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FIAE 7,8,9,10

In these chapters the author talks about Different ways teachers grade. In chapter 7 the main point is that grading is not a final thing. Two teachers may grade one assignment completely different ways. Teachers all have their own idea of what makes something worth an A grade this occurs because of bias and elements of an assignment that the teacher thinks it is most important. I liked how the book gave a short essay to grade. This gave a real example of how different people grade and made me start to think about ways that I can make sure I am grading for subject matter and not for flimsy things like visual appeal or spelling. This is where the importance of rubrics comes into play. Rubrics can help to eliminate some bias because we are following a guide on grading. In chapter 8 of FIAE the author talks about why we grade. The author also explains the implications on students who receive grades. The chapter also explains how teachers choose to grade things and why they are importa...
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FIAE 11,12,13,14

FIAE Chapter 11 is about the concept of grading in gradebooks. The chapter talks about everything from weighting grades to putting zeroes in a gradebook. The chapter talks about ways teachers deal with late or missing work. Personally, I don’t like to see zeroes in a gradebook so putting in blanks instead would be more helpful. I also think that there are some students who need to see their grade drop in order to get that work done and then they can feel accomplished by seeing the grade go back up again. In my field placement, there were several students who came in concerned about grades, got the work done, and then you could see some pride they had when their grade went up. When it comes to weighting grades I don’t agree with weighting in individual classes but classes as a whole should be weighted. Students who take AP level classes should have that AP weighted higher into their grade. In my senior class there were people in the top ten who did not take a single AP or honors class...
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UBD/DI 8, MI 8,11,12

UbD DI chapter 8 is about grading and reporting on student success within the curriculum. It breaks down views on grading into different principals. The students should know what standards they are working towards, there should be a valid evidence for grading, there should be set criteria, not everything should be graded, teachers should not grade with averages, and grading should be achievement focused. I think that the 6th principal is one I will focus on in my classroom. I want learning and grading to be centered around student growth. Teachers should strive to make students engaged and interested in their own learning and promote lifelong learning. Lifelong learners are people who, even once they graduate, will still seek out new information and want to grow their knowledge.       Chapter 8 in Multiple Intelligences talks about classroom management tactics. It lists off ways to get students attention. I like how there are different ways to gain attention fo...
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MI 7,9,13,14

Chapter 7 in Multiple Intelligences  talks about the environmental factors that go into learning. The chapter also give examples of guiding questions for the teacher to ask in terms of assessing how each intelligence is being met through the environment. I like how these guiding questions push a teacher to really think about how their students will learn. Looking at the intelligences I have, Musical and Logical, I think that the questions are spot on as a musically intelligent person I love to have music on when I am working. As a logically intelligent person I appreciate consistency and rhythm. I do not like unorganized teachers. Chapter 9 talks about the premise of Multiple Intelligence schools. They create a learning environment that promotes the growth of all intelligences. In schooling certain intelligences were not considered important; they were not encouraged to grow. I do not think I will work in a Multiple intelligences school but this information will be helpful to me o...
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MI5,6 UBD 6,7

Chapters six and seven in Understanding by Design talk about student understanding. Chapter 6 talks about responsive teaching and answers questions that teachers may have about responsive teaching practices. I like how the book went into detail about different types of learners a teacher might encounter and how those learners may be problematic toward the general lesson plan. Students may be struggling with learning material at the pace he class is going or they could be going too fast for the class schedule. As teachers we should strive for student understanding and understanding where students fall in the spectrum of learning rate. By breaking down in lessons plans and in your mind it should help teachers to understand the different teaching strategies they need to use. Chapter seven is similar because it talks about how we, as educators, can help students gain deeper understanding of topics. I think that when we have these tools to help students it allows teachers to experiment with...
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FIAE Chapter 6

Chapter 6 explains the most effective ways for teachers to form questions that will show student mastery. Using several different question asking methods can assure that the subject area is really covered. Using different methods and prompts can play to all students abilities. Some students may be really good at multiple choice but horrible at short answer so this will give teachers knowledge of what the student really knows. If the student was given all short answer questions than they would not show what they actually know. I also think it is important for teachers to tell students what is expected of them when they are being assessed. In an AP class that I took we were given step by step instructions on how we should approach each type of question. This takes the stress off of how to answer the question and focuses on what students are going to put in the answer. I also think it is important to stress clear concise questions because if the student is confused about what is being ...
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Chapter 5 FIAE

In chapter 5 the author describes the process and effect of tiering. Up until I read this chapter I had not heard of this idea. I now think of tiering as a sort of scaffolding. Students are given appropriate material and each class the old material is used to build upon new material. This is where pre assessments would be useful. You do not want to start a student on material that is too difficult because they will constantly be behind. You also do not want to start to easy because students will become bored with the material. I read in a different article about different ways that teachers can check in with students to make sure that they are not falling behind and one thing that I would like to implement in my classroom is colored sticky notes that students have on their desks all the time. If the student is confused they put a yellow note on top and if they are completely lost. This gives the teacher instant feedback while they are teaching as to what students are not understanding...
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