techniques and strategies for teaching and helping my students then I can become a successful teacher.

MI- Chapter 10

When using the MI theory there is always going to be the question of evaluation and assessment. The MI theory is one that proposes a fundamental restructuring of the way in which educators view students’ learning. There are so many ways in which students will learn and teachers will teach, therefore really engaging students as well as getting to know their “minds” is crucial. There are many varieties of assessment, the first of these being the most obvious, observation. What better way to address a students’ learning level then to watch them and see how they understand the material and interact with other students. Another important component of assessment is documentation such as anecdotal records, work samples, audio cassettes, videotapes, photography, student journals, student-kept charts, sociograms, informal tests, informal use of standardized tests, and student interviews. Other ideas include criterion-referenced assessments, classroom maps, and calendar records. There have been several projects that have attempted to create models of assessment similar with the fundamental theory of MI such programs are Project Spectrum, the Key Learning Community, the PIFS (Practical Intelligence for School) and the Arts PROPEL program.

Assessment can happen at every level of the eight intelligences, meaning that students can demonstrate their learning in almost any way possible. There is also the idea of assessment in context meaning that both the manner of presentation and the method of response will be important in determining a student’s understanding. The need to provide students with good assessment experiences and access to a variety of presentation will determine the output by the students. Another way to assess is a portfolio which can then be used in five different ways, celebration, cognition, communication, cooperation, and competency. The MI theory provides an assessment framework for which students can have their knowledge and work acknowledged and appreciated. As a teacher I hope that I can always be fair to my students. These different ways of looking at each intelligence, then assessing them is crucial to helping students develop their own skills. Appreciating and acknowledging students’ gifts and creativity is what will make them strive to continue on that path of succeeding.

FIAE- Chapter 3

I see that this chapter opened my eyes to different ways of assessment in the differentiated classroom. Students come into the classroom biased on how they see each subject. As a teacher I have to be able to break down these biases to promote the real truth and learning behind each subject. Teachers must understand the students’ talents, weaknesses, and be able to convince the students that the material being covered is actually worth studying. In a differentiated classroom, assessment is key, it guides practice. It is important to remember when beginning anything new to first look at what the end result will be, or the outcome. How do you want the students to feel and what do you want them to walk away with having learned? Great assessments in the classroom focus on EEK which is essential and enduring knowledge. This means that students should be able to know and understand all the things they are able to do. It is important to determine what is essential in a unit as well as assess and reassess what we are doing, as teachers. It is also important to know that some will succeed more than others.

A teacher must also determine the students’ readiness or use diagnostic pre-assessments to understand how to plan the units of study. There are three types of assessments: pre, formative, and summative. Pre-assessments are used to indicate the students readiness, formative assessments are using for routine checkpoints to see where the students are in their learning, and summative assessments are used at the end of the learning to see how much the students have understood and learned. From these results we can then take action in the classroom to improve the learning and teaching. Providing opportunities for the students is key as well as making yourself available. Authenticity is important as well the two aspects of authenticity that refer to assessment. The first type is how the students will apply their knowledge to the outside world and the second is the assessment being authentic to how the students are learning. One question that arises is if an assessment is not authentic then what good is it doing to you or to your students who are learning this material?
Using different ways to understand and assess your students can be extremely beneficial to them and to the teacher. It is important to be substantive and not fluff. This means to teach and learn with importance not just to fill time or get the job done. A teacher must also understand there are factors affecting students outside of class, their different learning experiences, and their own individual style. All factors must be assess in order to fully understand your students.

FIAE- Chapter 2

This chapter helped me to understand mastery, not only what it is but why it is important. Mastery is more than just knowing the information, it is manipulating and applying that information to other situations and understanding it. There are two ways to accomplish or collect evidence of mastery: multiple assessments and tracking the students’ progress of a few works over a period of time. As a teacher, you must be clear about the objectives before you can use differentiated instruction and adequately assess the students’ understanding of these objectives. The teacher must be open to the students’ unique way of learning and understanding. In order for the student to master any piece of material the teacher must utilize all tools they posses, including being open to new ideas from the student, in order to fully help. To look at ones’ own teaching approach each year is far from too much. An annual focus on mastery for every topic in the classroom can help to decipher between mastery and almost mastery mixed with hard work. As a teacher, you are always looking to what facts or points to emphasize as well as what to prune and what to keep. Looking to other colleagues and their ideas can really help to structure and keep focused. Sharing ideas and opinions is the best way to improve you teaching as well as the overall outcome of your classroom.

From a student perspective, I can see that it is important to really know and understand what I am doing. From a teacher perspective, it is crucial to help guide and coach not push and force, a student towards mastery. I believe that no matter the material a student should be open to new ideas and styles of learning just as the teacher must enter a new classroom open to new ideas and styles of teaching. The best teaching and learning process occurs when both parties can relate to each other and help the overall outcome of the class become a positive one. Understanding newfound knowledge can lead to a better future utilizing these new tools of learning.

FIAE- Chapter 1

This chapter made me analyze and understand the idea of differentiated instruction as well as its’ definition and rationale. All teachers, even though they may not call it differentiated instruction, do just that, differentiated instruction. In order to truly master this type of instruction we need to understand how student’s think. This can be difficult since what we know how the brain learns and how it works is still being tested. One of our goals as teachers should be how to get the classroom to reflect what as been distilled from the research. Teachers need to step up and use the tools that have “stood the test of time.” When teachers do not spend as much time on identifying tasks for certain students, they can make sure they have taught in the best way possible for the students’ brains to learn and understand.
Differentiated instruction is doing what is considered fair for students. It’s a collection of the best teaching strategies which then gives teachers the best tools possible to handle anything. Because of such differentiated approaches each student can develop and individual style and strengths. Teachers can give students tools to handle their own learning, making them their own advocates for their education. It is true then that, “what is fair isn’t always equal” and the overall goal is to be fair and appropriate not “one-size-fits-all equal”. It is not we teach that is important but what the students have learned that matters. This approach to teaching is a variety of the best ways or practices to maximize students’ learning with all material and giving them the tools to handle anything they may encounter.
Not only does differentiated instruction help all students’ to learn but it helps the teacher to develop different and unique learning styles keeping the classroom entertaining and comfortable. Creating a safe, relaxing, and fun learning environment is important to a student’s learning. Differentiated instruction allows for many new ideas and activities in the classroom as well as helps the teacher to control the class in a less controlling way. This chapter has helped me to understand why differentiated instruction is so crucial to good teaching. It is not the material you teacher but how you teach it that matters.

UbD/DI- Chapter 5

This chapter helped me to understand the evidence of learning in diverse classrooms. There are three main factors or principles that inform and guide classroom assessment. These principles are: consider photo albums versus snapshots, meaning think long term and as a whole rather than one at a time; match the measures with the goals, meaning make sure that what you are doing is going to lead to the predicted and anticipated goals set; and form follows function meaning that the way in which we design a classroom should come second to how we want the classroom to run or function. A teacher should be fluent in understanding assessment. A teacher also needs to know the GRASPS frame or goal, role, audience, situation, products, and standards. This can help when planning a unit, in order to obtain a valuable outcome. In order to promote learning in a diverse classroom, teachers need to realize that it is crucial to assess before teaching, to offer appropriate choices, provide feedback early on and often, and to encourage self-assessment and reflection. All of these factors are what contribute to a better understanding of the material as well as the classroom environment.
I can now recognize why it is so important to have differentiated instruction as well as assessments. In order to understand, from a teacher perspective, how your students see you, you need to understand them. It is often hard to see both sides of a situation therefore assessments can help teachers to see all sides of their students and where they are at in their learning. This can in trying to push your students in achieving a higher level of not only intelligence but understanding. When students see their teachers taking a more active role in their learning it makes them feel enthused to come to class and excited to learn from a teacher who truly cares not who is simply there to make a living. This kind of teaching and evaluating models good behavior and learning for students and promotes taking education into their own hands.

UbD/DI- Chapter 4

This chapter focuses on how crucial it has become to incorporate differentiated instruction into the classroom and the curriculum. It also emphasizes the importance of striving to become not just a good teacher but a successful teacher. There are two different ideas that arise when one wants to become a successful teacher, these two ideas are curriculum and structure/instruction. Both of these aspects have to have and equal balance, combining them effectively for the students. The teacher also needs to focus not on their success but the students’. In order to be able to teach and combine these ideas effectively a teacher must be able to master them. When a teacher can do all of this and create a prevailing curriculum the students can have a better chance of learning, knowing, and better yet understanding the material. Differentiated instruction may be one of the best ways to evoke an open bond or relationship between teach and learning, the teacher and the student.
A teacher must be able to act and react to the students wants and needs, this involves being able to teach and mold the classroom to the students strengths and weaknesses. When teacher wants to become the most effective there are nine steps one can follow: having a clear curriculum, accept responsibility for the student success in school, create a respectful environment, talk and share with other about multiple intelligences, have well developed classroom management, help students, have flexibility, use a variety of instructional strategies, and reflect on student progress.

This chapter helped me to understand that there are different ways that a teacher can respond to the students in order to convey the material and be effective. The nine steps or skills really resemble the MEL theory, using different concepts and applying them to one’s own ability creates growth within the teacher and ultimately the student. The teachers need to be learning and growing with the students in order to be effective. It is interesting to know that a teacher can be successful and effective in so many different ways. This makes me wonder why there are so many teachers who are outdated and ineffective out there.

UbD/DI- Chapter 3

In this chapter we review what really matters in learning. The biggest problem when it comes to teaching is that teachers are overwhelmed with too much content to teach given the available time. This problem of too much content is equally as hard as figuring out what to emphasize and what not to teach. Because teachers are constantly being upheld to such rigorous standards teachers begin to face such problems like the standards are too big or the standards are just too small. Some content standards are not the only problem though; textbooks too often hurt not help the problem. When teaching students the learning results should be considered in terms of understanding the “big ideas” and the core processes within those content standards. Big ideas and essential questions provide a new way to see and address the standards. The main goal of all teachers and school efforts is not just to improve student learning of important content, but to go above and beyond.
When using the backward planning model there are three stages to consider. Stage 1 is to identify desired results, what you want your students to know and be able to do and understand. Stage 2 is to determine acceptable evidence, how to determine or know that your students understand the material at hand and are proficient in it. Stage 3 is to plan learning experiences and instruction, what activities and learning styles can best help the students. A teacher’s job is to teach with the goal of improving content and check regularly if students are up to par on the learning. When teachers plan backward, by design, they are less likely to succumb to the problems of activity or coverage-oriented teaching. We want to improve the students’ learning by encouraging people to work smarter. The big ideas and essential questions are the basis or pillars for the various disciplines. Flexibility, finding a balance and essential skills are very important to a teaching classroom.

This chapter helped me to realize the importance of using backward planning. This backward design provides a structure for teachers and the support to become more flexible and grow. This blending of UbD and DI provides a focus on essential knowledge, understanding, skills and flexibility in guiding and coaching learners to the desired ends. This chapter reveals that teachers face many more challenges then what one may think. Not only do teachers have to teach these models and content but they are learning as well. Every student is different and will learn different, a good teacher understands that and can overcome any obstacle.

UbD/DI- Chapter 2

The most important thing this chapter had to offer was the idea that an expert teacher is not a teacher but a student as well. This teacher tries to continually seek a deeper understanding of the core of a subject and further wisdom. This chapter describes several cases in which a teacher may find him or herself stuck or frustrated by the factors that can prohibit learning. Some of these factors include a student’s personal crisis which interrupts the teachers plans, a student’s identity crisis or where personal identity becomes a barrier, a students learning has become a problem and they can not learn the same way any longer, as well as students who simply learn different then others. The important thing to remember when faced with these barriers is that optimism is crucial. If we keep trying hopefully there will be an answer out there to the problem at hand. This chapter also reveals that students can be very much alike and very different. The diversity in the classroom has become huge, making the teacher’s job of being flexible ever more important.
Having a quality curriculum is essential as well as finding a link between the basic needs of the students and that curriculum. Teachers need to be responsive to their students needs, which means being in tune with their learning. The students can benefit from teachers who are attuned to their needs for multiple reasons. Important reasons to remember are attending to teacher-student relationships, attending to the learning environment, attending to a student’s background and needs outside of the class, attending to a student’s readiness, attending to a students interests, and finally attending to a student’s learning profile. After becoming a responsive teacher, they must now find ways to know their students, incorporate small group teaching into the schedule, learn to teach the high end, offer a wider variety of options, regularly use informal assessments, teach in different ways, allow different work, and use clear rubrics. All of these things contribute to the overall success of a classroom, a teacher, and more importantly the student.

All of the examples within the chapter help to clarify my understanding of what it is the teacher’s job truly has become. The teacher is no longer a link between a child and some material but so much more. The teacher has taken on a role of mentor, friend, educator, inventor, and motivator. The most important thing that can come from implementing all of these techniques and strategies is that we realize learning is supposed to happen with the students not to the students. Teaching allows a connection between the teacher and the child or student, which can create more than educational learning. It can create a new experience and a life altering affect.

UbD/DI- Chapter 1

This chapter introduces the idea that differentiated instruction and understanding by design need to be interconnected in order to create the best possible learning environment. With both of them working together there is a logical and practical appearance to the approach of the teacher. It has become increasingly clear over the years that teachers can not ignore the ever changing faces of their students and the diversity of them who populate the classroom. It is the job of the teacher to create a powerful curriculum in a world dominated by standards and pre-existing notions of what the classroom should be. DI and UbD need one another. UbD focuses on what we teach and it helps to guide the implementing of important principles in the curriculum. It is mainly a curriculum design model. On the other hand DI focuses on who, where, and how we teach. It’s primary goal is to help teachers focus on steps that will guarantee effective learning for all of the students. This makes DI an instructional design model. The UbD and DI help to provide teachers with tools and direction towards developing a classroom and a curriculum based on the best understandings of teaching and learning.
There are several fundamental principles of these two ideas coming together. The important principles to remember are, the main goal of quality curriculum design is to develop and enrich understanding, evidence of a students’ understanding is revealed when they can apply their knowledge, and effective curriculum development helps avoid problems that arise when the student can find no clear purpose for the material or task. Some more principles to know are that regular reviews of the curriculum as well as the students’ work can help to improve the classroom and curriculum with the needed adjustments, teachers need to provide students with as many opportunities as possible, the teacher and student must work together to ensure effective learning, as well as knowing that UbD is not a program it is a way of thinking. One of the most important things to understand is that a teacher is more than a teacher; he or she is also a learner.

This chapter, although extremely dense with ideas, helped me to understand why combining different techniques and teaching methods is important. When a teacher can use more than one method it can apply to a wider range of students making the teacher more accessible and the material easier for the students to tackle. I understand that UbD and DI need to be together in order for effective teaching and learning to take place. The idea that a classroom can be full of different learning styles, group and individual work, different plans and approaches to material, new ways of thinking, and a combination of everything that the student and teacher want to accomplish, makes me realize that the possibility of a student succeeding is ever growing.

MI- Chapter 4

This chapter involved teaching students about the Multiple Intelligence Theory. This theory can be explained to children as young as second grade and as old as the teacher. It can be explained in a matter of five minutes if explained in a way that is interesting and easy to understand. Children can always benefit from different teaching approaches that help them reflect on their own learning processes. How well and in what way to teach the MI theory to a class of students depends on the size of the class, the developmental level of the students, their background, and the kinds of instructional resources available. But the best way is to simply explain it to them. One important quote that Neil Postman, a New York university professor, expressed is that “children go into school as question marks and leave school as periods.” The main approach is to ask questions that promote and build inclusion.
One way is to explain they multiple intelligences is as linguistic intelligence as word smart, logical-mathematical intelligence as number or logic smart, spatial intelligence as picture smart, bodily-kinesthetic intelligence as bodily, sports, or hand smart. There is also musical intelligence as music smart, interpersonal intelligence as people smart, intrapersonal intelligence as self smart, and naturalist intelligence as nature smart. There are many activities that can enhance or reinforce the teaching of multiple intelligences. Activities include such things as having a career day, field trips, biographies, lesson plans, quick experimental activities, wall displays, shelf displays, readings, MI tables, a human intelligence hunt, board games, and MI stories, songs, or plays.

This chapter allows me to see how important it is for my students to know and understand the MI theory. When students can understand multiple intelligences then they can take their schooling farther, they can become more active in what they are doing and use the best possible method for studying. They can know how to work and what to work on. If students understand all the multiple intelligences then they can work on their most dominant intelligence.

MI- Chapter 3

This chapter focused on how to describe intelligence in students. It described that all children can show what Gardner called “proclivities or inclinations in certain intelligences” from a very early age. The best way to assess the students’ multiple intelligences is to simply observe them. One way to do this is to focus on observing how they misbehave in class. There are also several other ways to get an assessment information about students’ multiple intelligences such as collecting documents, reviewing school records such as their grades over the years or test scores. Often the best classroom to find all eight intelligences at work is within the kindergarten classroom. More strategies to get an assessment of information about students is to talk with other teachers, to talk with parents, to ask the students themselves, and to set up special activities which enhance their intelligences. Talking with parents is beneficial because they can then come to future parent-teacher meetings with a better understanding and additional information about that student that can be useful for the teacher.
Asking the students themselves is the best way to understand them because no one will know them better than themselves. Also, setting up activities within the classroom can create a better learning environment. Putting up reinforcements around the room which students can use to enhance their multiple intelligences can facilitate the development of their inclination towards certain intelligences. Every student is going to learn and understand different therefore trying new and unique ways to appeal to a diverse selection of multiple intelligences.

This chapter allowed me to understand how describing multiple intelligences within students can be extremely beneficial. Using different techniques to assess the students’ intelligences helps to understand them better and to be able to find new ways of teaching. This can help motivate the students and ultimately help them to become better learners. I really like the idea of students being able to work and enhance their own multiple intelligences. When students can take their education into their own hands it creates the best possible situation in a classroom, a positive learning environment.

MI- Chapter 2

This chapter described how to apply the multiple intelligences to ourselves and to our personal development. Before teaching the MI theory and applying it to the classroom environment, the teacher must apply it to themselves as an educator and as a learner. The chapter discusses how to identify your own multiple intelligences. Gardner discusses that standardized testing only measures a small portion of the entire spectrum of abilities. Thus meaning that standardized testing does not fully measure the intelligence of a person. The MI theory is a good model for revealing some teaching strengths and taking a closer look at areas needing improvement within the teacher. Some important things to remember when dealing with implementing any new theories are being able to draw on your colleagues’ expertise, asking the students for help, as well as be able to use the available technology. This chapter also discusses how to develop these multiple intelligences. The idea that someone can turn a “weak” intelligence into their strongest intelligence is not far fetched. However whether or not intelligences develop depend on three things, biological endowment, personal life history, and cultural and historical background. When there are forces such as these working against the person it would be hard for them to develop their multiple intelligences any further.
There are also experiences such as crystallizing and paralyzing experiences that are key in development. Crystallizing experiences are the “turning points” in the development of a person’s talents and abilities. They are considered sparks that help to ignite certain intelligences and foster their growth. However paralyzing experiences are those that “shut down” the intelligences stopping that growth. All of these things can affect positively and negatively the development of the eight multiple intelligences. But such things as access to resources or mentors, historical-cultural factors, geographic factors, familial factors, and situational factors all affect the outcome of a person’s intelligences. The MI theory helps not only the students but the teachers to understand how to better teach all students within the classroom.

One particular part of this chapter I liked was the idea that our multiple intelligences can be altered by so many different factors in our lives. Depending on the home environment, culture, background, social situation, and personal development, a person can either foster or discourage their different intelligences. There are so many different things that can affect a child’s life therefore the teacher really needs to be in tune with the life of the student inside and outside the classroom. The only effective way to help a student grow in the classroom and in their intelligence is if they can understand them.

MI- Chapter 1

Within this chapter I have learned the basic idea behind the Multiple Intelligence Theory. This theory first began from the idea that there was this thing called “intelligence” and there was a way to measure it with a test or score. After this idea developed further, Howard Gardner, a Harvard psychologist, sought to expand the possibility of intelligence. He created the theory that intelligence has more to do with the ability to solve problems and with understanding different material in different settings. There are eight intelligences according to Gardner which are labeled as linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Within each intelligence every person has the ability to develop those skills and others as well. Gardner also set up a basis for the multiple intelligence theory. This meant that each intelligence had to meet certain criteria to be considered a true intelligence. There are eight factors that form the criteria he used in order to include the eight intelligences. The factors are labeled as potential isolation by brain damage, existence of savants, prodigies and other exceptional individuals, distinctive developmental history and a definable set of expert “End-State” performances, an evolutionary history and evolutionary plausibility, support from psychometric findings, support from experimental psychological tasks, an identifiable core operation or set of operations, and a susceptibility to encoding in a symbol system. The key points of the MI theory are that every person can posses all eight of these intelligences as well as develop each intelligence to sufficient level of competency. Gardner also believed that intelligences work together in complex ways making it possible for there to be many different ways to be intelligent in each category.

This chapter allowed me to gain further insight into how the multiple intelligence theory actually works. It is one thing to know and be familiar with a theory or tool but another thing to actually understand that theory or tool. The MI theory has taught me that all people are capable of being extremely intelligent. However, we just see different people in different ways. This leads to the labeling of certain “problem” or “disabled” students as such instead of being labeled as intelligent and gifted. I really liked the idea that each intelligence had to meet a certain standard in order to be known as an intelligence. This helped me realize that everyone has something that they can be good at and not to put anyone down for learning differently.