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.
Tuesday, October 30, 2007
Friday, October 26, 2007
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 Atlantic and the Spanish who did the same. Then came the industrial revolution and many others came to America America
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 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 “
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 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.
Wednesday, October 24, 2007
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.
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 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.”
Monday, October 22, 2007
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.
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.
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.
Saturday, October 20, 2007
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.
Friday, October 19, 2007
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.
Thursday, October 18, 2007
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.
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.
Monday, October 15, 2007
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.
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.
Sunday, October 14, 2007
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.”
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.”
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.”
Thursday, October 11, 2007
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 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.
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