Curriculum Instruction Assesment

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...

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...

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...

Chapter 4 focuses on how students can learn about their intelligences and why it is important for students to know. The Multiple Intelligence Theory can be taught using short activities that gets students thinking about how they think. This metacognition allows students to understand how they need to approach a subject in order to succeed. The student understanding can also allow students to have a voice in their learning process. If some strategy of teaching is not working for a student they have the tools needed to go up to the teacher and say which type of intelligence they are. Once students understand their intelligence the teacher should attempt to bring that into the class. Hopefully this will make all students feel like they are smart even in a subject that might be a struggle for them. The methods that the author gives for teaching the MI Theory can be done in small doses that do not take away much time from the curriculum. I think that before  students do any sort of r...

Children's intelligence is very fluid and each child is born with the capability to possess all of the intelligences. The chapter went into depth about how to better understand the students intelligences and how to identify them. I think the checklist is a good way for teachers to identify which students have which preferred intelligence style. Another way to identify learning styles is to have students complete an activity like we did in class or to learn about the MI theory. As a CA we are required to keep a sociogram. It is a notebook filled with everything we know about our residents. The author says that one way to try and identify intelligences is to keep a journal like a sociogram. I think it would be effective in monitoring student intelligence and also monitoring behaviors. In my sociogram I write down the residents likes, dislikes, who they are dating, how often I see them and what their personality is like. This allows me to recognize changes in residents and respond...

Chapter 2: MI Theory and Personal Development     Chapter 2 builds on the explanation of the Multiple Intelligences theory which was introduced in the first chapter. This section goes on to explain the importance of balancing intelligences within a person so that no intelligence greatly outweighs another. It is important for teacher to be able to have small bits of each intelligence as to better understand and tech students of all intelligences. Personally I have a strong aptitude toward logical and musical intelligences but I severely lack in all other categories. I would have to use separate resource, such as other teachers, to begin engaging students with varying intelligences. For some intelligences I have already began to think of ways to engage them. The students with  kinesthetic and visual intelligences would be engaged using manipulatives and allowing students to work alone or with partners will hopefully allow the intrapersonal and interpersonal students...

Chapter 1: The Foundations of MI Theory     The first chapter explained the Multiple Intelligence theory and how the  Multiple Intelligence theory came to be. I found it interesting how the idea of modern intelligence has been around since the early 1900s but as far as I have seen the knowledge of how we think has not been effectively worked into the school system. I think that Gardner was correct when he wrote that, “our culture had defined intelligence too narrowly” (Armstrong 2009). As a culture we still tend to define intelligence through who can excel in the schooling system we have in place. In my experience with public schooling there was very little emphasis on developing other intelligences. Logical reasoning was valued and other intelligences were pushed to conform to the ideal student. With the  Multiple Intelligence theory being around for almost 20 years, one would think that inclusive education would be more prominent and I was surprised that th...

Chapter 10 in Multiple Intelligences talks about various testing and assessment strategies that can be used in the classroom. For assessments it is especially important to understand your students learning styles and intelligences. Once you know the students multiple intelligences you can form assessments around the learner. This can allow for students to become more interested in the subject and turn in better quality work. I liked the wording the author used when he said, “ The most important prerequisite to authentic assessment is observation” (131). A teacher has to know their student before they can fully tend to their learning and assessing need in a way that will benefit the student. I spoke before in one of my reviews about Add to dictionary and their importance for understanding students social and logical mind. I think it is an acceptable way of measuring student understanding. In my high school one teacher did a sign up sheet type project. The teacher told us the books we...