Fair Isn't Always Equal- Chapter 14

Summary:

In this chapter we explore report card formats. According to the author, “in order to continue differentiation’s powerful impact…report card formats must be responsive to our students’ experience, and they must reflect the differentiated practices provided” (173). Some examples of report card formats follow: Adjusted Curriculum- grading students against their own progression (helpful for teachers down the road to see progress, or lack thereof it), The Dual Approach- making a mark indicating a student’s personal progress as well as a mark indicating where the student stands against the standards set for this subject at this grade level (shows where there may be a lot of mastery, but little growth or less mastery, but great growth), Multiple Categories Within One Subject- focus on specific areas of study within each grading period (makes grading fair, not penalized for not mastering entire course, gives credit for individual components), and Continuous Progress Report- in which growth is marked over two or more years (helpful since most course curriculum is a multi-year process for reaching mastery).

Reflection:

When it comes to reporting students’ grades Meghan says “comments are the biggest part of the report card…if the teacher just inserts the grade what it the point?” Luke says he will “definitely be responsive in the way [he] handles [his] report cards.” Heather thinks that the “formats that combine feedback with level of mastery are great and should be utilized in all schools.”

Assess Chapter 13

Meghan Brann

Chapter 13-FIAE

Gradebook formats for the differentiated classroom

Summary-

This chapter is trying to help us figure out what kind of gradebook format we wish you use. They help us do this by laying a few different kinds and explaining them all to us. First off was the gradebook for grading according to standards. This way may help us record more than just one grade for an assignment; yes it may be more work for us recording more but in the long run, but like Heather brought up, it only benefits the students. The next way to set up our gradebook is by assignments by weight or category. The third gradebook was listing assignments by date; you can color code the quizzes, tests, and homework using this format. The last gradebook format was topic based; this is a very specific format. They tell us these are just some of the ways to set up a gradebook, so to keep our eyes open and maybe we will find a way that is perfect for us.

Reflections-

Luke found little to comment about from this chapter, he felt what was talked about was good content but just not a lot was there. Heather did not realize how complex gradebooks could be, I did not either. Both Heather and I said that being exposed to these new ways was good for us but we would need to explore them ourselves more before using a different way.

Chapter 11 ~ Fair Isn't Always Equal

Summary:

Many questions are posed in this chapter, outlining some vary important grading issues faced by teachers. Do you record a zero for not turned in work?- giving this grade would distort the final grade as a true indicator of mastery. How do you grade gifted students? - we need to use a differentiated classroom and choose what is fair for the situation , not what is equal, grades will require special circumstances. It would be a good idea to record two grades for these students- one addressing grade level and one for advanced material. How do you weigh grades?- we should be weighing components of grades based on the complexity and extent of learning achieved on each one. How do you grade late work? - We have to look at whether this is a chronic problem with this student, if so they need to be taught some time management skills, we need to deal with it in a way that allows the student to still be responsible and learn the material. How do you grade special needs students in inclusion classes? - here the special education and the regular education teachers need to communicate and agree on their roles and grading philosophies, so that what best of the student is achieved.

Reflection:

On this topic Meghan believes that "the helpful tips and ideas on how to go about some of the issues [she] will face in [her] own classroom someday will help [her] make an easier choice when those times arise. Heather thinks that these "sensitive issues should be looked at carefully and assessed according to what is best for student success." Luke just "can't wait to stir the pot a bit" on these "very touchy"issues "when [he] gets a job and [has] legal representation."

Chapter 12 FIAE

Abstract-

This chapter was about how we should set up our grading scales. The author talks about how schools each grade with a different scale. He goes on to say that we need to know how we should be grading in our classrooms. The author suggests the use of the 4.0 scale rather than the 100 point scale because the 4.0 scale makes not understanding the content the same range as understanding it a little, understanding most of it and understanding all of it. He goes on to suggest that we use rubrics for most of our assignments. The basic just of this chapter was that we should be all about the learning and get away from the traditional grading. A grade should show how well the student understands the content.


Reflection-

We need to have the students in mind when we think about lesson planning, homework, and especially grading. It needs to be about the learning and grades need to show the students' understanding. It is important that our students know that our classes are about learning and nothing else. School should be about learning, grades should be about learning. We should do everything we can in order to uphold the true meaning of education.

FIAE Chapter 8

Summary:
This chapter discusses grades and how we should administer those grades. There are six reasons to why we grade: 1) to document student and teacher progress, 2) to provide feedback to the student and family, and the teacher, 3) to inform instructional decisions, 4) to motivate students, 5) to punish students, and 6) to sort students. We need to take these reasons, decide which are important and which should not be administered- make up a system that will best benefit your students.

Reflection:
Luke had this to say about grades, “Grades! Grades! Grades! We focus on them, they rule our lives. They are used to do terrible things to students or give them a reward here or there.” Meghan feels that participation should be counted in each class, but made it clear that participation can mean many things, like- “talking in class or in a debate, small group work, or just doing homework on time and correctly.” Heather enjoyed the chapter, but felt that the material was very open-ended and open to interpretation. She said that the one thing that we Do know, however, “is that each student is different” and that is what teachers should really be taking into consideration.

FIAE Chapter 10

Meghan Brann

Chapter 10 FIAE

Conditions for redoing work for full credit

Summary-

This chapter really lines things up for us. They give us some great advice starting with that all the work that going to be redone in our classroom should be done at our discretion. We really need to make sure the reasons the student is going to be redoing the assignment is because of an issue that we are aware of. Also we need to reserve the right to change the format in which the redone homework is done. Sometimes there are situations that need to have special attention or concerns for students and teachers. They also tell us to never average a grade if something is redone. Why would you want to give a student or a parent a not accurate grade of the students understanding? If they earn the grade the next time around, give them the deserved grade then! Heather pointed out to always make sure to have the students pass in their original task and the redone one as well. Luke reminds us to not let the students do any redo work the last week of school, for our sanity.

Reflections-

After reading this chapter we are all in agreement that we will keep this chapter in mind for when we make our own policies on redoes. Heather brings up the fact though we as teachers need to be in tune with our students and their needs, just incase extenuating circumstances do come up and students need the redo or retake. Luke was all for this chapter, and I was happy to just gain some insight on the whole issue.

Chapter 8 DI/UbD

Meghan Brann

Chapter 8 DI/UbD

Grading and Reporting Achievement

Summary-

This chapter is setting up how we as teachers should be considering just how we are grading our students. They gave us an easy 6 principle guide to follow or to at least to make us think about how we are grading. The first principle is “grades and reports should be based on clearly specified learning goals and performance standards.” They want us as educators to make sure our students have clear goals that we laid out for them, so that they will be able to attain a sufficient grade from us. The second principle was “evidence used for grading should be valid”, this principle is saying to make sure we “eliminate factors and conditions” that would confuse our students. The third principle was “grading should be based on established criteria, not on arbitrary norms”. Then the fourth was “not everything should be included in grades”. The fifth was “avoid grading based on (mean) averages”, meaning we as teachers should try to grade our students later in the “learning cycle” rather than in the early stage(s). The sixth principle was “focus on achievement, and report other factors separately.” In the rest of the chapter they talked about achievement of goals, progress toward goals and work habits. Heather pointed out that the author said the grade should not be based on the class average but on how much the student achieves on their own. Luke reminded us that although we would all like to get rid of this concept that the grades do motivate the students not the learning. So grades are important.

Reflections-

Heather picked out her favorite points from this chapter; she brought up the fact that students are labeled, by teachers none the less. Once a student does badly in a class or in school altogether that stigma follows the student, for most likely, their whole school career. How is that fair? Or how is that right? Luke enjoyed this chapter as well. He thinks that the only thing that should affect a student’s grade should be participation. I agree with Luke on that opinion.

FIAE Chapter 9

Abstract:

This chapter was a big list of "do nots," ten practices to avoid when trying to differentiate in your classroom. These approaches were listed as grading on nonacademic factors like attendance and behavior, penalizing multiple attempts at mastery, grading practice like homework, withholding points, groups grading, grading on a curve, recording zeros for unfinished work, and using norm-referenced terms to describe criterion-referenced attributes. The authors was saying that all of these practices hinder learning in a differentiated classroom.

Reflection:

As a group we agreed with most of these if not all of them. Meghan can remember times in high school where she did most of the work for an entire group's project but they all ended up receiving the same grades. It's a very frustrating and discouraging feeling I'm sure. Heather agrees that grading itself is a very touchy, "fragile," concept. I was impressed by these "do nots" because as an aspiring educator i know that it is just as important to know what the wrong things to do as it is to know the right things to do.

FIAE Chapter 7

Abstract:

This chapter was about grades themselves, and how we define them. The author explains the fight going on in classroom about grades and assessment. Many teachers and educators were interviewed and their opinions were expressed in this chapter. There was one teacher who wanted to do away with grades all together. Grades have become the goal. Students focus on grades, teachers, faculty, and administration look at grades. We have of responsibility as teachers and one of the big responsibility is accurately giving grades.

Reflection:

Meghan had something to say about this. She experienced this issue at Mt. Blue High School. She had students who would ask to retake tests before they took them and one girl who said that she did not study for the test. She also said she does better on the second exam because she crams. The girl got a 66 on her test and was not allowed to retake because a 66 is passing and Meghan's mentor teacher only lets students who receive failing grades retake tests. Meghan agreed that the student shouldn't be given a chance to retake the test because she didn't study for it in the first place. Heather agreed that graded on individuals is something that should be done in some cases, such as an exchange student. I thought this was interesting because my mentor teacher had an exchange students, from Germany, in her class and she just gave her passing grades. She said that she wasn't here for school, and she didn't understand a lot of words, she was here for the experience of living in America.

Multiple Intelligences, Chapter 8

Summary:
In chapter 8 we learn many tools we can use in MI format in our classroom management. Tools for gaining students' attention, preparing for transitions, communicating class rules, forming groups, and managing individual behaviors. We all know that "rules, routine, regulations, and procedures are a fundamental part of classroom infrastructure." Speaking to different intelligences can help many students and can keep the classroom atmosphere comfortable, yet fun and unpredictable. Whether it is communicating class rules by having a couple of student know just one rule that they are responsible for enforcing -or- gaining their attention by writing "silence please" on the board. We have to try new methods and appeal to the ways in which our students best learn and grow.

Reflection:
Luke believes that "communication is key in the classroom. We need to be able to understand our students." Meghan really enjoyed the idea of clapping to get her students' attention, she feels "as though students would respond to that." Heather wants her students to help make their class rules. She wants them to "feel that they are responsible and important- that they have a voice that someone wants to hear, and respects."

Integrating DI/UbD, Chapter 10

Abstract/Summary

In this chapter there were three basic parts; these parts were the desired results, the achievement goals and the assessment. The authors first integrate the UbD/DI model into the three stages, then to the teacher, and then to the district. They discussed how we have to have the three basic parts in mind when designing, teaching, and assessing concepts. This chapter was a reminder to stay on task and not tangent off into subjects and concepts that will confuse and contradict.

Reflection

This chapter was an impressive showing of integrating the UbD/DI model into the different areas and the importance of staying on track and keeping the goal of learning in mind. We've all had teachers that could go off and rant and converse with us about subjects not pertaining to the material they were teaching and we loved them all, but the good ones (who also happened to be the ones we actually learned from) were able to bring it around and either relate it to their material or just go back to their material and we, as students, never minded. We have to be those teachers and do what students need in order to keep their attentions and engage them in learning.

MI Chapter 14

Meghan Brann

Chapter 14 MI

MI and Existential Intelligence

Summary-

This chapter is all about the debate on whether or not to add a ninth Intelligence to the bunch. Existential Intelligence is the intelligence in the limbo stage still. The big issue that many people have with a ninth intelligence is that some people feel there are other intelligences that are first up to be added to the list and for some existentialism is not one of them. Then they broke it down by topic matter and pointed out in each topic matter how existentialism was important and how it’s used. Mike explained what he thinks the ninth intelligent means “it is described as being “the examination of broader efforts by humanity to address existential concerns in diverse ways.” Not actually teaching religion and philosophy, but understanding its pursuit. This chapter also explains how it can be used in the classroom.”

Reflections-

As a group we all managed to have mixed emotions about the potential ninth intelligence. Mike disliked the idea of the ninth intelligence, while Heather was on the fence. She thought the idea was not a bad one she just wanted to make sure she was going to be teaching about religion because of its “touchiness.” Luke and I were against a ninth intelligence, or at least this one. I for one would not mind more intelligences just not this one. I feel like there are other intelligences that have been put on the table that could be more beneficial to my students.

MI Chapter 11

Meghan Brann
Group MI Chapter 11
MI and Special Education

Summary-

They jumped right into this chapter reminding us that we should not focus on what a student can not do instead we should focus on what they can do. They are telling us right off the bat why we should use Multiple Intelligences to help and benefit our students. They point out that with in all 8 Intelligences a learning disability will occur and that we should be prepared for that. There are studies that prove that if we key in on a special education students Intelligences then they are strive within our classroom. Sometimes Ed Techs maybe placed in the room to help us with that students learning. The student can really benefit from this one on one factor. Luke reminded us that if the students have IEP’s MI’s can be used to their full extent there. Heather also pointed out that they said if we key in on the students MI’s the students might also feel better about themselves, if they can stay in the classroom and prove themselves. Mike reminded us to make sure not to jump the gun and end up setting a student up to be in special education.


Reflections-

We are all in agreement that we liked this chapter because of all the new information that was presented. Mike liked the new information stated as did I. I was happy to read something new about MI and not just the same things again in this chapter. What they had to say just made sense. Heather was “amazed to see the vast differences” when she looked at Figure 1.1. Luke found a new appreciation for his mother who has worked in special educations for years.

Chapter 13, MI

Summary:
Chapter thirteen explains three different ways of incorporating MI theory into one’s classroom. The three ways they describe here are through technology, cultural diversity, and career counseling. There is a table in the chapter which gives several examples for each of the intelligences on how to use technology to teach these students. For instance, a few forms of software one may use for an intrapersonal learner are “Oregon Trail, Emotional IQ Tests, “Myst,” or career counseling software. Which brings me into another part of the chapter, career counseling. What is it? Career counseling is a way of incorporating a student’s interests, talents and experiences into a suggested career field. For instance, when I took mine, my test scores resulted in future careers as a taxi cab driver, politician, school teacher or book writer. The third point in this chapter is on Cultural Diversity. America is known as a boiling pot of culture, being founded entirely my immigrants. By Native Americans who crossed the Bering Strait, the English who settled from across the Atlantic and the Spanish who did the same. Then came the industrial revolution and many others came to America in search of their fortunes in the “land of the free”. So, America’s population is comprised entirely of non-natives. This breeds diversity from all of the different cultures that make up this nation. It also begs the question, “How are teachers going to deal with such diversity?” This chapter says we should begin by getting to know our students personally, and educating the class in the diversity of the people around them.

Reflection:
There was one part of this chapter our group did not wholly agree on and that was the importance of career counseling. I did not agree with its approach while my fellow teammates did. It was a rather strange situation. My experience with it had been less than helpful, while most of their's had been beneficial. I'm uncertain if it is because the others were given a different approach to the subject or if it just didn't fit my personality. In any case we were at odds here. Throughout the rest of the chapter though it was quite unanimous for all of us. We all agreed on the idea of using technology which fit the different intelligences, but just not the suggested technologies they used int he book and we all agreed on understanding all of the student's backgrounds and considering how best to incorporate their diversity in the classroom.

Chapter 5, MI

Summary:
Chapter five is based on developing curriculum around the several different intelligences so that students are able to learn in their own comfort areas. It details how once can be an effective teacher as long as one keeps in mind that all students learn differently and adjusts accordingly to that through differentiated instruction and presentation. Rather than lecturing the entire period they should try something that caters to the needs of those students who are not linguistic learners and perhaps use music to drawn the point or some other medium. The chapter offers materials to assist the aspiring teacher in developing effective lessons for all kinds of learners.

Reflection:
It was discovered across the board that this chapter was very helpful for all of us. Using thematic instruction was an excellent way of showing just how we can teach cross-content. There were several examples in the chapter we agreed would be rather fruitful, such as figure 5.4. This chapter helped us realize how we can answer the student's ever-applicable question, "How does this relate to anything else I'm learning in any of my other classes?" The answer would be simple here, teach similar concepts together.

Chapter 9, DI/UbD

Abstract/Summary:

This was a chapter for the authors to "Bring it all together." This is where the authors took all of the differentiation and all the things we've learned about the backwards learning model and made a comprehensive list of steps we should take when using that model. First, we must identify the desired learning results, then we can determine acceptable evidence of the students' learning of those desired learning results. Next, we need to plan learning experiences and instruction, then regard learning differences. After that, we need to address learners affective needs as a means of supporting students success, then Review the learning goals. Once these have been completed we need to use systematic pre-assessments and ongoing assessments. We must then employ flexibility and gather evidence of learning. The authors then gave a sample unit to show how all of these strategies were employed. To end the chapter the authors talked about indicators in a classroom that imply the use of UbD and DI.

Reflection:

This was a very interesting chapter because it gave a full format of how to teach according to UbD/DI. The example was good because, even though we don't have the same concentration, we can use it as a model for our own work. We can relate piece by piece which is a great way of getting information. Just like in yesterday's class, we saw some one's first lesson come alive and then were able to form our own. Relationships are a great way to teach difficult material. This was an overall good informative chapter.

Chapter 7, "Multiple Intelligences"

Summary:
Chapter Seven explains how we, as teachers, can change our classroom environments to better conform to the needs of our students. How do we build our classroom to best fit all students? To start, we need to look at a few questions from the vantage point of the 8 MI‘s: How are words spoken words used in the classroom? How is the time structured in the classroom? How is the classroom furniture arranged? Where do the students spend most of their time while in school? How does the teacher use his/her voice? Do students have frequent opportunities to interact in positive ways? Are students given authentic choices? & Does the classroom provide windows for looking at the trees, sky, and other natural elements? All of these, along with many others, are valid questions we need to ask ourselves when deciding how to assemble and manage our classrooms.

Reflections:
When reflecting on Chapter Seven, Mike realized he had “never actually thought of how what [he] did in the classroom could alter it as an environment.” Meghan believes that she should take a lot of these management strategies “under consideration before [she] starts a classroom of [her] own.” Heather says that by using these techniques she wants her students “to feel safe to be themselves, and have an environment that they can truly thrive in.”

Chapter 6, Fair Isn't Always Equal

Abstract/Summary:

This chapter was about coming up with good test questions. Keeping away from certain common issues that plague test all over the world. Certain issues like confusing negatives and poorly worded questions. We cannot expect all students to take tests the same way. Challenging students is a good thing but overwhelming them is not. We, as teachers, need to understand that we are going to have diversity in our classrooms and this will come into play when we are testing as well.

Reflection:

Tests, as much as many people don't like them, are important pieces of instruction. We need to make sure our tests are helping and not hindering our students from learning. We should keep confusing negatives and awkwardly worded questions out of the tests we design for our students. The tests should be about what students know and understand, not how well they can decipher our difficult handwriting.

Chapter 5, Fair Isn't Always Equal

Abstract/Summary:

This chapter was all about the idea tiering assignments. Tiering assignments is differentiation of the assignments themselves. Pushing due dates, allowing students to work in partners, and giving students extra help are forms of tiering assignments. Some other forms of tiering assignments are learning contracts, learning menus, tic-tac-toe boards, cubing, RAFT(S), and one-word summaries. The authors focused on the idea of students being differentiated for and help, and given choices, and when this occurs students achieve more.

Reflection:

Tiering is an important concept for teachers to know, they need to be aware that sometimes students can't do the assignment as assigned and need extra time or help. We as teachers need to be responsive to our students needs and we need to differentiate and tier assignments as needed. This chapter showed another side of the idea of differentiation. It was well shown and good examples were given.

Chapter 7 DI/UbD

Chapter 7 DI/UbD~ Teaching for Understanding in Academically Diverse Classrooms.

Summary-

The first sentence was “Understanding must be earned.” (Pg. 108) I thought this was a great first sentence! Teaching for understanding is a very hard thing to do because it encompasses many things into one. They first are telling us to uncover the content which means that we need look at the lesson like an iceberg. We are going to see the top of the topic and there is still a lot that we can’t see under the water. Next we are supposed to use our essential questions to teach. We need to just make sure they are open ended enough so that the students will really walk away with the understanding. Our essential questions can serve as the “doorway” to the students understanding. They gave us some practical tips for making our essential questions and they were: “less is more, be sure they understand vocabulary, engage the students, personalize the questions, post the essential questions, and finally follow up.” (Pg. 115) They then finally introduce the six facets of understanding which are: explain, interpret, apply, perspective, empathy, and self-knowledge. Lastly they introduce WHERETO which stands for: What and Why, Hook, Equip and Experiences, Rethink, Revision and Refinement, self-Evaluation, Tailor, and finally Organized.

Reflections-

I personally loved this chapter and some of my group mates were less then enthralled with it. Luke thought it was an okay chapter but at the time was not interested in the WHERETO model. He thought it was good but just could not get into the concept. Heather on the other hand enjoyed many parts of this chapter like me. She commented on the fact she liked the “Follow-up Strategies to Deepen Student Thinking”, she is thinking she is going to refer to the chart once she has her own classroom. I personally really enjoyed the chapter and the WHERETO model.

Chapter 6 MI

Summary-

In this chapter they went through each intelligent and talked about the teaching strategies that we should use within our classrooms. The first one talked about was linguistics; they stated that this is one of the easiest ones to use. The examples they gave were: storytelling, tape recording, brainstorming, journal writing and publishing. The next intelligence was logical; the examples were calculations and quantifications, classifications and categorizations, Socratic questioning, heuristics and science thinking. After that was spatial learning, here they suggested visualization, color cues, picture metaphors, idea sketching, and graphic symbols. Next up was body and kinesthetics, here there are so many choices like Classroom Theater, body answers, kinesthetic concepts, body maps and hands-on thinking. Following that was musical intelligence; here the suggestions were rhymes, songs, raps and chants all as one, discographies, supermemory music, musical concepts and mood music. My favorite is interpersonal; here they suggested having peer sharing, people sculptures, cooperative groups, board games, and simulations. Another easy one is intrapersonal; here we can have one minute reflection times, personal connections, choice time, feeling-toned moments and finally goal-setting sessions. The final intelligence was naturalist; here they suggested for us to nature walks, windows onto learning, plants as props, per-in-the-classroom and finally ecostudy.

Reflections-

As a whole we all enjoyed this chapter and we all commented on the fact we want to get back into the classroom to start using all these great ideas that we got from this chapter. Luke commented on how he is going to keep this chapter bookmarked for further reference. Mike and myself the examples to help us with our WHERETO’s. Heather was just excited to reflect on the examples to help her build her own classroom. She commented on the fact that she wanted to step out of her comfort zone and this chapter was going to help her do so.

Fair Isn't Always Equal, Chapter 3

Summary
Chapter Three describes what we as educators should keep in mind when reviewing our differentiated classrooms when not just assessing, but readying the class for them. It hives us an acronym to keep in mind when looking at the "big picture." KUD, Knowledge, Understanding and Ability to Do. Be sure the students know what they learned, they understand what they know and they can show what they understand. Because, isn't that the idea of assessments? The chapter also takes the time to point out that there is no point to a differentiated classroom if the teacher is unwilling to accept what the assessments show him. They also make a point of staying away from static assessment, and be more dynamic in their approach. Otherwise, students will not be able to show their understanding effectively.

Reflections
In our separate reflections, each of us considered something different. I focused on the idea of KUD and how it can help place assessments in perspective for the teacher. Luke focused on not only properly assessing our students, but in also ensuring their understanding for the information we are assessing them on. Meghan enjoyed the idea of pre-assessments, which in our discussions all of us agreed with. To have an idea of where one's students are helps a great deal when developing one's expectations for them. And finally, Heather. She believes in not making assessments a secret only the teacher knows everything about until it's in front of the students. That students should have a "heads up" as far as how they are being assessed. That way, they can be readily prepared for it.

DI/UbD Chapter 5

Summary-

This chapter stated that it was about assessing learning and evidence but it as a whole every member of our team agreed that it seemed to be about understanding over simple knowledge. The photo-album versus a snapshot of a students understanding of a concept is one point that was strictly noticed in all of the summaries of this chapter. The authors go on about the "big ideas", the six facets of understanding, GRASPS, pre-assessment, the backward learning model with respect to differentiated assessment, and most importantly different ways of assessing students or way for students to show understanding. Students may know the procedures but that does not mean that they understand the concepts, the "why?'s".

Reflection-

Everyone in our group focused on something different to reflect on from this chapter. I chose Staying focused and on track, and the fact that we may sway mildly from the track to touch upon relevant information but we must come back and regroup. Heather focused on the idea of pre-assessment. She found it to be a very important tool in teaching. It is very important to know what the students know and don't know in order to teach them something new. Mike focused on two things, the fact that with respect to knowledge you either know something or don't and if you don't you need more time to be able to understand it. He also focused on the differences between knowing and understanding, which are big and important differences. We as educators of new generation need to understand that our students need to understand as well as just know the information. Meghan focused on the different types of assessment and how she wished she had had more assessments like the ones listed in the book rather than the standard tests and such she was given in high school. All in all our team gained a lot from this chapter.

Multiple Intelligences Chapter 10

Summary-

This chapter discusses assessment and how to use our students Intelligences in our assessments. Within the chapter they talk about the kinds of assessment we can use in our classrooms and they were; observation, anecdotal records, work samples, audio cassettes, videotapes, photography, student journals, student-kept charts, sociograms, informal tests, informal use of standardized tests, student interviews, criterion-referenced assessments, checklists, classroom maps, and calendar records. They also discussed the pros and cons of standardized tests versus authentic assessments. The chart had many awesome points that we as future teachers should definitely take under serious consideration. They also take the eight Intelligences and show us examples on how to use an assessment paired with an intelligence based activity. This chart can be a great resource for us later on. The last topic touched upon was the MI portfolios; this could be a great gateway for teacher/student communication. They also give us “5 C’s of portfolio development” they were: celebration, cognition, communication, cooperation, and competency.

Reflections-

We as a whole found this chapter exciting and we all were discussed what we were planning to use once we found our ways back into the classroom. We all touched upon the portfolios saying how impressed we were and that we find it refreshing that a student should be held accountable for their work and assessments. I personally think it is a great idea for students to have a say in their assessment grades. They are the one who did the work so they are the best resource to tell us how much effort was put into the assessment. This is also another great opportunity for students to feel empowered and feel like responsible adults, or in other words we are preparing them for their futures.

Meghan Brann

Chapter 4~ "Fair Isn't Always Equal"

Summary:

In this chapter three important types of assessments were discussed. These were portfolios, rubrics, and student self assessments. Portfolios allow students to reflect upon their work over the course of the semester, and they can also be used as a tool for open communication between the teacher and the student. Rubrics are a great way to examine all components of a students work, they can give the students a look at what goes into the grade they receive, and allow students to see which areas they are excelling at as well as which they need to improve upon. Finally, student self assessments put the evaluation in the hands of the student, helping them to learn along the way.


Reflection:

When referring to the student portfolios/journals Meghan thought that they “will instantly make the student place some amount of trust in me, which I know is huge for teenagers.” Heather liked the notion that “students will not only be able to see where they came from and where they ended up, but they will have a very valuable compilation of their work…a wonderful artifact to keep in the end.” Luke made the valid point that with student self assessment teachers “don’t have to worry about cheating.” Mike can see himself “using these three assessments often” as a teacher, and believes that rubrics are a great way to “communicate my expectations on assignments.”

Chapter 2~ "Fair Isn't Always Equal"

Summary:

Chapter 2 was about students’ mastery of concepts. What is mastery? “Mastery is more than knowing information” it is about being able to manipulate and apply the information learned successfully and in a way which proves you can adapt it to different situations. How do we tell if a student has mastery of a concept? Mastery has to be assessed in a different way, most likely more than one time. We should, as teachers, use the six facets to determine if a student has truly mastered the topic. It is also important to determine which material to focus on. In order to do this we should refer to multiple sources, some of which would be mentor teachers, provincial standards, and programs of study.


Reflection:

Luke believes that the “mastery if concepts is very important to the education of our nation. If students can show mastery of concepts, the concepts will potentially stay with them for the rest of their lives.” Megan declares that today students are “taught to cram, cram, cram! Today in the world we have to go from test to test and it makes everyone stressed out because everyone feels they need to know everything just to get something right on a test.” Heather believes that in students “teachers should want to see real interest in the subject matter, deep knowledge of it, application of it, and the student’s personality in it.”

Multiple Intelligences, Chapter 4

Mike, Heather, Luke, Meghan

Multiple Intelligences Chapter 4

Abstract-

Chapter 4 goes on to expand on how to learn and understand the MI theory, however, this time it is geared toward the students. "... children benefit from instructional approaches that help them reflect on their own learning processes," (p.31). Reflecting on themselves and their learning styles will help them more fully understand who they are and how they can best interpret and apply the learning materials. It is suggested that a teacher take some time out of class and help corresponding questions is given to aid in helping the students answer who they are in a way that is understandable to them. THe intelligence terms are simplified for this purpose; for instance Linguistics Intelligence is Word Smart, Spatial Intelligence is Picture Smart, and Intrapersonal Intelligence is People Smart. Chapter 4 then goes on to give many examples of how to incorporate activities into this learning process. Some of those activities include field trips, biographies, wall or shelf displays, readings, or a treasure hunt. Each of these activities caters to different intelligences as well.

Reflections-

My three fellow group mates agree that it is important to do as this chapter suggests. Take time off from our planned lessons to teach the students about the eight different kinds of intelligence so they may better understand themselves as students. However, I believe that the students shouldn't necessarily know about the different intelligences. They should perhaps understand how they learn best, but the technical information of Multiple Intelligences, though not complicated, isn't particularly important in their educational careers.

Multiple Intelligences, Chapter 3

Heather, Mike, Luke, Meghan

Multiple Intelligences Chapter 3

Summary-

Chapter three was all about how to assess your students multiple intelligences. Armstrong throws out many ideas on how to go about doing this. The first being collecting documents; there are many different ways to go about doing this as well. Taking pictures of the students working in the classroom or just keeping a journal on your students. Simply observing the students might be useful as well. A teacher could go to the guidance office and look into a students file for report cards, past teachers note’s; anything that would allow a teacher to get a better reading of a student. Another strategy could be to talk to these past teachers, see what worked for them to get through to the student and helped the student excel. Maybe a different approach could be to talk with the parent(s) of the child. Parents, most of the time, know their children the best. Other times they may be no help at all. The last and easiest route would be to simply ask the student her/him self. They know how they learn or what may at least work best for them.

Reflections-

We as a group are a little divided on this chapter. One of us thought that this chapter was very helpful and informative. Another disliked it because they felt they are being told to spy on their students, which may cause strain on their teacher- student relationship. A different perspective was that the methods were good but when going to apply them they felt apprehensive about talking to parents. Lastly, there was a suggestion that maybe from kindergarten on thru, each teacher should write down what they perceived as the students intelligences. This could help the new teacher with the child’s learning style(s) and maybe help them push the student into a different learning style to help develop other multiple intelligences. Either way we all were very split.

MB

DI & UbD ~ Chapter 4 Synthesis

Abstract:

“What really matters in planning for student success?” (p. 38). The answer is a culmination of high caliber curriculum and the right kind of teaching. Chapter four is an excellent resource of ideas and methods for teachers to consider while planning curriculum. For instance we are introduced to the nine attitudes and skills. These key ideas range from establishing clarity about curricular essentials to reflecting on individual progress while still monitoring curricular goals and personal growth. It is important to be conscious not to “dumb down” a lesson for some students or “build up” that same lesson for others. Adequate classroom management, clearly outlined objectives, and a stable routine will only add to the success of the students as well as the teachers. If a teacher follows the skills outlined in chapter four, there should be a great sense of balance in the class and the curriculum presented, and a safe and healthy educational environment provided for everyone. It is ultimately the quality of curriculum and the way in which it is presented that makes or breaks a class. If one of the two is out of balance then the student suffers, and the message is lost.


Reflection:

The attitudes and skills outlined in the chapter were very helpful in grasping a greater understanding of what it means to plan lessons and manage a classroom full of different learners. The scenarios which followed each skill were a great way for us to read about what the actual application would look like in a real classroom setting. There is great care which needs to be taken in planning these lessons- if the plan is too sophisticated, the students will not have the background to handle it, however, if the plan is too juvenile, the students will not learn what is needed. The key is flexibility- cover more when you can and step back when students are having difficulties and troubleshoot with them to get them through it. The tools in this chapter were very useful, for example the use of sticky notes for compiling information on students. The resources at the close of the chapter were of great interest as well, any additions resources we can get as teachers will help us out. It is our job to seek out resources such as these continually, to assure we are giving the student what they need, and so that we do not get too comfortable and sedentary with what appears to be working for us at the time. Any “tricks of the trade” or resources we can learn about will be of great use to us, and will allow us to be better prepared to enter the classrooms in the future and hopefully during our practicum experiences as well.

DI/UbD Chapter 3

Abstract/Summary:

This chapter was primarily about the backward learning model and how the stages work. The authors discuss the problem with "content overload." Content overload is when instructors are given too much information to cover, forcing them to shorten, dilute, and even cut key pieces of information from their lessons in order to get through it all. The authors yet again stress the importance of students and the fact that they need to learn. They can't be given twenty pages of notes and be expected to perform at the top of a hat. The authors go into detail about the three stages of the backwards learning model and at the end of the chapter they show where differentiation may be applied and where it may not in respect to the model.

Reflection:

Our team agreed that the backward leaning model is the way to go for teachers of our time. We all have had experiences of teachers making us take obscene amounts of notes and not learning anything in those classes. We all see the big picture with this model and how it works. Differentiation is such an important concept some of us can't understand why some teachers haven't always used it. It was a general consensus that teachers need to be flexible enough to conform the way they teach to what works for students and one of us even said the teachers, after using this model should be able to sit back and watch the students learn rather than attempting to force feed them information.

Di UbD Chapter 1

Abstract:

Basically the book talks about how Understanding by Design is a curriculum design model, but that Differentiated Instruction is basically a lot of different ways, we, as teachers; can teach to different students. Obviously, no person is alike, so by combining many different kinds of effective teaching methods, you will make the student comprehend more information.
In a nutshell, the chapter says that teachers need to realize who they are teaching, what they need to teach and how to send that message to their students.

Reflection:

Well, this correlates well with the Multiple Intelligences book purely because when they say that students learn differently, they are basically telling us that students have different intelligences. Some students are more hands on, while others are more visual and so on and so forth. If we, as teachers utilize all the different teaching methods and nail every intelligence along the way; then we truly are teaching to the entire class.

DI/UbD Chapter Two

Team 2, Block 1

Abstract/Summary

In chapter two of Integrating Differentiated Instruction and Understanding by Design, the authors, McTighe and Tomlinson articulate the main problem in teaching specifically good curriculum without differentiation. They discuss the need to know one’s students and each of their particular quarks and learning styles in order to teach in a differentiated way and reach them all on an intellectual level. Students are not just blank slates waiting to be written on. They have, by the time they reach the schools, already developed their own learning styles. They will learn how they will learn. McTighe and Tomlinson discuss the necessity of teaching the students what they need to know and gaining their trust. They argue that many times when students perform poorly, it is not because they are academically deficient. They may have social issues in school, home, or other problems causing them to have to focus on other things. McTighe and Tomlinson provide a list of teaching patterns to relate to categories of students in order to make those students feel more comfortable and therefore perform better. In the very end of the chapter, the McTighe and Tomlinson make a stand for diversity. They discuss the fact that teachers will teach different students with different interests and different problems, and the teachers have to adjust accordingly in order to do what they are there to do-teach.

Reflection

We as a group all agreed that we took a lot from this chapter. The students are what are important. We, as educators, need to be prepared to adjust our plans for the students. We need to be goal-oriented but we must be willing to change our means of achieving our desires ends. We must be receptive and responsive to our students’ needs and difficulties. We cannot be stone cold teaching machines. We have to be people because that is who we are teaching, people, and without relationship very little can be achieved. We’ve all had a teacher or two who was that by-the-book (MLR that is) kind of teacher with the same tests and the same work every year. We, as aspiring teachers must be vigilant in our fight against the standardization of students. Students are people, individuals, and as instructors we need to know that.

Multiple Intelligences, Chapter 2

Team 2 Luke, Meghan, Mike, Heather

Chapter 2 Synthesis ~ "Multiple Intelligences in the Classroom"

Abstract:

In chapter 2 we further explore the theory of Multiple Intelligences and their effects in the classroom. Armstrong believes that it is important for us, as teachers, to identify and understand our own intelligences. How do we best learn? What are our strengths and weaknesses? If the teacher is unable to comprehend the concepts and methods they are using, the chance of the concepts getting through to the students is undeniably unlikely. Armstrong even includes in this chapter a test to identify one's strengths and weaknesses, in order to create awareness. Only once we determine this can we enter the classroom and hope to positively educate our students. Armstrong suggests that one effective way to help sharpen one's weaker intelligences is to use other resources such as colleagues, the internet, and even the students in the class. The moral is teachers have a responsibility to all of their students to supply them with a stimulating, flourishing learning atmosphere which will challenge and enhance all eight intelligences.


Reflection:

After reading this chapter it is clear that everything we learn, and every way we learn inevitably comes back to making us better teachers. It is definitely beneficial for us all to take a look at the chart on the eight intelligences and see where we rank. But it is also important to remember that it is unlikely that you will find out exactly what your areas of proficiency or weakness are solely based on a test. There are so many factors in one's development that can add or detract from one's intelligences that at times it can appear overwhelming and disheartening. It is, however, extremely important for us as teachers to make it our goal to continue to better ourselves, by learning and evolving as a person and as a teacher. We expect our students to better themselves and we are sure to let them know where they rank, so it would also be a benefit if they could do the same for us. Let us know what our strengths and weaknesses are as teachers. Some teachers go for years and years believing that one specific area is their biggest asset, however, if you would have asked their students they may completely disagree. It should be the hope of every teacher that their students will be candid and honest when letting teachers know what they see as their strengths and weaknesses in the classroom.

Multiple Intelligences, Chapter 1

Team 2-Heather, Luke, Mike, Meghan

Multiple Intelligences- Chapter 1

Summary-

The first chapter of Multiple Intelligences introduces us to the genius work of Howard Gardner. Gardner was the man who birthed the concept of people having eight intelligences. He originally started with seven but recently added an eighth and is contemplating a ninth. The eight intelligences are: linguistics, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal and naturalist. Gardner says that we all possess these eight intelligences, some are just stronger then others. He also pointed out that each intelligent has different faces; just because someone can not perform well in athletic activities does not mean they lack the bodily-kinesthetic intelligence. Maybe this person is an astounding quilter or an amazing dancer. It is also discussed in this chapter how you may be able to strengthen any of your intelligences. Near the end of the chapter some food for thought was thrown out; these were what other people have purposed for intelligences to be added: spirituality, moral sensibility, humor, intuition, creativity, culinary ability, olfactory perception, and ability to synthesize the other intelligences, and mechanical ability. (Pg.10)

Reactions-

As a group we all found this chapter very informative and helpful for our later teaching endeavors. A group member pointed out that “the United States is a melting pot of cultures, ethnicities, beliefs and lifestyles; the idea of intelligence cannot be pegged into narrow slots.” She believed that Gardner saw that and that’s why he set up the intelligences the way he did. With-in our group we have a healthy mix of intelligences, interpersonal, spatial, logical-mathematical, and bodily-kinesthetic. Our learning styles were all different as well with 2 clipboards, 2 puppies, and 1 beach ball as our first picks. This can work to our advantage because we will be a great learning tool for each other. We all will be able to take and give from one another. As a group we can see how the different intelligences work and or we can help explain to one another why we just do not think or understand something the same way as the other one.

Meghan