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.
Monday, September 22, 2008
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.
MI Chapter Four
Abstract:
Chapter four of Multiple Intelligences talks about allowing students to learn about the multiple intelligences. The chapter says that the eight intelligences can be easily explained to a variety of age groups as long as we change the explanation to make it appropriate for that group. The benefits from allowing our students to learn about their learning styles is so they can know how they learn. As teachers, we can better teach our students if we know how they learn. The students will also feel that their teacher is trying to reach them as individuals instead of as only a class. One of the suggestions in this chapter is to have your students study a person who learns the same way they do; it will allow them to relate to it even more and feel special.
Reflection:
It was obvious that most of the class thought that this reading about multiple intelligences was very helpful. Most people thought the ideas to use in class would be very help, although some of them would not be useful in the secondary education level. Most people felt that allowing students to learn about their intelligence would make the relationship between student and teacher better because the teacher would be able to adapt his lesson for his students.
Chapter four of Multiple Intelligences talks about allowing students to learn about the multiple intelligences. The chapter says that the eight intelligences can be easily explained to a variety of age groups as long as we change the explanation to make it appropriate for that group. The benefits from allowing our students to learn about their learning styles is so they can know how they learn. As teachers, we can better teach our students if we know how they learn. The students will also feel that their teacher is trying to reach them as individuals instead of as only a class. One of the suggestions in this chapter is to have your students study a person who learns the same way they do; it will allow them to relate to it even more and feel special.
Reflection:
It was obvious that most of the class thought that this reading about multiple intelligences was very helpful. Most people thought the ideas to use in class would be very help, although some of them would not be useful in the secondary education level. Most people felt that allowing students to learn about their intelligence would make the relationship between student and teacher better because the teacher would be able to adapt his lesson for his students.
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