ABSTRACT:
Chapter ten was a summary of what the whole book had been discussing already; how to integrate UbD and DI. They add addendums to each stage such as instead of just focusing on learner results put in the results you hope to accomplish. They say that after you make a specific plan and use it, to monitor the results closely and change it to fit the results you see. They also stress not reverting back to comfortable and known methods when one is afraid of trying new things. They finish with ways you can implement the two theories at a school level, including meetings, workshops, and sessions where you explore your own essential questions.
REACTION:
It felt odd to be reading about a summary when we hadn’t felt we had finished learning about UbD and DI. One of the things that stuck out most in this chapter was the rule that one veteran teacher followed; she tried every new teaching strategy or idea three times before giving up on it. We think that it is a good idea because all students are different and the more you do something, the better at it you get. You work out the kinks and it will go more smoothly. The ideas for discussing and bringing the theories into your school were useful, however irrelevant at the moment as we don’t have a school yet. Other than those ideas the chapter was a rather boring summary and we could have better summarized the theories by re-reading the first chapter.
Wednesday, October 31, 2007
Tuesday, October 30, 2007
MI Chapter 12
Name: Tyler Duran, Sam Brisette, Rebecca McIntire, Ryan Michaud
Date: 10/29/2007
Book Title: Multiple Intelligences
Chapter: Twelve
Write a brief abstract about the chapter.
Chapter twelve focused on multiple intelligences and cognitive skills. It offered tips and tricks to enhance students in areas of weak intelligence by developing their strengths, such as using binary code to remember how to spell. It also continued the discussion of Bloom's taxonomy as it relates to MI theory.
How did you connect to the reading and briefly reflect on your thoughts.
While chapter twelve was fairly informative it often times felt that it lacked substance and felt a little weak in terms of their suggestions for cognitive tips and tricks. The binary example is perfect in these terms because it seems highly unlikely that a student would benefit from such an activity. I would tend to think that further memorization would confuse a student who is struggling to remember how to spell specific words. It also provided a great example of how sometimes teachers do not elicit learning from their students: over 70% of college students that had taken a high school physics course thought that there were two forces in motion whena ball was thrown into the air. This was an excellent point, however the advice from the text did not provide a real adequate solution to this problem.
Date: 10/29/2007
Book Title: Multiple Intelligences
Chapter: Twelve
Write a brief abstract about the chapter.
Chapter twelve focused on multiple intelligences and cognitive skills. It offered tips and tricks to enhance students in areas of weak intelligence by developing their strengths, such as using binary code to remember how to spell. It also continued the discussion of Bloom's taxonomy as it relates to MI theory.
How did you connect to the reading and briefly reflect on your thoughts.
While chapter twelve was fairly informative it often times felt that it lacked substance and felt a little weak in terms of their suggestions for cognitive tips and tricks. The binary example is perfect in these terms because it seems highly unlikely that a student would benefit from such an activity. I would tend to think that further memorization would confuse a student who is struggling to remember how to spell specific words. It also provided a great example of how sometimes teachers do not elicit learning from their students: over 70% of college students that had taken a high school physics course thought that there were two forces in motion whena ball was thrown into the air. This was an excellent point, however the advice from the text did not provide a real adequate solution to this problem.
Thursday, October 11, 2007
MI Chapter 8
Abstract:
Chapter eight focused on different MI methods and activities that teachers can use to manage classroom behavior, especially behavioral problems with students. it provided varous ecamples of how to introduce new transitional topics and better effectively solve behavioral problems using different MIs. A template was provided that listed different intelligences and punishments that can be used to solve these problems. The chapter strongly encouraged enforcing methods that were in the same MI as the student causing the issue.
Reflection:
We found this chapter to be one of the more useful chapters in MI. Aside from chapter 6, I believe that this chapter provided the reader with the most relevant and informative information. One thing we found particularly interesting was if instead of yelling or repeating for students to be quiet, teachers could just stop talking or write "silence please" on the board. Many of us would definitely respond if a teacher did that.
Chapter eight focused on different MI methods and activities that teachers can use to manage classroom behavior, especially behavioral problems with students. it provided varous ecamples of how to introduce new transitional topics and better effectively solve behavioral problems using different MIs. A template was provided that listed different intelligences and punishments that can be used to solve these problems. The chapter strongly encouraged enforcing methods that were in the same MI as the student causing the issue.
Reflection:
We found this chapter to be one of the more useful chapters in MI. Aside from chapter 6, I believe that this chapter provided the reader with the most relevant and informative information. One thing we found particularly interesting was if instead of yelling or repeating for students to be quiet, teachers could just stop talking or write "silence please" on the board. Many of us would definitely respond if a teacher did that.
Tuesday, October 9, 2007
Multiple Intelligences Ch. 11
Tyler Duran 9 Oct 2007
Ryan Michaud
Rebecca McIntire
Samantha Brissette
Multiple Intelligences Ch. 11
Abstract:
Chapter eleven in MI focused on the use of MI theory in special education, and how it can drastically change the ways teachers interact with their students. They suggested that learning disabilities can occur in all eight of the intelligences and not just the ones traditionally associated with disabilities (linguistic and logical). The chapter also stresses to not look only at the deficiency but at the strengths of the student in other intelligences to help them better understand the concepts that are weak. The chapter also mentions alternative ways around a problem, such as teaching an alternative symbol system or using alternative technology. It mentioned a machine that scans words and emits them in sounds for the student. The chapter also contains a list of successful and famous individuals who were deficient in one department or another. It concludes with listing the good things they think MI can do for special education.
Self-Relation:
I didn’t really know how to relate to this chapter to be honest; we haven’t really dealt with special needs. The emphasis on positive reinforcement of the strong intelligences in stead of forcing the student to do the things they are poor at was eye opening. Another important point was that under this system fewer students would be receiving referrals to special education. And yet another member really liked the idea of tailoring assignments so that students who were deficient in one intelligence could apply and learn using another intelligence.
Ryan Michaud
Rebecca McIntire
Samantha Brissette
Multiple Intelligences Ch. 11
Abstract:
Chapter eleven in MI focused on the use of MI theory in special education, and how it can drastically change the ways teachers interact with their students. They suggested that learning disabilities can occur in all eight of the intelligences and not just the ones traditionally associated with disabilities (linguistic and logical). The chapter also stresses to not look only at the deficiency but at the strengths of the student in other intelligences to help them better understand the concepts that are weak. The chapter also mentions alternative ways around a problem, such as teaching an alternative symbol system or using alternative technology. It mentioned a machine that scans words and emits them in sounds for the student. The chapter also contains a list of successful and famous individuals who were deficient in one department or another. It concludes with listing the good things they think MI can do for special education.
Self-Relation:
I didn’t really know how to relate to this chapter to be honest; we haven’t really dealt with special needs. The emphasis on positive reinforcement of the strong intelligences in stead of forcing the student to do the things they are poor at was eye opening. Another important point was that under this system fewer students would be receiving referrals to special education. And yet another member really liked the idea of tailoring assignments so that students who were deficient in one intelligence could apply and learn using another intelligence.
Thursday, October 4, 2007
Multiple Intelligences Chapter 13
Tyler Duran 9 Oct 2007
Ryan Michaud
Rebecca McIntire
Samantha Brissette
Multiple Intelligences Ch. 13
Abstract:
Chapter thirteen in MI was about applications of MI theory. The chapter focuses on three areas they deem important which are: computer technology, cultural diversity, and career counseling. They state that even though computers are often deemed only a part of the logical intelligence, it can be used by people with strengths in any intelligences, because there is such a variety in software available. They list several software programs and which MI they apply to. They then move on to the next factor where they state that an MI must be valued by a culture in order to be considered an intelligence; different cultures value different things, sometimes valuing one intelligence over the other. They finish with a list of careers and which MI they pertain to, and a small table listing prominent individuals in different careers from minorities. Students who have a tendency toward one intelligence could be very good at a career that emphasizes that intelligence. The chapter included two templates that showed numerous examples of how to incorporate MI into daily instruction.
Self-Relations:
This chapter seemed suited better to the student, to view as a resource on how they could further integrate their intelligences into their lives. Or this could be used earlier on with the introduction to MI theory and as part of the introduction to your students. That being said, the list of computer software was generally found to be helpful, because much of it could be purchased by the school and used to help and guide student’s education. Most really liked the list of MI savants, because one way to reach a student from a different background, is to relate the subject and examples into the curriculum. Some worried that the whole discussion of cultural intelligence seems really close to not being politically correct to me. I can’t see a teacher saying to a student that their culture values something so that student should care about it.
Ryan Michaud
Rebecca McIntire
Samantha Brissette
Multiple Intelligences Ch. 13
Abstract:
Chapter thirteen in MI was about applications of MI theory. The chapter focuses on three areas they deem important which are: computer technology, cultural diversity, and career counseling. They state that even though computers are often deemed only a part of the logical intelligence, it can be used by people with strengths in any intelligences, because there is such a variety in software available. They list several software programs and which MI they apply to. They then move on to the next factor where they state that an MI must be valued by a culture in order to be considered an intelligence; different cultures value different things, sometimes valuing one intelligence over the other. They finish with a list of careers and which MI they pertain to, and a small table listing prominent individuals in different careers from minorities. Students who have a tendency toward one intelligence could be very good at a career that emphasizes that intelligence. The chapter included two templates that showed numerous examples of how to incorporate MI into daily instruction.
Self-Relations:
This chapter seemed suited better to the student, to view as a resource on how they could further integrate their intelligences into their lives. Or this could be used earlier on with the introduction to MI theory and as part of the introduction to your students. That being said, the list of computer software was generally found to be helpful, because much of it could be purchased by the school and used to help and guide student’s education. Most really liked the list of MI savants, because one way to reach a student from a different background, is to relate the subject and examples into the curriculum. Some worried that the whole discussion of cultural intelligence seems really close to not being politically correct to me. I can’t see a teacher saying to a student that their culture values something so that student should care about it.
MI CH 5
Abstract:
Chapter Five discusses how to integrate the idea of multiple intelligences into teaching. A brief history of various early forms of teaching that took intelligences into consideration shows that it is definitely in students' best interest. Next, a traditional teacher is compared with an MI teacher. It then describes some of the ways one might carry out teaching in each intelligence. A seven-step procedure is given, which outlines the process a teacher might use in order to use as many intelligences as possible in their lessons. Some key questions are given that teachers can use to plan their lessons. An eight-day lesson plan is used as an example of one way to make sure each intelligence is catered to in a given unit.
Reflection:
One thing that stuck out in the chapter, probably more than anything to one of our group members, was the description/ comparison of an MI teacher to a traditional teacher. After reading the nine examples they gave, she could not help but notice that her Physics teacher in high school had done ALL of them, VERY frequently. She always felt he was a very effective teacher, but never could explain exactly why. She now realizes that he appeals to every intelligence on a daily basis. She can only hope that having him as a teacher for two years will have given her enough ideas to be an effective teacher as well.
Chapter Five discusses how to integrate the idea of multiple intelligences into teaching. A brief history of various early forms of teaching that took intelligences into consideration shows that it is definitely in students' best interest. Next, a traditional teacher is compared with an MI teacher. It then describes some of the ways one might carry out teaching in each intelligence. A seven-step procedure is given, which outlines the process a teacher might use in order to use as many intelligences as possible in their lessons. Some key questions are given that teachers can use to plan their lessons. An eight-day lesson plan is used as an example of one way to make sure each intelligence is catered to in a given unit.
Reflection:
One thing that stuck out in the chapter, probably more than anything to one of our group members, was the description/ comparison of an MI teacher to a traditional teacher. After reading the nine examples they gave, she could not help but notice that her Physics teacher in high school had done ALL of them, VERY frequently. She always felt he was a very effective teacher, but never could explain exactly why. She now realizes that he appeals to every intelligence on a daily basis. She can only hope that having him as a teacher for two years will have given her enough ideas to be an effective teacher as well.
MI Chapter 6
ABSTRACT
Chapter 6 of Multiple Intelligences addressed a very important subject. Incorporating MI into your teaching. In the previous chapter we had discussed how to incorporate MI to curriculum but now the book has gotten into incorporating MI into teaching strategies. Chapter 6 gave 5 examples for each of the 8 MI's on how to connect to those students and get through.
REACTION
As a group we tended to really like chapter 6. We all found the chapter to be extremely helpful and see a future in using the ideas given in our future classrooms. Up to this point in the book we have been bombarded with great information but nothign that was going to distinctly make us better future teachers. Now that we have completed chapter 6 we all believe that we are more enlightened and better informed on how to incorporate all the MI's into our classrooms. It is one thing to tell somebody about the Atlantic Salmon but it is a completely different thing to provide them with the tools to catch an Atlantic Salmon.
Chapter 6 of Multiple Intelligences addressed a very important subject. Incorporating MI into your teaching. In the previous chapter we had discussed how to incorporate MI to curriculum but now the book has gotten into incorporating MI into teaching strategies. Chapter 6 gave 5 examples for each of the 8 MI's on how to connect to those students and get through.
REACTION
As a group we tended to really like chapter 6. We all found the chapter to be extremely helpful and see a future in using the ideas given in our future classrooms. Up to this point in the book we have been bombarded with great information but nothign that was going to distinctly make us better future teachers. Now that we have completed chapter 6 we all believe that we are more enlightened and better informed on how to incorporate all the MI's into our classrooms. It is one thing to tell somebody about the Atlantic Salmon but it is a completely different thing to provide them with the tools to catch an Atlantic Salmon.
MI Chapter 14
Reflection on
Name: Tyler Duran, Sam Brissette, Rebecca McIntire, Ryan Michaud
Date: 10-03-2007
Book Title: Multiple Intelligences
Chapter: Fourteen
Write a brief abstract of the chapter.
Chapter fourteen was an informative (but very brief) review of the proposed ninth intelligence; the existential. This would be an intelligence that would involve “a concern with ultimate life issues.” It is very heavy with religious connotations, but also has a very philosophical aspect to it. However, Armstrong warns about using it too much in the classroom because it can be hard to assess, and is the hardest to apply to most activities and assignments. He finishes the chapter by providing a few examples of which subjects existential intelligence could be applied to.
The thing that stuck out most to me in this chapter was the fact that it would be really hard to use the existential intelligence in schools. It makes sense that teachers would be reluctant to address it because they would get in trouble for a violation of the separation of church and state. While I do not think I will ever use the “ninth intelligence” in my classroom (at least until more research is done), I do think it is important just to be aware of it. It could also be integrated into history and geography, because religion is such a strong source of both conflict and knowledge.
Tuesday, October 2, 2007
Multiple Intelligences Chapter 7
Tyler Duran 4 Oct 2007
Ryan Michaud
Rebecca McIntire
Samantha Brissette
Multiple Intelligences Chapter 7
Abstract:
Chapter seven in MI was an incredibly short chapter focusing how to create a classroom environment that encourages use of MI. They centered on two topics: the ecological factor (the physical classroom environment) and MI activity centers. They list questions about each intelligence to quiz yourself on if you are providing stimulation for each of the intelligences. They conclude by explaining what temporary and permanent activity centers for each intelligence are and how they can be integrated. They also provide examples of what games and activities could be included for each center and how to arrange the classroom to accommodate these centers.
Self-Relations:
All of us found the idea of activity centers for students in their free time was useful and interesting but were either impractical or not age appropriate. The stress on not providing students with simple “busy work” was also a hot topic as we all knew the feeling of doing worksheets that accomplished nothing. However, despite the few useful things to be found in the chapter it could have been combined with chapters five and six to create a cohesive, useful chapter that was not broken up.
Ryan Michaud
Rebecca McIntire
Samantha Brissette
Multiple Intelligences Chapter 7
Abstract:
Chapter seven in MI was an incredibly short chapter focusing how to create a classroom environment that encourages use of MI. They centered on two topics: the ecological factor (the physical classroom environment) and MI activity centers. They list questions about each intelligence to quiz yourself on if you are providing stimulation for each of the intelligences. They conclude by explaining what temporary and permanent activity centers for each intelligence are and how they can be integrated. They also provide examples of what games and activities could be included for each center and how to arrange the classroom to accommodate these centers.
Self-Relations:
All of us found the idea of activity centers for students in their free time was useful and interesting but were either impractical or not age appropriate. The stress on not providing students with simple “busy work” was also a hot topic as we all knew the feeling of doing worksheets that accomplished nothing. However, despite the few useful things to be found in the chapter it could have been combined with chapters five and six to create a cohesive, useful chapter that was not broken up.
Assess Chapter Six
Abstract:
Chapter 6 was a very helpful chapter all about creating test questions. This chapter started out with an example of an awful, unclear multiple choice question that would really be assessing how well the student could guess what the teacher was looking for. Basically, that is what the chapter is about. It provides examples of fair test questions that don’t make the student do busy work, but get down to what they know and don’t know. Things such as double recording, avoiding bad wording, not using timed tests, including fun questions, and following the same instruction you used are just a few of the tips given.
Reflection:
There were many things that stuck out to us in this chapter. One was that teachers should write out the words true and false so that students have to circle one and can’t use the whole tf together trick. Another is that teachers give away answers without knowing it. If they put an “an” in front of their multiple choice question, and only one answer grammatically works with an “an”, the question was pointless unless you were testing their grammar. I liked the idea of putting a question that is impossible to answer on the test. I do not think it would be fair if the teacher did not tell the students there would be one like that though.
DI/UbD Chapter 6
Abstract:
Chapter 6 was one of the longer chapters that we have read so we felt that for being such a long chapter that very little new useful information was provided. Chapter 6 begins with a discussion of how understanding based curriculum and differentiated instruction are inextricably linked. This is something that has been repeated throughout the book, but mentioned here as an introduction. Next, core beliefs how to alter curriculum for all students are listed and discussed. Chapter six deals with responsive teaching and states that there are four overarching questions that govern a teacher in a differentiated classroom. Despite what many would think the text states that all students should be given the opportunity to process and learn information at a high level of understanding. The text also stresses the importance of not sticking low-level learners with constant “busy” work. Giving them only menial tasks to complete will not help them to understand the concepts or improve as a learner. They go on to say that students must know what is they are learning before they can demonstrate mastery of the subject. The second half of the chapter is dedicated to addressing classroom elements and teaching to patterns. If you know several students may need extra time, build that time into your curriculum; not only will it address the students that need that extra time, but it may end benefiting the rest of the class as well. Several tables are given throughout the chapter to emphasize the elements a teacher has control over and the many ways they can combine those elements.
Self-Relation:
The idea of building in the issues that are likely to occur was a good idea and would save time for both teacher and student. Even though the information is useful the text itself is a tad dry. The tables really help break it up and are great visuals. Something that really stuck out to us was the sports team analogy. First of all, many kids do sports, so they may already have that mindset of needing to know exactly when their work will pay off. Second, most students probably have that mindset regardless of whether or not they play sports. I think teachers need to give students more tests as students go along instead of one huge cumulative test. It gives them more of a chance to do well, and less of a chance to have a bad day that could cost them their grade.
Chapter 6 was one of the longer chapters that we have read so we felt that for being such a long chapter that very little new useful information was provided. Chapter 6 begins with a discussion of how understanding based curriculum and differentiated instruction are inextricably linked. This is something that has been repeated throughout the book, but mentioned here as an introduction. Next, core beliefs how to alter curriculum for all students are listed and discussed. Chapter six deals with responsive teaching and states that there are four overarching questions that govern a teacher in a differentiated classroom. Despite what many would think the text states that all students should be given the opportunity to process and learn information at a high level of understanding. The text also stresses the importance of not sticking low-level learners with constant “busy” work. Giving them only menial tasks to complete will not help them to understand the concepts or improve as a learner. They go on to say that students must know what is they are learning before they can demonstrate mastery of the subject. The second half of the chapter is dedicated to addressing classroom elements and teaching to patterns. If you know several students may need extra time, build that time into your curriculum; not only will it address the students that need that extra time, but it may end benefiting the rest of the class as well. Several tables are given throughout the chapter to emphasize the elements a teacher has control over and the many ways they can combine those elements.
Self-Relation:
The idea of building in the issues that are likely to occur was a good idea and would save time for both teacher and student. Even though the information is useful the text itself is a tad dry. The tables really help break it up and are great visuals. Something that really stuck out to us was the sports team analogy. First of all, many kids do sports, so they may already have that mindset of needing to know exactly when their work will pay off. Second, most students probably have that mindset regardless of whether or not they play sports. I think teachers need to give students more tests as students go along instead of one huge cumulative test. It gives them more of a chance to do well, and less of a chance to have a bad day that could cost them their grade.
Monday, October 1, 2007
UbD/DI
Tyler Duran 2 Oct 2007
Ryan Michaud
Rebecca McIntire
Samantha Brissette
UbD/DI Ch. 7
Abstract:
Chapter seven in UbD centers on teaching for understanding instead of memorization. They state that understanding must come from students searching for meaning themselves, and not from memorization of facts and dates. A majority of the chapter dealt with incorporating the essential questions into the learning and framework. They go on to list a couple of examples of essential questions in several different subjects. The chapter finishes with introducing the WHERETO framework which is supposed to provide a frame for teachers to remember what is important. The approach is helpful in developing strategies for student interest and motivation, practical assessment, and how to see clear evidence of student understanding. The chapter also provided a figure that listed strategies that can meet various ways of student learning.
Self-Relations:
The list of essential questions was helpful and a good resource to hang onto. I was also very grateful for the introduction of the WHERETO framework as it was finally something new and useful. Many of us felt that the chapter was large and filled with useful resources that one should hang onto. Some among us felt that more was needed with the aspects of the WHERETO framework and that this was a very important concept. Some liked the chapter because it seemed to bring together the two classes better than any other concept thus far.
Ryan Michaud
Rebecca McIntire
Samantha Brissette
UbD/DI Ch. 7
Abstract:
Chapter seven in UbD centers on teaching for understanding instead of memorization. They state that understanding must come from students searching for meaning themselves, and not from memorization of facts and dates. A majority of the chapter dealt with incorporating the essential questions into the learning and framework. They go on to list a couple of examples of essential questions in several different subjects. The chapter finishes with introducing the WHERETO framework which is supposed to provide a frame for teachers to remember what is important. The approach is helpful in developing strategies for student interest and motivation, practical assessment, and how to see clear evidence of student understanding. The chapter also provided a figure that listed strategies that can meet various ways of student learning.
Self-Relations:
The list of essential questions was helpful and a good resource to hang onto. I was also very grateful for the introduction of the WHERETO framework as it was finally something new and useful. Many of us felt that the chapter was large and filled with useful resources that one should hang onto. Some among us felt that more was needed with the aspects of the WHERETO framework and that this was a very important concept. Some liked the chapter because it seemed to bring together the two classes better than any other concept thus far.
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