MI Chapter 4

     Similar to how the last chapter discussed methods a teacher could use to learn about the intelligences of his students, this chapter discusses how a teacher could teach his students about the intelligences. First it describes how important it is for a student to be aware that there is more than one form of intelligence, and that all of them are intelligent, just in different ways. It says that research has shown that learners benefit from instruction that makes them reflect upon how they best learn, it also stresses that the way this information is presented needs to be inclusive.

    This chapter helped me learn some methods so that I can quickly and effectively teach my students of the Multiple Intelligences theory, and how to make sure I don't instill any negative ideas into students that may be ( as of that moment) lacking in certain areas of intelligence. As we have already learned all students have the capability to become proficient in all 8 intelligence areas, so any discouragement through wrong word use at this point may have a severe effect on the student's development in that intelligence area through the rest of their life. The book relates strategies on how it would be easy to teach MI to what seems to be students of a young age, such as specifying people at the “end-state” of each intelligence like children’s authors for linguistic, or famous illustrators for spatial. Although these are geared towards a younger crowd it could easily be changed to appeal to an older students body, for instance mentioning J.K Rowling or J.R.R Tolkien instead of Dr.Seuss.

MI Chapter 3

     The third Chapter of Multiple Intelligences goes in some way you can assess what a students stronger intelligences may be. It gives a number of good examples and ways one might do this. For instance, examining the way they misbehave in class, what they do in their free-time, talking with other teachers or the students parents, and setting up special activities.
     Before this chapter I had assumed that I would be able to place a students intelligence area simply from my normal assessments and observing some of their actions in the classroom. In retrospect that is a silly thought because one can not simply learn where a student may excel or not from just one classroom. This has changed my view on how I can better get to know my students, and use that to my advantage when writing lesson plans and units. Also, it gave a great idea when it came to the special activities in order to determine where the whole classrooms strengths may lie, my only concern with this however is how often will there be time to make 8 activities that could assess each intelligence, while trying to teach a class period effectively? Although this may seem shaky, im sure that in the course of an entire unit something like this may possible, and in the long run a little lost time in one unit to learn more of my students may increase efficiency in later units.

UbD Chapter 4

" For teachers and students alike, the goal is not perfection but persistence in the pursuit of understanding important thing."

     This chapter covers some of the most important factors of establishing a well-to-do differentiated universally designed classroom. It discusses a few key attitudes and skills like, but not limited to, the following : clear curricular essentials, accepting responsibility for learners failure and success, building awareness of students, and helping students realize their own strengths as a learner. In total there were 9 given skills and attitudes, all that need to be combined to make the most efficient learner friendly classroom possible.
     This chapter was very useful in helping me to acknowledge some of the tools and skill I am going to need to be able to utilize if I hope to have a more successful classroom in the future. For instance, it hadn't occurred to me that a student's success and failure ALWAYS weighed heavily on the teacher. Obviously the teacher has a part in it always, but I had seemed to have the idea that some students simply didn't want to learn, which I have happily learned is not always the case. I will always be ready to accept my responsibility in the success and shortcomings of my teaching. Outside of this, I had never thought of the importance of showing a student their own strengths, or as the book reads " help students become effective partners in their own success." I always knew that it was important for the teacher to know what areas a particular student was strong in, especially when designing the curriculum, but after the explanation the book gave I now know how important it is for the student to be aware of these as well.

UbD Chapter 3

       This chapter explored the idea of backwards designing of unit and lesson plans. It states the importance of having specific goals in mind before designing the plan. It also stresses the importance of "essential questions" and "big ideas" in the area of study. Since often teachers are asked to teach a large subject area in a short amount of time, it is helpful if the teachers focus on the essential areas of that subject, an to infuse the idea of the more essential questions in the students minds. Along with these "big ideas" there needs to be companion questions, questions that can apply to other areas in that subject, not just the specific example used.
      This chapter has no only helped me look at our own Backwards Design assignment differently, but taught me the importance of it. In order to teach a class of students efficiently, a plan is needed. Not only a plan, but a plan that looks at exactly what needs to be accomplished an learned by the students, along with how to assess the students learning in a fair way that applies to all of the students different intelligences. When pressed for time in my future classroom I will work to impart the "big idea" upon my students in the most universally designed way that my teaching ability can provide.

UbD Chapter 2

Chapter two focuses more on the students and their needs, and what best the teacher can do to try to apply to all of his student’s needs. It stresses the importance that a grand curriculum isn’t the only link in the chain that a successful education is. Observing students “ varieties and complexities demand every bit as much study from the teacher as does curriculum content” (12). In the previous chapter it was already mentioned how a curriculum has to be flexible, and that is because that curriculum needs to be able to be shaped to an entire classroom. A classroom that has people that speak different languages, learn at different rates, and may not seem to have the motivation to learn. It is just as important to learn about your students, what motivates them, how best they learn, and how best to reach them as it is to write up a brilliant curriculum.
The chapter goes deeper into what exactly may be troubling a student who may be struggling to learn, and the importance of the teacher to try to find ways to work with the student, and to remain optimistic of the ability to overcome the obstacle.
This chapter has helped to teach me on how various things can effect a student’s learning ability, for isntance the student who was better at working and paying attention when allowed to move, or the student who was affected by her parent’s recent sepereation. It has taught me to pay attention to my future student’s mannerism so that I may adapt my teaching methods to suit their needs the best.

UbD Chapter 1

Chapter one first introduces the ideas of Understanding by Design and Differentiated instruction, and it talks how both are intertwined with each other and work off of each other. It states the importance that educators have a model to adapt and work with, one that they can shape that will meet the needs of all of the teacher’s students. Throughout the rest of the chapter it goes on to describe axioms and corollaries, and scenario’s where both of these can be applied. I learned through this chapter how in a real teaching situation that I may cater to many students needs including those from different intelligences, languages, and learning ability. I learned that through the use of pre-assessment and a adaptable curriculum every student may live up to their potential, as long as the teacher is willing to mold to their needs as a learner. I also learned that a student is more likely to hold on to a thought if the knowledge can be used in a situation relatable to them, for instance comparing how the constitution may apply to their daily lives, as in Mr. Axelt’s history class.
Furthermore, the last paragraph is what rang out to me the most, specifically a particular quote. “ Professionals in any field are distinguished by two characteristics: (1) They act on the most current knowledge that defines the field, and (2) they are client centered and adapt to meet the needs of individuals (Tomlinson and McTighe 11). What this means to me is that I need to always be ready to change my teaching style as more knowledge of how students learn becomes available, always teaching to the highest proficiency possible, which includes updating my knowledge of useful technology as well. Secondly, it means as I already stated, it is important to consider the needs of the client, or students in our case, and always make sure to develop our services to meet their needs as best as we can.

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MI Chapter 2

The second chapter of the book focuses on our own personal intelligences, and how they can affect the classroom. It also talks about how we should realize where some of our intelligence weaknesses may lay, and what we can do to ensure that these are still prominent in the classroom that may be stronger in those areas. It also goes into how an environment could vastly affect a person’s development in a certain area, citing a Mozart growing up in a puritan England as an example, where his musical intelligence would have been severely hampered.
This essay did a lot to open my eyes to what an negative environment could to do a students learning capability and intelligence. Without the right environment and teacher a students potential could be left entirely untapped. similarly, an absolutely volatile environment would leave the student’s ability very undeveloped. I will make sure to exclude negative aspects of intelligence in my future classroom, striving to not reprimand a student who may seem weak in an area of intelligence, because that may be the paralyzing experience that completely eliminates his development in that particular area of intelligence. Also, this article showed me that I my student’s may be able to help me just as much as I can them. When in the classroom and in a situation where I would like to lead the class in an intelligence area I am not strong in ( spatial) I could as a student to lead the activity for me, not only to nurture his own spatial intelligence, but the rest of the class’s as well

MI Chapter 1

         In the first chapter the book goes over what exactly multiple intelligences are. It talked about how in the early  1900’s intelligence was defined as a singular thing, and that it could be determined by a single standardized IQ test. In the 1980’s Howard Gardner proposed that intelligence wasn’t a singular thing, but plural, and encompassed many different areas of people’s lives. The criteria of his intelligence was “ the capacity for (1) solving problems and (2) fashioning products in a context rich naturalistic setting” (Armstrong). Basically, being able to work and solve problems in an environment suited to you.
The chapter goes on to say that each person has all 8 intelligences and can have varying degrees of strength and weakness in all of these, but all of them can function together in unique ways. It also states that every person has the capability to become proficient with all 8 intelligences with the right environment and teaching.
The way that this will affect my teaching in the future is I will strive to work for exactly what the book said, trying to nurture all 8 intelligences in a good environment to the best of my teaching ability. I will work to understand each student’s uniqueness in each of his/her intelligences, and try my best to cater my curriculum to their learning needs. I will not design my curriculum to support any specific intelligence, and try to impart my knowledge to my students in a way that is savvy with their specific intelligence.