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.
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