Chapter 5- FIAE

Chapter 4- FIAE

Chapter 14- MI

I liked some of the points this chapter made, especially regarding the fact that existentialism plays a part in almost all aspects of any culture and way of life. Since humans do ponder the meaning of life, death suffering, then why not address them within the material we use in the classroom? This furthers the students thinking and allows them to see existentialism from a variety of perspectives. By presenting existentialism in many of the things we teach, the students will have a better understanding of the ideas and can make better judgments for themselves, than just a narrow view that they may have received from their life outside of the classroom. Just as with anything else, school is a place to open minds and encourage new thinking about all topics under the sun. I also believe that as a teacher, I should show students that spiritually isn’t just dealing with religion. One view of spiritually is to be “one with yourself” to feel and understand what means the most to the student. I believe that each and every student can find some form of spirituality for themselves while in school, especially by using multiple intelligences. I like how this chapter showed examples of how existentialism is present in almost every subject, and how much of an impact it has on all world cultures. We should not hide this fact from the students, we should teach it to them in an objective and structured way.

Chapter 13- MI

I liked how this chapter addressed the usefulness of computers and multiple intelligences. This is really important to us as future teachers since computers and technology is going to be so important to our way of teaching, and such a huge part of our classroom. Not only are computers a great and fast tool for us to use, it also allows students to use each and every intelligence. I loved the chart in the book. It really shows all the different choices we can give to our student to help them use their strengths, and preferences in intelligence to learn best. I liked the point the book made about culture diversity and how every culture uses all eight intelligences. I think this is an important fact that we should tell our students to help them understand how these ways of learning are a part human ways of life, and not just this one school. I also think it is very important to make sure students see and use all eight intelligence and see how they relate to the real world. As was mentioned in class, there are so many drop outs and undecided majors in college because student don’t feel school is teaching them anything relevant to their lives or what they want to do in the future. They also don’t know what they want to do, probably because they never had enough experience of how the eight intelligences relate to real jobs. I hope that by using the eight intelligences in my classroom constantly, I will not only help students see their strengths and weaknesses but also see how they can apply the intelligences out in the real world. Perhaps at the beginning of each week I will have the students reflect in their journals how a certain career would use a certain intelligence each day, like architect and the special intelligence. This will help students a lot!

Chapter 7- MI

When reading this chapter I felt like the MI activity centers were for younger aged kids. The example the book used was about the changing seasons. Most students know their seasons quite well by 7th grade and building something, or creating something about the season may get pretty boring for them. But perhaps the simplistic idea of the activity centers can be changed and built upon for my age group. The cool thing about the activity groups is I could easily see which areas my students were best at, plus I could keep the students motivated, moving from one group to another. This movement would be a form of classroom management because the students would be so busy they wouldn’t be likely to act up or get off topic with friends. I also agreed that the students shouldn’t have the same old seats each class because it limits the learning capabilities. Besides trying the four activity corners, I think that I would have all the student’s desks in a large circle, and each class I would take out small folded pieces of paper from the “class basket”. On he folded slip of paper would be some type of symbol that each students drew to represent themselves. I would randomly place the slip of paper on different desks around the room, mixing up and shuffling the order. When students came in they would find their slip and sit down. This would randomize who students sat next to each class and could help me notice and call on more of the class then the students I normally notice first. I loved the comment about the fly on the wall. If there really was a fly that was distracting everyone, since students are attracted to notice real animals of all types, then perhaps I could incorporate the fly into my lesson or assignment and use it to my advantage. For example, write a paragraph for the fly’s perspective at this moment in time. Having the class go outside and sit on the lawn reminded me of my poetry class that did that when writing our poem labeled “What is Grass”. Assignments like this would be fun for all students and would use the nature learning style at the same time!

Chapter 9 - UbD

I really liked this chapter. It pulled all the puzzle pieces together and it all makes sense. It was also nice that we have not only learned, but also started doing this stuff in class. So I am not just reading about it, but can relate to what the book was saying. The hook that was used for the weight watchers, health unit presented in the book was so cool. Teens are very self conscious about how they look, so to start off a unit on whether the foods you eat affect your zits would be an awesome intro that would suck the students right in. I totally agree with the statement that the chapter made about differentiation in the class room. This chapter made it clear that it is better to let differentiation evolve throughout a unit, instead of splitting groups up or assuming students will need to be in a lower group from the start, due to past work. I think that sometimes the units we teach affect students differently, and so even if they are usually behind everyone else, give them the benefit of the doubt and have everyone start on an equal page. This gives the students a fresh start to see where they are at, and the pre-assessment will tell you whether the students really need differentiation for this unit. I also liked the point about how the health lesson description in the chapter all flowed together in a “teaching fashion” instead of a “planning fashion” right now I don’t feel like my lessons flow together the way this example did. I liked being able to see an example of a finished UbD lesson unit, so that I can get a feel of how mine will resemble when all my parts are done and ready to present.

Chapter 5 - UbD

Chapter 5 gave a good overview of evidence of learning. I really liked the concept of the “snap shot” learning style. A “snap shot” can be viewed as a standardized test. IT is considered bad because it is just one test. Just like one picture or “snap shot” it doesn’t tell the whole story of our life or of what we really know. It is better to use multiple assessments. By having a variety of assessments, such as journals, portfolios, presentations, ect., the teacher can get more of a photo album sense of the students progress instead of a snapshot. Understanding the material being taught is very important. IF students can answer questions like how or why, they are demonstrating a deeper understanding of a topic. The GRASPS framework is a good example of how students can fully understand a topic. This model shows how the concepts can become more relevant to the student by making goals, finding the role the information plays for the student, thinking about the audience the piece is for, making the product effectively and more. The GRASPS example and explanation really shows that this type of assessment requires the student to think beyond the minimal. They student doesn’t just write a paper, turn it in an be done. They think about the audience, perhaps what role it plays in their life, and what goals they can achieve within the essay. By my students dwelling on more than the essay prompt, the essay or project may become more meaningful and the information may stick with the students longer than if I didn’t use GRASPS every now and then. It is important to use both summative and formative assessments. The formative assessments aid the summative assessments by allowing the students to become more familiar with the unit before the big tests. My classroom would be pretty boring and unproductive if I only used summative assessments. A mix is the best way for the students to learn. I think this chapter ended on a good point. Provide feedback early and often. If I don’t give my student any feedback, they can not fix their mistakes and earn from them. By checking in on my students regularly, I can catch the mistakes earlier and the students have more chances to fix their mistakes and practice what ever they are doing the correct way faster. The more they learn the better!

Chapter 3 - FIAE

Chapter 3 gave many ways to successfully teach an assessment. Some big points that I felt were important were for teachers to keep the students out of the dark, use pre assessments to show readiness in a unit, and avoid teaching fluff. By informing students of what they are going to learn they have a clearer understanding for the get go, which the teacher then builds on with each lesson. The pre assessments help show the teacher where the class is at and whether the lessons need to be changed due to the results. As a teacher, I should use this a lot. What good will it do the students if I am teaching them things they already know, or keep moving forward when they don’t understand what I covered earlier? Not much, they won’t learn as efficiently as when we are all on the same page. I think that any pre-assessments I do can be in a variety of ways. For example, in a different book I read about the exit questions. These questions let me know where the students are at. I also should be aware of how my activities affect the learning that needs to happen. Teaching “fluff” will not help my students learn the critical points that are mixed in with the fluff. I should only be teaching the students what they really need to know. And how teach them should be ways in which they really learn and grow. If I ask them to write a poem about their favorite colors, this will not benefit them any, unless I am having them practice a certain poetry style that I may have just introduced to them. I think this relates well to real life. I liked the example about the 5 paragraph essay. Some grades teach just that essay style. I still remember learning how to write a 5 paragraph essay over and over again. I did learn other styles too, but if this is the only style that is permanently impacted on the students, this will be the only style they use as adults. Authentic essays allow more points to be developed than a simple 5 paragraph essay, 3 points with intro and conclusion. If employers are looking for more authentic essays, than that is something I should teach my students as well as a 5 paragraph essay. They should understand when it is proper to use each one.

Chapter 2 - FIAE

This chapter was all about the mastery of the information. It described evidence of mastery as having a clear understanding of the information. Students can understand the info enough to retell it in their own ways, elaborate on the basic information, and be able to relate the information to real life concepts or ideas. Ways to see that the students have mastery of a subject is to see a long term pattern of success on work they have done, as well as understanding the lesson beyond the week, or month that it was taught. Teachers must make their objectives clear, in order for a student to understand what they need to master. I really like the quote on page 12 stated by McTighe and Wiggins: “True understanding manifests itself by spontaneous application.” So if students can apply the information almost immediately to something without having to put much deep thought into it, then they have mastered that content. I think this is really true. I can spontaneously add 3 plus 3 and know it is 6. I don’t have to spend time thinking or adding the numbers together. The big question is, how can I create this mastery to take place in my classroom. I think that the big key is constantly having the students engaged. If the class is board with what we are doing, they won’t pay attention or learn from it. Or if it is too hard, it will go right over their heads. I think I really need to find ways to make what I teach engaging yet still challenging in order to see this spontaneous mastery within the classroom. A big question that applies to me and that I ask myself is, how will I know I am adequately providing mastery material? The book answers this question nicely; communicate with your colleagues when you are a first year teacher. This will help me know if I am properly addressing the standards I am teaching.

Chapter 1 - FIAE

In this chapter, I liked the point stating that differentiated instruction is only needed when necessary. Teachers need to use DI only when the student needs it. If the student is struggling in one unit and DI is implemented, but then the student excels in the next unit, then that student doesn’t need DI for the next unit. I also liked the point that if all teachers k-12 used and implemented DI, students would be confident in their own abilities instead of feeling like they are stupid or less smart than a classmate. The students should be willing to takes risks. Especially since DI is not suppose to make things “easier” for the students. I really agree with this statement. The whole point of DI is for teachers to adjust their teachings and lessons to accommodate to the students who are at different learning levels. What is challenging for one student may be easier for another. I really want to have my classroom a place where I don’t make “easy” lessons for those students that struggle, instead I hope to do as the book is suggesting and find ways to present the lesson information at a level that is just right for that student to take on the challenge and learn the information. One of my favorite examples in this chapter was the reference to real life jobs. All cars can’t be fixed the same way, and surgeons need to be able to change their technique or plan in mid surgery if things go wrong. Only teaching one way to all students doesn’t allow them to see different ways at learning, understanding, and implementing the same types of material. I think this is very important to do as a teacher in my own classroom because if students can be exposed to DI early on, they can use it more efficiently in their real life experiences later on in life.

Chapter 4 -MI

Chapter 4 covered various strategies for introducing the 8 MI to your students. I liked the variety of ways and games that can be used to introduce different learning styles to your students. I loved how at the beginning of the chapter the reader is reminded to find positive ways that make sure all of my students are considered “smart” in all 8 intelligence styles. I believe that the way we say things is key in promoting new ideas and concepts. Why turn someone down on accident. It is then that much harder to pull that student back out of that hole! I also agreed with the point that as a teacher I should explain what I am doing with the kids before hand, unless surprise is part of the activity. In that case I explain really well afterwards. More than once this chapter reminded the reader to inform the students what the 8 MI are after doing the game, walk, or other informative event associated with the MI. I hope that I can find fun and relaxing ways to show my students what each of the 8 intelligences are. I think quick games and small projects are a nice way to not only show these 8 intelligence, but also help the students feel good about themselves and get their minds refocused if we have just finished a lot of work (I would do something like this near the end of class or in the middle to break things up).

Chapter 3 -MI

Chapter three went over different ways that I as a teacher can identify my students best learning styles. There were 4 ways of doing this processes that caught my eye or that I agreed with. The most obvious way to learn about your students is to observe them in your class each day. What I found very interesting though, was that some teachers take notes, pages worth, of each student they have. Another way I agree with is to ask other teachers about the student(s), even the music, art, or gym teachers. We should all be working together and sharing enough info back and forth to benefit the student the best way we can. I also know that another good way to know the students learning styles is to assign a project where the students get to choose how they want to do the assignment. This really allows them to branch off and show originality. But my favorite way was looking back at previous years and grades. I never thought of this as a strategy, yet it can be really effective. You can see patterns, changes, and you can immediately see the student’s strengths and weaknesses. Sometimes I feel that a bad teacher gives the next year’s teacher a bad impression, by having multiple years, you can see the bigger picture. I hope to utilize all 4 of these strategies and more when getting to know my students. By taking the extra effort to know how they learn, it will be easier for me to make the lesson plans for that school year and the students can grow more, and faster. I did not like the idea of taking my students pictures all the time. I would feel uncomfortable and I feel there are so many other ways to get to know your students besides taking pictures all the time.

Chapter 4 - UbD

In chapter 4 I was surprised when I read that only a few teachers actually use variance of learning styles in their classroom, even though they intend to. Although it wasn’t always the case, I felt that most of my high school teachers did quite well and giving my class a variety of teaching strategies and lesson plans. Yet they did it within a regular pattern that could be expected. I also liked that this chapter addressed that fact that the clearer a subject, or context, is to a teacher, the easier it is for that teacher to teach it to the students. This seems like a no brainer, but it is so true. If we think we know enough, then we aren’t doing the next generation any good. We need to really understand what we are teaching in order to teach it efficiently and not be worrying about any mistakes or “fuzziness”. Then all our efforts won’t be on teaching. Another really great point that I think is good to remember as teachers is that we evolve as time and context changes. We should be able to adapt to any changes we see and find new ways to turn those changes into a positive thing. We, as teachers, will be teaching young adults, teens change fast. I think that these small points are a good reminder when I am trying to connect with students and help them. If some way of teaching that worked before isn’t working now… change! Try something new. I loved the saying that our goal is the pursuit of understanding of important things, not perfection. As long as I feel my students are progressing on a positive direction each day and month at school, I should be happy.

Chapter 3 - UbD

In chapter three I found a key concept that is important and that applies to me is that there is not enough time to cover everything, there are just too many big ideas out there. Instead we must cover the key concepts and make sure those are well understood. I liked the stage 1, 2, and 3 in this chapter. I feel that by showing the backwards planning design in steps I am able to understand it better. Plus it is easier to follow. I also found it interesting that too many activities that are not applied to the major content become just “fun” even if they are on the content materiel. Yet too much “book work” is bad also if not applied the right way, or used constantly. I liked how that template the book gave us is similar to the one given to us in class. It asks us to use questions, what the kids already know, and their skill to break down how we prepare and teach a unit. These templates will become very useful if I need assistance beginning my own lessons in the near and distant future. Little steps like stages 1, 2, and 3, and tips like making sure my activities are funneled into productive learning are what help me the most. They are little things that I can do to make a better classroom environment and a better flowing class period. I plan to use these tips as resources to help me in my own classroom when the time comes.

Chapter 2 - UbD

I really liked chapter 2 since it was from the student’s perspective. By reading personal stories and student problems I began to think about how I could handle these types of situations. I loved the point about how education should equal learning for the students. As a teacher, I should be creating the right environment and use the right materials to make that happen. The central element is the students focal point, how to keep the students engaged and focused. I also liked how this section kept saying that the students are looking for adults who accept them and their capabilities. I have heard this more than once and so it is really sinking in. The chapter ended by saying that we should let students express what they learned in what ever way they prefer. The students all are given the info in similar ways, then they choose how to “digest” it and express what they learned in ways that they understand best. I know that I can’t always let the students do what they want to do, but I feel that in my own classroom it is important to give multiple options to the students when they are learning something I feel is vital for them to comprehend and master. I also think that for my personal use, using systems like the exit cards can help me evaluate where my students are at.

Chapter 1 - UbD

This chapter helped me start to understand the concepts this book is presenting. The terms axioms and corollaries were both new to me. Once I understood that “axioms are the fundamental principles of UbD” and “corollaries demonstrate the way DI works” I could start to piece things together. In the examples of axioms and corollaries I picked up on some key points. The teacher made sure to group students by their needs and levels. This is a key point in DI, creating an equal learning environment for everyone. Another important point was that the teacher talked with his colleagues to get ideas and to evaluate the effectiveness of their model. I feel that the grouping method and the communication with other teachers is really important to all teachers, but especially new teachers like me. I have seen how effective grouping students to their “ability levels” is from my own experiences and I know that I won’t have all the answers my first few years. Therefore I should get advice when I feel I need it from other experienced teachers. These two points will really impact my class and teaching styles my first few years.

Chapter 2- MI

I learned in this chapter that when I are having trouble with a certain intelligence that I lack, as an educator it is my responsibility to still find ways to teach incorporate it into my class lessons. A way of doing this is by asking my students to help out. It they are great at music or love nature, ask them to demonstrate or show the class something about that subject. I also learned that MI theory can allow me to “activate” neglected intelligences that I may not be nurturing or paying any attention to. It is not good to label intelligences as “strong” or “weak” because there is room for growth. I was also very fascinated to learn that some intelligences don’t develop if we are not in the right place, family, or culture. What could have been a great intelligence may never be touched in a different environment. In addition we can have crystallizing experiences that encourage the growth of an intelligence, or a paralyzing experience that hinders further development in a certain intelligence. This all relates to me and the classroom because I know it is my responsibility to identify what I struggle with and find ways to improve it. I think that it will be a very hard, yet a beneficial challenge, to admit where my weaknesses are and ask my students to help me address my weaknesses by showing me their strengths.

Chapter 1 - MI

Chapter one began by explaining the eight different multiple intelligence (MI) theory. Most of the eight MI I already knew, but it was interesting learning about Gardner and how he began publicizing the eight intelligences. I learned that each person doesn’t have to be effective at all eight intelligences, yet we normally use all eight in our daily lives. If someone has an injury to a certain part of their brain, one of the eight MI can be affected while the others do not change. I also learned that there are smaller sub categories within each intelligence, and that while each intelligence is unique, they also work together. This chapter will impact my classroom because I have already put a lot of thought into how I can use all the types of intelligences in different ways, to reach different types of students, at the same time. It really helps that I have high scores in quite a few of the eight intelligences and can already relate to how most of the eight MI help my students learn.