Abstract: Chapter 13 of the Multiple Intelligence book titled Other Applications of MI Theory, provides context which extends the multiple intelligences into a broader perspective. The book provides three applications: computer technology, cultural diversity, and career counseling. The computer technology talks about how computers are mainly used to focus on the logical-mathematical intelligence. The book encourages teachers to use computers to other intelligences. The second application is cultural diversity. With our schools becoming more diverse every year, it is necessary for teachers to teach their curriculum to other culture. Teachers must find curriculum that every culture thinks is valuable. The last application the book talks about is career counseling. This book encourages teachers to start to talk to students about what they would like to do as a career at a young age. It is important that students are exposed to a wide range of professions that incorporate the eight intelligences.
Response: People seemed to respond nicely to the chapter. There were many interesting things students found but a prominent thing was how this book encouraged teachers to implement technology into the classroom. An important aspect about this is that not only should teachers implement technology into the classroom but they should use technology to all eight intelligences.
Thursday, October 2, 2008
Chapter 14, MI
ABSTRACT:
It seems that everyone touched along most of the same points. We see that there is a ninth intelligence being explored, and that this Existential Intelligence is the ability to contemplate the deep thought-provoking questions about life such as spirituality, how did we get here, why are we here, and what does it all mean. We also read this intelligence has must, but not all of the criteria that includes being an intelligence. We all seemed to understand that Garner takes this intelligence seriously because all cultures have some for of a belief system. We all seemed to understand that there are multiple ways to incorporate this intelligence into the classroom. A history teacher can give a lesson on the Greek and Roman cultures and teach about how they were Polytheistic, and discuss how a belief system with multiple gods might effect the way they lived in comparison to a culture believing in one god. This same teacher later in the year can talk about how the Catholic Church lead Crusades into Jerusalem to secure land that they felt was theirs due to their religious back ground. A math teacher can use the Existential Intelligence to help his student's study Greek philosophers, and teach how their deep contemplation on mathematics and how the world works has developed some of the important formulas we use today (Pythagorean Theorem). A science teacher could use this intelligence by talking about Isaac Newton and how his study of the solar system and the ration of planets drove him to actually invent and entirely new type of math (calculus) because algebra was not nearly sophisticated or accurate enough for him to make the calculations he needed to map pathways.
REFLECTION:
Our reflections were very interesting because they were all very different. Some of us enjoyed the chapter because we consider ourselves to be spiritual and religious, others enjoyed it for the other side, because they often find themselves contemplating life's deep questions. Some of us were hearing about Existential Intelligence for the first time, and others were getting a deeper look into something they already knew. We all seemed to agree that this intelligence should not be tossed aside, but a few of us felt that incorporating this intelligence into the classroom could be dangerous and might infringe on putting religion into the classroom. Others felt that this was a great intelligence for the classroom and intend to use it. I feel that if bias is kept aside, there becomes a definite line between teaching and preaching. As long as the Existential Intelligence is used in the ways we listed in our abstract then there should be no worry of infringing upon student rights.
It seems that everyone touched along most of the same points. We see that there is a ninth intelligence being explored, and that this Existential Intelligence is the ability to contemplate the deep thought-provoking questions about life such as spirituality, how did we get here, why are we here, and what does it all mean. We also read this intelligence has must, but not all of the criteria that includes being an intelligence. We all seemed to understand that Garner takes this intelligence seriously because all cultures have some for of a belief system. We all seemed to understand that there are multiple ways to incorporate this intelligence into the classroom. A history teacher can give a lesson on the Greek and Roman cultures and teach about how they were Polytheistic, and discuss how a belief system with multiple gods might effect the way they lived in comparison to a culture believing in one god. This same teacher later in the year can talk about how the Catholic Church lead Crusades into Jerusalem to secure land that they felt was theirs due to their religious back ground. A math teacher can use the Existential Intelligence to help his student's study Greek philosophers, and teach how their deep contemplation on mathematics and how the world works has developed some of the important formulas we use today (Pythagorean Theorem). A science teacher could use this intelligence by talking about Isaac Newton and how his study of the solar system and the ration of planets drove him to actually invent and entirely new type of math (calculus) because algebra was not nearly sophisticated or accurate enough for him to make the calculations he needed to map pathways.
REFLECTION:
Our reflections were very interesting because they were all very different. Some of us enjoyed the chapter because we consider ourselves to be spiritual and religious, others enjoyed it for the other side, because they often find themselves contemplating life's deep questions. Some of us were hearing about Existential Intelligence for the first time, and others were getting a deeper look into something they already knew. We all seemed to agree that this intelligence should not be tossed aside, but a few of us felt that incorporating this intelligence into the classroom could be dangerous and might infringe on putting religion into the classroom. Others felt that this was a great intelligence for the classroom and intend to use it. I feel that if bias is kept aside, there becomes a definite line between teaching and preaching. As long as the Existential Intelligence is used in the ways we listed in our abstract then there should be no worry of infringing upon student rights.
Wednesday, October 1, 2008
DI UbD Chapter 9
Chapter nine of DI UbD, “Bringing it all Together: Curriculum and Instruction Through the Lens of Ubd and DI” is looking at how to use the principles of backward design and differentiation in the learning process. It is looking at what the benefits could be to the learners in the classrooms where this is applied. It also looks at what we could expect to see in these classrooms. Teachers who are guided by the backwards design model and differentiated instruction work on: identifying desired learning results for the subject and topics they teach, determining acceptable evidence of student learning planning learning experiences and instructions based on the first two principles, and looking at differences in learning as important and inevitable. This chapter gives very good examples of how to use backward design in tasks. It also provides a very good sample rubric. The given tasks have quizzes and multiple forms of assessment and each one is explained clearly. Combining differentiated instruction and backwards design is a lot of hard work, requiring a lot of time, if done effectively. This chapter also focuses on the fact that students should be succeeding in a teachers unit. If this is not the case, then there are techniques that can switch things up to help them learn successfully. An important thing that this chapter states is that a respectful, safe environment is the only place where differentiation can take place and be helpful.
The class liked how this chapter brought everything together. They liked the great examples of a finished unit, which gives a look at what a finished product will look like. Students write that this will be quite helpful. Some students said that they never understood how differentiated instruction was possible as a teacher. This chapter showed how to further incorporate differentiated instruction when teaching. Students thought that the different examples of units and of assignments helped clarify certain questions that the class still had about DI. Students thought that this chapter was packed with information and was a little hard to understand at times because of the amount of information. Students found that this chapter did a good job pulling everything together that we’ve learned in class.
The class liked how this chapter brought everything together. They liked the great examples of a finished unit, which gives a look at what a finished product will look like. Students write that this will be quite helpful. Some students said that they never understood how differentiated instruction was possible as a teacher. This chapter showed how to further incorporate differentiated instruction when teaching. Students thought that the different examples of units and of assignments helped clarify certain questions that the class still had about DI. Students thought that this chapter was packed with information and was a little hard to understand at times because of the amount of information. Students found that this chapter did a good job pulling everything together that we’ve learned in class.
Mi Chapter Seven Synthesis
Abstract:
Chapter seven talked about the classroom environment we create. We have to consider all of the different intelligences when we try to make a comfortable environment. One of the suggestions is to make activity centers for each intelligence. There are many different activity centers. You can create activity centers where students can learn about the different intelligences, and there are activity centers where students will do the same activities specific to their intelligence. As long as we try to incorporate all eight intelligences, our students will feel more comfortable in our classrooms. We can also change the environment of our classrooms by changing the seating arrangement in the class.
Reflection:
It seemed that the class really liked this chapter. We especially liked the ideas of the activity centers. However, we do have concern with the space we are given to hold these activity centers and whether these centers are age appropriate. We also really like the idea of changing the seating arrangements in our classrooms. We all are interested in creating good classroom environments and will go beyond activity centers and seating arrangements to make our classrooms better.
Chapter seven talked about the classroom environment we create. We have to consider all of the different intelligences when we try to make a comfortable environment. One of the suggestions is to make activity centers for each intelligence. There are many different activity centers. You can create activity centers where students can learn about the different intelligences, and there are activity centers where students will do the same activities specific to their intelligence. As long as we try to incorporate all eight intelligences, our students will feel more comfortable in our classrooms. We can also change the environment of our classrooms by changing the seating arrangement in the class.
Reflection:
It seemed that the class really liked this chapter. We especially liked the ideas of the activity centers. However, we do have concern with the space we are given to hold these activity centers and whether these centers are age appropriate. We also really like the idea of changing the seating arrangements in our classrooms. We all are interested in creating good classroom environments and will go beyond activity centers and seating arrangements to make our classrooms better.
Monday, September 22, 2008
Chapter 4: DI/UbD
Chapter four of DI/UbD , “What Really Matters in Planning for Students Success,” discusses the importance of having an effective curriculum in a differentiated classroom. The better the curriculum, the more opportunities for student learning and involvement. Try to shy away from covering a lot of material without going into depth. It is better to break down the curriculum into the main ideas, and then teach the main ideas in great depth. A good curriculum must be clear and compelling. When making a curriculum, a teacher must remember that he or she is teaching humans, and that instruction is equally as important as curriculum. A teacher must take responsibility for learner success, developing communities of respect, building awareness of what works for each student, developing classroom management routines, helping students become effective partners in their own success, developing flexible classroom teaching routines, expanding a repertoire of instructional strategies, and reflecting on individual progress with an eye toward curricular goals and person growth. Chapter four looks at affective differentiation in the classroom, which is one being able to teach content in a way that works for every learner. In order to do this, teachers should be able to clearly establish the essentials of the curriculum, accept responsibility of the success of learners, and have a community of respect. A teacher must be flexible and work with each students to ensure steady growth in the classroom.
Students in block two liked the concrete information in this chapter about why it is important to teach to all learners. The book showed some great scenarios, as good examples of how to demonstrate the ideas the book is talking about. This chapter laid out some very valuable principals that students in block 2 can take forward with them. After reading this chapter, students in block 2 got a sense that it is the responsibility of the teacher to ensure student success. After reading this chapter, the class noted that this chapter really shows that school is about learning, not about grades, and that each student needs to be reached individually. Some found this chapter to be a bit overwhelming, and found it easy to get caught up in the details. However, most students agree that teaching for understanding is a good thing to keep in mind and plan by. The class feels that it is the teacher’s responsibility to make each sure that each student feels equal and important in the classroom. Calling on each student consistently is one way to help keep every student involved. Some students are wondering if DI is realistic in the classroom. Some students are confused if DI will be too difficult during an 80 minute or 40 minute period. Block 2 notes, however, that there are strategies teachers can use in the classroom, which better enables every student to learn.
Students in block two liked the concrete information in this chapter about why it is important to teach to all learners. The book showed some great scenarios, as good examples of how to demonstrate the ideas the book is talking about. This chapter laid out some very valuable principals that students in block 2 can take forward with them. After reading this chapter, students in block 2 got a sense that it is the responsibility of the teacher to ensure student success. After reading this chapter, the class noted that this chapter really shows that school is about learning, not about grades, and that each student needs to be reached individually. Some found this chapter to be a bit overwhelming, and found it easy to get caught up in the details. However, most students agree that teaching for understanding is a good thing to keep in mind and plan by. The class feels that it is the teacher’s responsibility to make each sure that each student feels equal and important in the classroom. Calling on each student consistently is one way to help keep every student involved. Some students are wondering if DI is realistic in the classroom. Some students are confused if DI will be too difficult during an 80 minute or 40 minute period. Block 2 notes, however, that there are strategies teachers can use in the classroom, which better enables every student to learn.
Wednesday, September 17, 2008
Chapter 3: DI/UbD
Abstract: Chapter 3 in the book DI/UbD touched on many different components of good teaching. In the beginning of the chapter, the book provoked the thought about teaching too much curriculum in not enough time; thus, not covering material in depth. This causes students to have an array of knowledge; however, most of it only trims the surface. The next part of the chapter that the book talked about heavily was the backwards design model. The backwards design model consisted of three main stages each depicted in this chapter. Stage 1: Identify desired results that he or she wants to achieve. A way to do this is to identify goals and examine standards and the curriculum expectations. The next stage focuses on knowing whether or not the students have reached the desired results. You can do this by examining results and evidence of knowledge the student has provided. Lastly, the third and final stage of the backwards design model, talks about developing lesson plans for the class. This last step helps teachers narrow down their curriculum into big ideas allowing for a realistic curriculum that is meaningful and engaging. The backwards design module is a great way for teachers to form appropriate lesson plans.
Response: The class seemed to overall respond positively to this chapter. The biggest response was towards the backwards design model. It is an overall consensus that the backwards design model is a great format for forming a lesson plan. Everyone loved the idea of figuring out what you’re going to teach and then developing appropriate and authentic lesson plans that coincide with the material you’re teaching. Another part of this chapter many people responded to was the notion of the “mile wide an inch deep” in curriculum the United States have. Many people have come to the conclusion that that is not a good way to teach our students. We need to touch on the big ideas and then delve into those deeply. Overall, this chapter was a great learning tool and many people feel as though they will incorporate the backwards design model into their teaching.
MI Chapter Three, Synthesis
ABSTRACT
Chapter three of Multiple Intelligence was based around showing us educators how to effectively determine which of the eight intelligences our students are showing the most interest in so that we can create an educational curriculum that satisfies their needs. The chapter talks about how observation is one of the strongest tools a teacher can have in helping to determine which intelligences are being used. This chapter tells us that actually paying attention to the ways in which a student misbehaves can help us determine which intelligence they are using. In hindsight they are reverting to their intelligence of choice if the are taken by boredom. Much of this information has been provided by Howard Gardner.
REFLECTION
It seems that the class as a whole has touched upon how teachers can successfully figure out how their students learn. Many of us reported seeing that the chapter is based around deciding which of the eight intelligences our students are shinning in, but that we should not limit them to those intelligences because they should be given the chance to develop others as well. One of the main points that we all touched upon was that observation is the first key method in determining which intelligences our students are, and the chapter has shown us that one of the best observations we can make is through seeing how our students misbehave. As a Block we have seemed to understand the concept that as children or misbehaving, or displaying boredom in the classroom, their actions are most likely a direct link to their strongest of the eight intelligences. I feel that we have also taken from this that the ideas of multiple intelligence are still developing and on the cutting edge of educational methods. I hope we keep in mind that we all have the ability to help in moving the teaching profession forward, striving for greater progress everyday. Ending on that note lets reflect on some of the changes in ideas of intelligence that have been brought about by Gardner and recent decades.
Chapter three of Multiple Intelligence was based around showing us educators how to effectively determine which of the eight intelligences our students are showing the most interest in so that we can create an educational curriculum that satisfies their needs. The chapter talks about how observation is one of the strongest tools a teacher can have in helping to determine which intelligences are being used. This chapter tells us that actually paying attention to the ways in which a student misbehaves can help us determine which intelligence they are using. In hindsight they are reverting to their intelligence of choice if the are taken by boredom. Much of this information has been provided by Howard Gardner.
REFLECTION
It seems that the class as a whole has touched upon how teachers can successfully figure out how their students learn. Many of us reported seeing that the chapter is based around deciding which of the eight intelligences our students are shinning in, but that we should not limit them to those intelligences because they should be given the chance to develop others as well. One of the main points that we all touched upon was that observation is the first key method in determining which intelligences our students are, and the chapter has shown us that one of the best observations we can make is through seeing how our students misbehave. As a Block we have seemed to understand the concept that as children or misbehaving, or displaying boredom in the classroom, their actions are most likely a direct link to their strongest of the eight intelligences. I feel that we have also taken from this that the ideas of multiple intelligence are still developing and on the cutting edge of educational methods. I hope we keep in mind that we all have the ability to help in moving the teaching profession forward, striving for greater progress everyday. Ending on that note lets reflect on some of the changes in ideas of intelligence that have been brought about by Gardner and recent decades.
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