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.