Reflection on Reading
Name: Tyler Duran, Sam Brisette, Rebecca McIntire, Ryan Michaud
Date: 09-26-2007
Book: Fair Isn’t Always Equal
Chapter: Four
Write a brief abstract of the chapter.
Chapter four outlined the three types of assessments that every teacher will use in their profession. It also introduced us to two types of rubrics, holistic and analytic, as well as providing information on different ways to create portfolios to show student progress and help identify areas where students need improvement and would benefit from guidance or differentiation. Portfolios also enables students to reflect on their own learning styles, their amount of knowledge learned from instruction, provide feedback to the teacher, and used as an informative tool to keep parents up-to-date on the child’s progress. The chapter provides many ways to successfully design rubrics effectively; as well as suggestions for allowing students to participate in this process.
How did you connect to the reading and briefly reflect on your thoughts.
I thought the chapter was very eye-opneing in regards to self-assessment. It broke off from the traditional forms of self-assessment that focus on students grading themselves in regards to performance tasks. It is essential that students make the assessments before the tasks; this way they can address the areas in need of improvement before a test or project. I also found the steps on how to design rubrics extremely useful. It designated what you should and should include, as well as providing various examples of different rubrics that varied in both type and usefulness. I particularly enjoyed the concept of only providing a thorough example of the highest achievement possible (in most cases, a 5) so that the student’s vision will only be focused on getting the highest possible score. I think this would be a very effective and subtle way to motivate students to learn and perform to their maximum potential.
Thursday, September 27, 2007
Fair Isn't Always Equal Ch. 5
Abstract
The main idea of Chapter 5 was the concept of tiering or adjusting the level of complexity and challenge in a given assignment. The main idea of tiering is to maximizes the learning for all of your students. You are doing your students an injustice if you are aware that a specific student has only a basic knowledge of a subject and you hold them to a standard of a higher knowledge. Your are just setting your student up to fail which is not doing anybody any good. You are also doing a student an injustice if they have an advanced knowledge of a subject and you only hold them to a standard of a basic knowledge. In this case you are not setting the student up for failure but instead you are allowing the student to stop learning because they know that you only are going to hold them up to the level of basic knowledge. Chapter 5 also discussed the ideas of learning contracts as well as menus while re-emphasizing the usefulness of tic-tac-toe and the pyramid method. Chapter 5 also emphasized that there are certain keys to tiering such as Tomlinson's Equalizer and the Taxonomy of Creativity. Chapter 5 concluded expressing the need to think about tiering every time you sit down to design a lesson.
Personal Reflection
We particularly enjoyed the learning menu because it related the necessity of tiering to the theory of MI which we have been studying in our other text. We liked how it resembled the tic-tac-toe template by allowing the students to choose from a variety of different responses to best fit their learning style and mental intelligence. We also really liked that it incorporated UbD by exemplifying the fact that if the student demonstrates mastery of the essential questions and understandings it doesn't really matter what the mode of response is. As students we often were not big fans of tiering because it seemed like it was holding students to different standards which didn't seem fair to the students who were held to the high standard. Why should more be expected out of us than is expected out of the group across the room. That just isn't fair! Which actually is a perfect segue into the title of the book. As pre-service teachers we now all understand the necessity of tiering and it's importance in our future lesson plans.
The main idea of Chapter 5 was the concept of tiering or adjusting the level of complexity and challenge in a given assignment. The main idea of tiering is to maximizes the learning for all of your students. You are doing your students an injustice if you are aware that a specific student has only a basic knowledge of a subject and you hold them to a standard of a higher knowledge. Your are just setting your student up to fail which is not doing anybody any good. You are also doing a student an injustice if they have an advanced knowledge of a subject and you only hold them to a standard of a basic knowledge. In this case you are not setting the student up for failure but instead you are allowing the student to stop learning because they know that you only are going to hold them up to the level of basic knowledge. Chapter 5 also discussed the ideas of learning contracts as well as menus while re-emphasizing the usefulness of tic-tac-toe and the pyramid method. Chapter 5 also emphasized that there are certain keys to tiering such as Tomlinson's Equalizer and the Taxonomy of Creativity. Chapter 5 concluded expressing the need to think about tiering every time you sit down to design a lesson.
Personal Reflection
We particularly enjoyed the learning menu because it related the necessity of tiering to the theory of MI which we have been studying in our other text. We liked how it resembled the tic-tac-toe template by allowing the students to choose from a variety of different responses to best fit their learning style and mental intelligence. We also really liked that it incorporated UbD by exemplifying the fact that if the student demonstrates mastery of the essential questions and understandings it doesn't really matter what the mode of response is. As students we often were not big fans of tiering because it seemed like it was holding students to different standards which didn't seem fair to the students who were held to the high standard. Why should more be expected out of us than is expected out of the group across the room. That just isn't fair! Which actually is a perfect segue into the title of the book. As pre-service teachers we now all understand the necessity of tiering and it's importance in our future lesson plans.
Wednesday, September 26, 2007
Multiple Intelligences, Chapter 10
Tyler Duran 27 Sep 07
Ryan Michaud
Rebecca McIntire
Samantha Brissette
Multiple Intelligences Ch. 10
Abstract:
Chapter ten in Multiple Intelligences focused on assessment and MI theory. They discussed the “evils” of standardized testing and the alternative MI assessments and their benefits. The chapter also gives a very table on the second page contrasting the differences between standardized testing and authentic testing. The text feels that authentic testing is much more effective for a variety of reasons, such as associating learning with teaching. They also provided examples of questions, and then demonstrated how the questions could be rephrased to suit all 8 intelligences. They go on to discuss portfolios as demonstrations of MI and the majority of the chapter is dominated by examples of alternative assessments and ways to collect evidence of MI. Portfolios are also good ways of allowing for the student to self-reflect and allow demonstration of all MIs.
Self-Relation:
This chapter discussed varied and MI assessments in what I felt to be a far less superior way to the other textbook. The examples and lists of alternative testing and the student sign up list were what I felt to be the only relevant and useful sections of the entire chapter. While some of us barely made it through the chapter a few did find the tables useful because of the example questions it provided. However, we didn’t find much else useful in the chapter.
Ryan Michaud
Rebecca McIntire
Samantha Brissette
Multiple Intelligences Ch. 10
Abstract:
Chapter ten in Multiple Intelligences focused on assessment and MI theory. They discussed the “evils” of standardized testing and the alternative MI assessments and their benefits. The chapter also gives a very table on the second page contrasting the differences between standardized testing and authentic testing. The text feels that authentic testing is much more effective for a variety of reasons, such as associating learning with teaching. They also provided examples of questions, and then demonstrated how the questions could be rephrased to suit all 8 intelligences. They go on to discuss portfolios as demonstrations of MI and the majority of the chapter is dominated by examples of alternative assessments and ways to collect evidence of MI. Portfolios are also good ways of allowing for the student to self-reflect and allow demonstration of all MIs.
Self-Relation:
This chapter discussed varied and MI assessments in what I felt to be a far less superior way to the other textbook. The examples and lists of alternative testing and the student sign up list were what I felt to be the only relevant and useful sections of the entire chapter. While some of us barely made it through the chapter a few did find the tables useful because of the example questions it provided. However, we didn’t find much else useful in the chapter.
Assess Chapter Three
Abstract:
Chapter three’s focus was on principles of assessment. Wormeli tells us that students come to us “biased” on the subjects we are trying to teach, and it is our job to help them see the “truth.” He reminds us that having students work in small groups may break up monotony, but is not actually differentiation until we divide those students according to aptitudes or interests. The text suggests providing the students with a copy of the end of semester test at the beginning of the year and telling them exactly what they should be learning. One cannot determine what students need to learn without first discovering where they are at with their knowledge of the content about to be discussed. It describes the differences between pre, formative, and summative assessments. Thus, they suggest pre-assessments to determine where students are at and to make the pre-assessments relevant to the concepts being taught. The chapter goes on to describe the principles of a good assessment and allowing students to “try again,” and concludes with stressing the importance of reflecting on the assessments given and altering the lesson appropriately.
Reflection:
The most helpful aspect of the chapter was the steps and examples of how to plan and design formative assessments that assess students' knowledge and skills. The concept of having a hierarchy of challenge per assessment helps relieve students of pressure that is associated with graded work and allows them to focus on learning. Two particular suggestions really stuck out: allowing students to make up their grades, and providing pre-assessments in orger to gauge student readiness. We also really liked the example of how an evaluation is just a snapshot and that it takes a photo album to really show what students have learned.
Tuesday, September 25, 2007
Assess Chapter One
Abstract:
Chapter One established a definition of differentiated instruction as well as provided examples of ways to differentiate instruction. It was a bit of a review, but it seemed to explicate two important aspects. One, that DI is an effective method of teaching,k but should only be used as needed. Two, DI also provides a challenge for all students because it forces them to think and understand at their highest level. This is contrary to many common beliefs that anything but traditional methods are seen as helping students by making the material easier. Wormeli also states that students who have been provided with differentiated instruction throughout their careers will not in fact be handicapped like previously supposed, but will be aware of how they learn best and able to use that in other situations and careers.
Reflection:
The thing that stuck out most from this chapter was the glasses analogy: that a near-sighted student who had glasses was being differentiated so that he had the same chance as other students to learn. This stuck out because most of us had never thought of that type of thing as being a differentiation. Also, the fact that differentiating is not making things easier for students is very surprising. We did not think of the fact that because students were not being allowed their excuses any longer, they were being challenged more.
Chapter One established a definition of differentiated instruction as well as provided examples of ways to differentiate instruction. It was a bit of a review, but it seemed to explicate two important aspects. One, that DI is an effective method of teaching,k but should only be used as needed. Two, DI also provides a challenge for all students because it forces them to think and understand at their highest level. This is contrary to many common beliefs that anything but traditional methods are seen as helping students by making the material easier. Wormeli also states that students who have been provided with differentiated instruction throughout their careers will not in fact be handicapped like previously supposed, but will be aware of how they learn best and able to use that in other situations and careers.
Reflection:
The thing that stuck out most from this chapter was the glasses analogy: that a near-sighted student who had glasses was being differentiated so that he had the same chance as other students to learn. This stuck out because most of us had never thought of that type of thing as being a differentiation. Also, the fact that differentiating is not making things easier for students is very surprising. We did not think of the fact that because students were not being allowed their excuses any longer, they were being challenged more.
Fair Isn't Always Equal- Ch. 2
Abstract:
Chapter 2 was about knowing when students have achieved mastery and how to tell when a subject is mastered. The author tells us that there are different ways that a student can achieve mastery but the most important thing is knowing what we are looking for to show mastery. In order to be able to identify master you must first have a clear understanding of what mastery is. Chapter 2 was fairly short and basically just introduced fair and accurate assessment.
Self-Relation:
As a group we connected to the reading through the examples provided as well as the quote by Ben franklin. We really thought Ben Franklin made a good point when he said that knowledge is nothing when it is isolated. Some of the examples that we particularly like were the mathematics example (ok only I liked it) and the basketball example. I believe that as a group we know truely understand the difference between knowledge and using knowledge to accomplish something. As a group we felt that mastery of a subject is more important than knowing something about the subject and that the grades should reflect that.
Chapter 2 was about knowing when students have achieved mastery and how to tell when a subject is mastered. The author tells us that there are different ways that a student can achieve mastery but the most important thing is knowing what we are looking for to show mastery. In order to be able to identify master you must first have a clear understanding of what mastery is. Chapter 2 was fairly short and basically just introduced fair and accurate assessment.
Self-Relation:
As a group we connected to the reading through the examples provided as well as the quote by Ben franklin. We really thought Ben Franklin made a good point when he said that knowledge is nothing when it is isolated. Some of the examples that we particularly like were the mathematics example (ok only I liked it) and the basketball example. I believe that as a group we know truely understand the difference between knowledge and using knowledge to accomplish something. As a group we felt that mastery of a subject is more important than knowing something about the subject and that the grades should reflect that.
Monday, September 24, 2007
UbD_DI Chapter Five
Reflection on
Date: 09-24-2007
Book Title: UbD/DI
Chapter: Five
Write a brief abstract of the chapter.
Chapter five primarily dealt with activities and assessment strategies that could be used as evidence (stage 2) for the desired learning results (stage 1). It provided many useful examples, criteria, concepts, templates, and cautions about when and how to use differentiated instruction. One of the most important aspects of the chapter was to conclude that differentiated instruction should not be used all the time and does not replace standardized tests; rather it enhances student learning through various activities (graded and non-graded) so that the knowledge can then be applied in a traditional format (standard tests). They concluded with stressing the importance of self-assessment and providing clear rubrics. This allows the student to clearly see both where they stand in their education and the goals to improve.
How did you connect to the reading and briefly reflect on your thoughts?
I thought that chapter was extremely useful because it showed the importance of standardized tests while outlining the necessity of differentiated instruction. The tic-tac-toe model was perhaps that most helpful aspect because it provided different formats and examples for teachers to incorporate differentiation into their lesson plans. The chapter was a bit repetitive with the Assess text, but I thought for the most part it conveyed the information better, as well as providing more useful templates. I especially liked 5.4 and 5.5 for examples of how to differentiate instruction for increased student engagement and understanding.
Sunday, September 23, 2007
DI/UbD Chapter 4
Abstract:
Chapter 4 outlined specific attitudes and skills a teacher needs to have in order to incorporate differentiation into the classroom. The text also stressed the importance of classroom management, but not as one might typically think of it. Usually classroom management makes on think of the teacher controlling everything, but the text suggests that students should also be managing themselves and their time to some extent. The text stresses that teachers must take responsibility for the success or failure of their students, so that both the teacher and the student continually work at improving learning and understanding.
Reflection:
The thing that our group as a whole connected with most were the skills that a teacher needs in order to be successful at helping students learn. We liked how the book set up the information; it seemed very organized and well put-together, much like our lessons will need to be in order to be effective. A specific part that stuck out was when the author mentioned that teachers should help students reflect about their learning. I think this is a very good idea and should be done frequently. This will help the student get the most out of their schooling. If they can tell their teachers how they learn best, the teacher can plan accordingly and help them learn better.
Chapter 4 outlined specific attitudes and skills a teacher needs to have in order to incorporate differentiation into the classroom. The text also stressed the importance of classroom management, but not as one might typically think of it. Usually classroom management makes on think of the teacher controlling everything, but the text suggests that students should also be managing themselves and their time to some extent. The text stresses that teachers must take responsibility for the success or failure of their students, so that both the teacher and the student continually work at improving learning and understanding.
Reflection:
The thing that our group as a whole connected with most were the skills that a teacher needs in order to be successful at helping students learn. We liked how the book set up the information; it seemed very organized and well put-together, much like our lessons will need to be in order to be effective. A specific part that stuck out was when the author mentioned that teachers should help students reflect about their learning. I think this is a very good idea and should be done frequently. This will help the student get the most out of their schooling. If they can tell their teachers how they learn best, the teacher can plan accordingly and help them learn better.
Thursday, September 20, 2007
Multiple Intelligences Ch. 4
Chapter 4 of Multiple intelligences covered how to teach Multiple Intelligences to your students. The chapter provided the reader with many ideas on how to introduce the student to the theory as well as explain to the studnets in concepts that everybody understands.chapter 4 also discusses the reasons why teaching it would be helpful, as well as listing ways to go about teaching it. Armstrong makes several examples of activities that can be used to assist in educating the students. The only downfall with most of the activities that were provided is that they are mostly geared toward a younger audience and wouldn't be very helpful when teaching in secondary education. Armstrong concludes with the idea that you should try to incorporate Multiple Intelligence theory and model MI theory daily.
Wednesday, September 19, 2007
UbD/DI Chapter Three
Reflection on
Name: Tyler Duran, Sam Brisette, Rebecca McIntire, Ryan Michaud
Date: 09-19-2007
Book Title: UbD/DI
Chapter: Three
Write a brief abstract of the chapter.
Chapter three focused on what should constitute a successful, engaging, and reasonable curriculum for teaching. It briefly identified content standards, the necessity of choosing which content is important to learn so students can meet such standards, and how educational benchmarks can be incorporated into the backward design model. Like some of the previous chapters it provided steps and examples of how the task (in this case, UbD) can be achieved. The text proposed focusing on the “big ideas” and “core processes,” than applying these to UbD in order to control content overload. Charts were included to help aim this planning process, and a series of questions at the beginning of the chapter guided the reader in identifying the major concepts of the text.
How did you connect to the reading and briefly reflect on your thoughts?
The chapter was useful in re-ascertaining what we had discussed in class on Tuesday. It was also helpful that the chapters were designed using the UbD model, which allowed for us to take in the information easier, although it can still seem a bit overwhelming at times. It also identified the flaws with benchmarks by stating there are over 3,000 different types in
Tuesday, September 18, 2007
Multiple Intelligences, Chapter 3
Abstract:
The primary focus of chapter three was to stress the importance that teachers need to observe the different types of intelligence in each one of their students. The text tells us that children begin school with their intelligence preferences already intact. Many methods are suggested to determine intelligence, including giving a survey to the students, asking other teachers and parents, and looking at school records. The text also suggested collecting old school records and files on the students that contain their previous grades and comments. By seeing which areas they did well in and got the most compliments in, are most likely one of their preferred intelligences. The chapter also contains a table that outlines needs that certain intelligences have. Finally, after recommending everything else they suggest outright explaining and asking the student what they think their learning style is.
Self-Relations:
One of the most liked ideas in the chapter was to observe students in their free time. Simple modification in lesson planning would allow for you to set up activities that each emphasized the different intelligences, and observation could be accomplished. Another interesting idea was the to observe how a student misbehaves, whether they move around, speak out of turn or doodle all are indicators of an intelligence they prefer that they are not getting at the moment. In addition to observation, we felt it best to explain intelligences to students and ask them outright what they feel is their strongest intelligence and how they prefer to learn. After all, an individual is the best judge of their own character.
The primary focus of chapter three was to stress the importance that teachers need to observe the different types of intelligence in each one of their students. The text tells us that children begin school with their intelligence preferences already intact. Many methods are suggested to determine intelligence, including giving a survey to the students, asking other teachers and parents, and looking at school records. The text also suggested collecting old school records and files on the students that contain their previous grades and comments. By seeing which areas they did well in and got the most compliments in, are most likely one of their preferred intelligences. The chapter also contains a table that outlines needs that certain intelligences have. Finally, after recommending everything else they suggest outright explaining and asking the student what they think their learning style is.
Self-Relations:
One of the most liked ideas in the chapter was to observe students in their free time. Simple modification in lesson planning would allow for you to set up activities that each emphasized the different intelligences, and observation could be accomplished. Another interesting idea was the to observe how a student misbehaves, whether they move around, speak out of turn or doodle all are indicators of an intelligence they prefer that they are not getting at the moment. In addition to observation, we felt it best to explain intelligences to students and ask them outright what they feel is their strongest intelligence and how they prefer to learn. After all, an individual is the best judge of their own character.
Friday, September 14, 2007
Reflection on Reading
Name: Tyler Duran, Samantha Brissette, Rebecca McIntire, Ryan Michaud
Date: 09-12-2007
Book Title: Multiple Intelligences
Chapter: Two
Write a brief abstract of the chapter.
Chapter two was full of good ideas about the MI theory and personal development. It discussed the importance of recognizing your own areas of strength and weakness in the various categories of multiple intelligences, as well as your personal tendencies. Armstrong also includes an inventory so that the reader becomes more aware of this because one can only teach to and incorporate all intelligences once one understands them. Another important idea to remember was identifying moments in your life in which certain intelligence was either shut down or opened up.
He also suggests that the teachers use colleagues’ help, students’ help, and use technology to aid them. He believes that the major factors that influence whether or not people’s intelligences develop is their biological endowment, personal life histories, and their cultural backgrounds. The book used Mozart as an example; stating that even with his natural talent, had he grown up in a time when music was frowned upon he might not have become the prodigy he was.
How did you connect to the reading and briefly reflect on your thoughts?
Tyler: I thought that this chapter outlined the goals of our practicum block this semester, especially when Armstrong related MI to team teaching. The importance of identifying your own MI is a new concept that was introduced to us on the first day of class. We are also drawing on the expertise of future colleagues (Dr. Grace, etc.), learning how to build student-teacher relationships, and learning how to integrate technology into the classroom to offset our under-developed areas of intelligence from Dr. Theresa.
Samantha: This chapter continued to make me think of my family and friend’s intelligences and whether or not I could build up my "weak" areas. It was a little harder to stay focused because my obnoxious roommate kept talking to me after I already explained to her I had homework due. I ultimately decided that she had exceptionally strong linguistic intelligence, specifically in the verbal department.
Rebecca: I found it interesting to read about how parents’ ideas for their children’s futures could influence how their children’s intelligences develop. It makes sense that that would happen, but it is sad in a way. The parent could want their child to become a lawyer, while the child could have become a scientist and found the cure to cancer or AIDS. Teacher’s are also important role models and can have this effect as well. Hopefully this book will help to inform and instruct teachers to educate in a more effective and open way.
Ryan: I could really relate to the section about having your intelligence "shut down" during a paralyzing experience. I know this was the case for me and my spatial intelligence. I was treated very poorly and often discouraged by an art teacher in elementary and I haven’t liked art since. I am sure other factors were involved, but the book reminded me of this key turning point as a major possibility.
Thursday, September 13, 2007
Multiple Intelligences Chapter One
Multiple Intelligences Ch. 1
Abstract.
In Chapter 1 of Multiple Intelligences, Armstrong discusses Howard Gardner’s theory of multiple intelligences. He describes the eight intelligences that have met certain criteria that allow them to be called intelligences instead of just talents or skills. These criteria include the potential to be isolated by brain damage, the existence of exceptional individuals in that area, a developmental history and definable set of “end states”, an evolutionary history, support from psychometric findings, support from experiments, and an identifiable set of operations. In addition, Armstrong states that each person has some level of all eight intelligences; no one intelligence acts by itself, and there is no set way for the intelligence to be acted out. Armstrong also gives examples of career paths for each of the intelligences. He stresses as well, that individuals can improve their strength in any given intelligence through study and practice. Armstrong concludes the chapter by presenting the idea that there may be more intelligences that have not been fully tested as of yet.
Self-Relations:
The chapter offered a great introduction to the theory of MI, and the part where it described how each intelligence works over a period of time as it develops due to environment and influences. The discussion about savants and exceptional people interested us greatly. Having wondered how someone could be so brilliant at such a young age. The point Armstrong made that many times, when a person is brilliant in one area, they function at a low level in other areas was also of great interest. A couple of our minds wandered reflecting on the intelligences that our friends and family exhibit. We also thought it was very interesting, and encouraging to see that according to the MI Theory, most people can develop all their intelligences to a fairly high level provided they have accommodating life circumstances. The possible existence of other intelligences not yet ascertained was of great interest as well.
Abstract.
In Chapter 1 of Multiple Intelligences, Armstrong discusses Howard Gardner’s theory of multiple intelligences. He describes the eight intelligences that have met certain criteria that allow them to be called intelligences instead of just talents or skills. These criteria include the potential to be isolated by brain damage, the existence of exceptional individuals in that area, a developmental history and definable set of “end states”, an evolutionary history, support from psychometric findings, support from experiments, and an identifiable set of operations. In addition, Armstrong states that each person has some level of all eight intelligences; no one intelligence acts by itself, and there is no set way for the intelligence to be acted out. Armstrong also gives examples of career paths for each of the intelligences. He stresses as well, that individuals can improve their strength in any given intelligence through study and practice. Armstrong concludes the chapter by presenting the idea that there may be more intelligences that have not been fully tested as of yet.
Self-Relations:
The chapter offered a great introduction to the theory of MI, and the part where it described how each intelligence works over a period of time as it develops due to environment and influences. The discussion about savants and exceptional people interested us greatly. Having wondered how someone could be so brilliant at such a young age. The point Armstrong made that many times, when a person is brilliant in one area, they function at a low level in other areas was also of great interest. A couple of our minds wandered reflecting on the intelligences that our friends and family exhibit. We also thought it was very interesting, and encouraging to see that according to the MI Theory, most people can develop all their intelligences to a fairly high level provided they have accommodating life circumstances. The possible existence of other intelligences not yet ascertained was of great interest as well.
Wednesday, September 12, 2007
Integrating Differentiated Instruction and Understanding by Design: Chapter 2
Chapter 2 begins with emphasis on the most important part of teaching; the students. The second chapter outlines a variety of techniques that can be used by teachers in order to "get through" to there students. Chapter 2 was the introduction of responsive teaching and its importance in today's classrooms. The second chapter did a good job of giving examples from real stories from students where responsive teaching is necessary and in the best interest of the students. The chapter than shows a table that outlines different possible factors that can effect a students learning. The chapter continued with 10 tips on how to teach responsively without being overwhelmed by individualizing their teaching.. The chapter concluded with a 3 paragraph section emphasizing the need to understand your students.
Integrating Differentiated Instruction and Understanding by Design Chapter One
Abstract:
In the first chapter of Integrating Differentiated Instruction and Understanding by Design, Tomlinson and McTighe introduce the reader to the concepts of differentiated instruction and understanding by design. Understanding by design is primarily about the curriculum and its design, while differentiated instruction focuses more on the varied needs of students in order to ensure effective learning. Next, seven axioms and their corollaries are described which are examples of how understanding by design and differentiated instruction go hand-in-hand. Each set of axioms and corollaries contains a real life example. Each example describes how a teacher would best put the axioms and corollaries to use in his or her classroom.
Reflection:
The axioms and corollaries were insightful and the scenarios give the reader a sense of real world importance and effectiveness. They make the reader want to incorporate them all into their teaching. The part that stuck with many of us in group three was in the very last paragraph, where the author lists the characteristics of any professional: that they use they use the most current knowledge in their field, and they meet the individual needs of their clients. I think that is the perfect way to describe what a teacher should be doing. Teachers are professionals and should not just present the information and then leave the students to take it or leave it. These two characteristics of professionals are in essence understanding by design and differentiated instruction when applied to teachers.
In the first chapter of Integrating Differentiated Instruction and Understanding by Design, Tomlinson and McTighe introduce the reader to the concepts of differentiated instruction and understanding by design. Understanding by design is primarily about the curriculum and its design, while differentiated instruction focuses more on the varied needs of students in order to ensure effective learning. Next, seven axioms and their corollaries are described which are examples of how understanding by design and differentiated instruction go hand-in-hand. Each set of axioms and corollaries contains a real life example. Each example describes how a teacher would best put the axioms and corollaries to use in his or her classroom.
Reflection:
The axioms and corollaries were insightful and the scenarios give the reader a sense of real world importance and effectiveness. They make the reader want to incorporate them all into their teaching. The part that stuck with many of us in group three was in the very last paragraph, where the author lists the characteristics of any professional: that they use they use the most current knowledge in their field, and they meet the individual needs of their clients. I think that is the perfect way to describe what a teacher should be doing. Teachers are professionals and should not just present the information and then leave the students to take it or leave it. These two characteristics of professionals are in essence understanding by design and differentiated instruction when applied to teachers.
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