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 for each intelligence. Some, like bringing in a bird, are a little far fetched I think that there are some very effective tactics that I will use in the classroom. Some of the examples given seem a little bit like they could be used in elementary school and I think that as a high school student I would have felt as if some of the ideas were degrading towards my intelligence. I think that for class rules I would have a class discussion on the first day to establish what the students want the rules to be.
    Chapter 11 is about Special education and MI theory. I think that understanding that students with special needs have the ability to form multiple intelligences. Special Education students should be able to learn about their intelligences and they should have the opportunities to grow their strengths and not have so much focus on what makes them different.  
    Chapter 12 talks about cognitive skills more specifically retention of information. Students can have a bad habit of studying for a test and then forgetting all of the information that was on it. The book breaks down information about how to engage each Intelligences memory and retention. As a musical person, I can remember the lyrics from a song I haven't heard in 5 years but I can't remember math. As a teacher you have to find ways to promote retention and cater the learning to the MI style.

Comments

Post a Comment

Popular posts from this blog

Chapter 3 FIAE

Chapter 3 in Fair Isn’t Always Equal focuses on assessment formats and differentiated assessments. As a teacher it is important to understand that not all students will be able to succeed with what is first given to them. It is up to the teacher to change and adapt the learning to fit all students, this includes the assessment format. I liked the idea of having students know what is on the exam before the unit begins. This can ease some of the stress that students feel. One downfall of this is that some students who are in a class solely to graduate will use this information as a hint as to what they can forget and remember. Students may study to the test and not study for knowledge and growth. I think that an adjustment I would make to this would be to give an outline of the unit and have important topics that might be on the test underlined. That way students understand that a topic is on an assessment but they do not know which part or what questions will be asked. This can prompt...
Read more

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...
Read more

UBD DI chapter 3

Chapter 3 talks about the process of building a lesson using backward design. It gives examples of lesson plans and explains the most common confusions people have about backward design. The chapter also outlines the steps to take when using backward design and explains the purpose of each step. There is a shift happening in education right now and I think this chapter does well on summing it up. Teachers are used to driving curriculum into the students without worry if they actually understand it. While curriculum is important, I believe that schools should be places to also work on personal growth and understanding. Students should be able to learn more than just the basic curriculum but with the amount of information that students need to retain it is difficult to think about personal growth in students. I think that  backward design makes teachers more aware of the outcome they want and makes them think about how to reach that outcome. Step 2 of the backward design process ma...
Read more