Abstract:
This chapter discusses report cards and how to make them both reader/friendly for parents and colleges but so that they also give a fair assessment of a student's learning and progression. Parents want report cards that they understand at a glance, but unfortunately what parents understand is a report card that doesn't properly represent these things, as expressed through A's and F's.
Reflection:
My group agrees that if a classroom is differentiated and standards based then the report cards need to change, but we are torn about how the best way to do this is. If parents are overly confused about report cards there will be complaints, if colleges have to keep track of every school districts' grading policies there will be pandemonium when applying, and if students continue to be graded using the old ways then there will be less opportunities for growth and expansion. This is something that will be more of an issue as standards based learning looms ever nearer, and the decisions that are made will leave at least one group suffering.
Tuesday, November 13, 2007
Monday, November 12, 2007
Chapter 12 Assess
Abstract: Chapter 12 deals with grading scales. The chapter looks at the two main grading scales that most schools use which are the 4.0 scale and the 100 point scale. The smaller the scale the higher the inter-rater reliability will be for the grades. This happens because there are clear mutually agreed on descriptors that must be chosen for each aspect. This means that the smaller point scale and clear descriptions of proficiency keep the graders focused on credible justification. When using the 4.0 grading scale and rubrics the teacher actively looks for things that the student accomplished and rewards points for it. This does not always occur when not using rubrics.
Reflection: It makes sense to try to use rubrics as much as possible when grading assignments however it is not always feasible to use a rubric. Students should receive points for things that they do properly and the final answer isn’t always the clearest indication of proficiency. When using the 100 point scale the teacher doesn’t always follow guidelines and takes off as many points as they feel necessary on student mistakes. By using the four point scale the teacher is forced to be conservative with grading and are more likely to stick with the rubric.
Reflection: It makes sense to try to use rubrics as much as possible when grading assignments however it is not always feasible to use a rubric. Students should receive points for things that they do properly and the final answer isn’t always the clearest indication of proficiency. When using the 100 point scale the teacher doesn’t always follow guidelines and takes off as many points as they feel necessary on student mistakes. By using the four point scale the teacher is forced to be conservative with grading and are more likely to stick with the rubric.
Tuesday, November 6, 2007
Assess 7
Abstract
This Chapter looks at the idea of having kids focus on the work instead of the grade that they get. The main idea is to have them learn about ideas and concepts, not what it takes to get an A or a B. Grades should just be feedback on their way to understanding. The chapter gives reference to how students that work just to get an A often burn out and don't always understand the material. The chapter also talks about how a B is now average, and parents get concerned with C's.
Reflection
We talked about how it was interesting to see how colleges are now required to offer more remedial classes even when students are graduation high school with A's and B's. This is a major indicator of what is wrong with grading practices in schools. Some of the ideas that are presented by the "highly" educated also worried us. Not everyone knows how to work hard and change things when they don't like the outcomes. Students need to learn to be accountable and responsible for themselves so that they may be successful in whatever career they choose after high school.
This Chapter looks at the idea of having kids focus on the work instead of the grade that they get. The main idea is to have them learn about ideas and concepts, not what it takes to get an A or a B. Grades should just be feedback on their way to understanding. The chapter gives reference to how students that work just to get an A often burn out and don't always understand the material. The chapter also talks about how a B is now average, and parents get concerned with C's.
Reflection
We talked about how it was interesting to see how colleges are now required to offer more remedial classes even when students are graduation high school with A's and B's. This is a major indicator of what is wrong with grading practices in schools. Some of the ideas that are presented by the "highly" educated also worried us. Not everyone knows how to work hard and change things when they don't like the outcomes. Students need to learn to be accountable and responsible for themselves so that they may be successful in whatever career they choose after high school.
Assess Ch. 13
Abstract:
Chapter 13 described a few examples of grade book formats. The trick to keeping a good grade book is to constantly assess whether the one we are currently using is meeting our needs. The grade book must be organized to quickly track a student’s progress and have place to record both formative and summative assessments. It must provide a clear and accurate reporting of achievement and be responsive to differentiated education, with a focus on benchmarks. Grouping assignments can be based on objectives, by weight, by due dates, or by topics.
Reflection:
Schools are now integrating technology in the classroom through gradebooks. Online grading can be good for quick communication to students and parents as they check their own progress. An actual hard copy of a gradebook is beneficial however in that we can document notes and explanations as grades are made up and change. The online grades let students and parents calculate grades based on numbers. As teachers however we want the final say in designating final grades, so keeping a hardcopy allows us to keep formative grades that track over all mastery and pick and choose which ones we want to post.
Chapter 13 described a few examples of grade book formats. The trick to keeping a good grade book is to constantly assess whether the one we are currently using is meeting our needs. The grade book must be organized to quickly track a student’s progress and have place to record both formative and summative assessments. It must provide a clear and accurate reporting of achievement and be responsive to differentiated education, with a focus on benchmarks. Grouping assignments can be based on objectives, by weight, by due dates, or by topics.
Reflection:
Schools are now integrating technology in the classroom through gradebooks. Online grading can be good for quick communication to students and parents as they check their own progress. An actual hard copy of a gradebook is beneficial however in that we can document notes and explanations as grades are made up and change. The online grades let students and parents calculate grades based on numbers. As teachers however we want the final say in designating final grades, so keeping a hardcopy allows us to keep formative grades that track over all mastery and pick and choose which ones we want to post.
Monday, November 5, 2007
Assess Ch. 9
Abstract:
Chapter 9 talked about the top ten practices to avoid when differentiating instruction and assessment. If we want to provide helpful feedback, document progress, and inform our instructional decisions, we must make sure grades are accurate reflections of learning. For example, grades can show inaccurate reflections when they incorporate non academic factors such as effort and behavior. Another thing to avoid is grading practice homework and inaccurate indications of mastery. We need to avoid inflating grades with extra credit, and avoid giving zeros for incomplete work since they drastically change averages.
Reflection:
Most of the grading instances to avoid were commonsense things like avoiding group grades, because obviously those don’t reflect each individual. It is important to remember that school is about the learning not the grades. Show no mercy when initially giving grades, but be merciful with meaningful revisions to the grades. After reading this chapter, we were more aware of things to avoid while grading, we do not want to corner ourselves, since parents get very involved with grades.
Chapter 9 talked about the top ten practices to avoid when differentiating instruction and assessment. If we want to provide helpful feedback, document progress, and inform our instructional decisions, we must make sure grades are accurate reflections of learning. For example, grades can show inaccurate reflections when they incorporate non academic factors such as effort and behavior. Another thing to avoid is grading practice homework and inaccurate indications of mastery. We need to avoid inflating grades with extra credit, and avoid giving zeros for incomplete work since they drastically change averages.
Reflection:
Most of the grading instances to avoid were commonsense things like avoiding group grades, because obviously those don’t reflect each individual. It is important to remember that school is about the learning not the grades. Show no mercy when initially giving grades, but be merciful with meaningful revisions to the grades. After reading this chapter, we were more aware of things to avoid while grading, we do not want to corner ourselves, since parents get very involved with grades.
Saturday, November 3, 2007
Assess 10
Chapter ten looks at giving students multiple attempts to master the work that they are doing for class. If students repeatedly need to redo work it may point to other problems and the teacher needs to schedule a time with the student to find out what the problem might be and to find a solution to fix this problem. Any redone work that the students want to do needs to go home and be signed by the parents so that they know what the child is doing in the classroom and also allows them to know how they are doing in classroom. An important part of the chapter dealt with having the teacher reserve the right to change the format of tests or not allowing students to redo projects. This makes the most sense for tests because during forced choice students are able to memorize the answer pattern. This will not help them with mastery but only with their grade. Students also need to have rework done and handed back within a week and are not allowed to wait until the end of the grading period to get the work back in. Teachers also need to help the student set up a schedule because this will help the student complete the task on time and help them with time management.
This is something that should be considered for all classrooms as long as there are certain rules and guidelines set up. Students should not be allowed to make up ALL work or be able to badger the teacher into letting them make up work. As the chapter stated if students are consistently redoing work there is a larger problem at hand and it is up to the teacher to discuss the problem with the student. Sending the paper home to have parents sign can be both a positive and negative thing. Having the parents in the loop about student work is good but some students maybe turned off with having to have their parents sign their work and will not retry to show their mastery.
This is something that should be considered for all classrooms as long as there are certain rules and guidelines set up. Students should not be allowed to make up ALL work or be able to badger the teacher into letting them make up work. As the chapter stated if students are consistently redoing work there is a larger problem at hand and it is up to the teacher to discuss the problem with the student. Sending the paper home to have parents sign can be both a positive and negative thing. Having the parents in the loop about student work is good but some students maybe turned off with having to have their parents sign their work and will not retry to show their mastery.
Friday, November 2, 2007
Assess Chapter 11
Abstract: Chapter eleven focuses on different grading issues. The first one is the use of zeros in grading. Another issue brought up was how to the grade gifted or special needs students without cheating others or treating them differently. Thirdly, the use of weighting grades and what should be weighted certain amounts. The chapter presents several different issues that teachers face with grading.
Tuesday, October 30, 2007
DI/ UbD Ch 8
Abstract:
The primary goal of grading is to communicate feedback that supports and encourages learner success. Student variability should be viewed as a natural and positive aspect of working with youth; teachers should notice these variances and grade accordingly. A grade should represent a definable degree of proficiency using valid evidence. For this reason, grades and assessments are not the same, since assessments focus on gathering information about students to guide instruction. What a student learns is more important than when he or she learned it. Final grades should give a clear measure of achievement, with other factors measured separately so that a student knows how they meet actual learning goals and standards.
Reflection:
It is valuable for students to get grades that are determined rather than calculated. If our judgments are validly guided by the goals stated in our backwards plan, then they can be defended as fair. We want our students to achieve at the highest standards, forming a J-shaped curve vs. a bell shaped curve. Since schools are so competitive, we want our grades to truly reflect our students.
The primary goal of grading is to communicate feedback that supports and encourages learner success. Student variability should be viewed as a natural and positive aspect of working with youth; teachers should notice these variances and grade accordingly. A grade should represent a definable degree of proficiency using valid evidence. For this reason, grades and assessments are not the same, since assessments focus on gathering information about students to guide instruction. What a student learns is more important than when he or she learned it. Final grades should give a clear measure of achievement, with other factors measured separately so that a student knows how they meet actual learning goals and standards.
Reflection:
It is valuable for students to get grades that are determined rather than calculated. If our judgments are validly guided by the goals stated in our backwards plan, then they can be defended as fair. We want our students to achieve at the highest standards, forming a J-shaped curve vs. a bell shaped curve. Since schools are so competitive, we want our grades to truly reflect our students.
MI 11
Abstract:Chapter 11 deals with MI and its use in special education. One of the major focuses of the chapter was the focus on the need to get away from focusing on the students deficiencies and to look at what they can do well. Different approaches may yield better results when helping students that struggle with items. When using alternate symbols systems researchers found that when appealing to different MIs students were usually able to excel at the task. The chapter also discusses the use of MI for IEPs. Like special ed IEPs focus on deficiencies in students and not on the strengths that they have. To better reach the struggling student it is important teach using their strong MIs. The chapter also discussed that with the use of MI there was a decrease in special ed referrals and it offers and increased understanding and appreciation of students.
Reflection:When the chapter was discussing the need to focus on strengths instead of weaknesses it also talked about the need to not label students by their deficiencies. There is a good point to that however when talking to another colleague about the student and using the “label”, an understanding of the students situation is instantly known. The “labeling” of the student increases communication between professionals. Yes students should not be called their “label” and you could explain in detail the student’s deficiencies but miscommunication can happen here and the wrong picture can be painted. All students deserve an education regardless of the extra help that they need.
Reflection:When the chapter was discussing the need to focus on strengths instead of weaknesses it also talked about the need to not label students by their deficiencies. There is a good point to that however when talking to another colleague about the student and using the “label”, an understanding of the students situation is instantly known. The “labeling” of the student increases communication between professionals. Yes students should not be called their “label” and you could explain in detail the student’s deficiencies but miscommunication can happen here and the wrong picture can be painted. All students deserve an education regardless of the extra help that they need.
Assess Chapter 8
Abstract: Chapter 8 focused on why we grade and how to incorporate effort, attendance and behavior. Most teachers say that the reason why they grade is because they are required to do so and that it is policy. However, grading strategies need to be considered. For example, low grades make students less likely to try harder because of lack of motivation. Teachers need to be careful of using factors such as participation, attendance and behavior in grading, because these indicators may not be true evaluations of learning.
Reflection: This chapter is very important for any teacher to read because the grading system is something that is generally misunderstood. Many grades that are given out in schools do not seem to be true assessments of what was learned; sometimes the student already knew everything that was taught in the course and still walks out with an A even though they may not have learned anything at all. On the other hand, just because students are misbehaved does not mean they are not learning.
Reflection: This chapter is very important for any teacher to read because the grading system is something that is generally misunderstood. Many grades that are given out in schools do not seem to be true assessments of what was learned; sometimes the student already knew everything that was taught in the course and still walks out with an A even though they may not have learned anything at all. On the other hand, just because students are misbehaved does not mean they are not learning.
MI 6
Abstract:
This chapter explained 40 instructional strategy examples for
incorporating the multiple intelligences in our classrooms. The author
tried to avoid the obvious examples and gave us five intriguing suggestions
for all 8 intelligences. All eight intelligences were equally represented,
offering good suggestions relatable to everyone’s weak areas.
Reflection:
While reading this we talked about our favorite examples, and chose one from all 8
to try implementing in our lessons. Some categories we had more than one. We all said which one was our hardest intelligence to incorporate and how each chart helped us. Lora also liked the idea of body answers, if students understand they touch their head, if they don’t understand they scratch their head, this can be done anonymously and could get a quick
judgment if there was clear in an explanation with out embarrassing students
who need us to repeat it.
This chapter explained 40 instructional strategy examples for
incorporating the multiple intelligences in our classrooms. The author
tried to avoid the obvious examples and gave us five intriguing suggestions
for all 8 intelligences. All eight intelligences were equally represented,
offering good suggestions relatable to everyone’s weak areas.
Reflection:
While reading this we talked about our favorite examples, and chose one from all 8
to try implementing in our lessons. Some categories we had more than one. We all said which one was our hardest intelligence to incorporate and how each chart helped us. Lora also liked the idea of body answers, if students understand they touch their head, if they don’t understand they scratch their head, this can be done anonymously and could get a quick
judgment if there was clear in an explanation with out embarrassing students
who need us to repeat it.
MI 14
This whole chapter deals with the possibility of a ninth intelligence, an existential intelligence. This intelligence is not wholly about religion or spirituality, but focuses more on the great questions of humanity, such as; “Why are we here?” and “From where did we come?”. This intelligence does not perfectly fit all of Gardner’s criteria for an intelligence, but it does raise questions about how as teachers who are confined with laws governing the separation of church and state we could integrate the existential intelligence into our classrooms. Different examples are given in different areas, suggesting that math could be taught from the angle of mystics like Pythagoras, or English could be taught focusing on the Bible or the works of Dante.
We felt that this should indeed be considered an intelligence. The only issue that it brings up is how to bring it into the classroom without preaching and without breaking laws of church and state separation. A Catholic family will not be thrilled if their child brings home an assignment asking, “Why are we here?” because to Catholics, this is written clearly in the Bible and is not to be questioned. We feel that this intelligence is not as valuable in the classroom as the other eight. Adam thinks that it would violate consciences.
We felt that this should indeed be considered an intelligence. The only issue that it brings up is how to bring it into the classroom without preaching and without breaking laws of church and state separation. A Catholic family will not be thrilled if their child brings home an assignment asking, “Why are we here?” because to Catholics, this is written clearly in the Bible and is not to be questioned. We feel that this intelligence is not as valuable in the classroom as the other eight. Adam thinks that it would violate consciences.
DI/UbD Chapter 10
Abstract: This chapter reviewed a lot of the book with a few concluding words. As teachers, we have a foundation to build our teaching strategies on.This chapter summarized the main points of the different chapters, such as "stick to the big ideas" and the various concepts that are the groundwork behind assessing.
Reflection: By learning the basics of differentiated instruction and using the multiple intelligence theory, the students will learn better. This is an important message to be able to pass on to other teachers.
Reflection: By learning the basics of differentiated instruction and using the multiple intelligence theory, the students will learn better. This is an important message to be able to pass on to other teachers.
Monday, October 15, 2007
Assess Ch. 6
Abstract:
“Every test question should be important enough to ask and clear enough to answer.” Teachers should create a variety or questions ranging from multiple choice and fill in the blank, to analogies and open-ended questions; mixing these ‘forced-choice’ questions with ‘constructive response’ questions is beneficial for seeing the big picture of students’ concept mastery. We are not designing the questions as trick questions; we want them to be clear and concise since we are checking for understanding and mastery, not clerical duties. Questions should not be designed for grading ease either, since students can pick up on patterns. Our questions needed to be directed for assessing what we want to assess.
Reflection:
We got some great tips from this chapter about making test questions. We’ve had experiences where we knew the answer to the question, but answered incorrectly due to tricky wording, and it can be frustrating. This chapter stresses how to make test questions, right to the point, fun, varied, and positive. Test taking is stressful enough, we don’t need to make it harder on our students by giving them boring, misleading questions that don’t prove any comprehension. We agreed with having easier questions in the front of the test and working towards the harder questions builds students’ confidence. Nothing is worse than getting stumped on the first question on the test.
“Every test question should be important enough to ask and clear enough to answer.” Teachers should create a variety or questions ranging from multiple choice and fill in the blank, to analogies and open-ended questions; mixing these ‘forced-choice’ questions with ‘constructive response’ questions is beneficial for seeing the big picture of students’ concept mastery. We are not designing the questions as trick questions; we want them to be clear and concise since we are checking for understanding and mastery, not clerical duties. Questions should not be designed for grading ease either, since students can pick up on patterns. Our questions needed to be directed for assessing what we want to assess.
Reflection:
We got some great tips from this chapter about making test questions. We’ve had experiences where we knew the answer to the question, but answered incorrectly due to tricky wording, and it can be frustrating. This chapter stresses how to make test questions, right to the point, fun, varied, and positive. Test taking is stressful enough, we don’t need to make it harder on our students by giving them boring, misleading questions that don’t prove any comprehension. We agreed with having easier questions in the front of the test and working towards the harder questions builds students’ confidence. Nothing is worse than getting stumped on the first question on the test.
Sunday, October 14, 2007
MI Chapt 8
Chapter 8 looks at MI and classroom management. One of the methods suggested for getting students attention is to use a different type of cue instead of trying to scream or yell to the students. Some of the examples were to use pictures, taped animal noises or to make certain gestures, or play a type of music. There alternate cues can also be used for transition times in the classroom. When managing behavior there is no one it all method. Teaching each student is different in this area and the teacher need to try different things from different MI;s until an effective method is found.
For the most part at the higher level students don't want to have a teacher focus on them in a negative way. If this occurs they want the attention off of them so they go back to work in hopes that the teacher will go away. When the time comes to take the next step we hadn't thought of doing it in a way that included different MI's. Instead of focusing on the negative the MI methods focus on channeling the energy so that the student can see what they are doing wrong and fix their behavior themselves.
For the most part at the higher level students don't want to have a teacher focus on them in a negative way. If this occurs they want the attention off of them so they go back to work in hopes that the teacher will go away. When the time comes to take the next step we hadn't thought of doing it in a way that included different MI's. Instead of focusing on the negative the MI methods focus on channeling the energy so that the student can see what they are doing wrong and fix their behavior themselves.
MI Chapt 13
This chapter takes a look at 3 different applications of MI theory. They are computer technology, cultural diversity and career counseling. Computer technology talks about using the computer for all types of MI’s and it gives a good list of them all. Cultural diversity talks about using different MI’s for different backgrounds. Each culture uses their MI’s in different ways and it gives examples for each. Career counseling takes the MI’s that students are good at and introduce an array of jobs that apply to each.
We decided that all of these would work, but don’t necessarily like career counseling. We thought that students should find out what they want to do themselves. We also don’t think that because you like to read you should be put on track to become a librarian or a writer. Students should make their own decisions.
We decided that all of these would work, but don’t necessarily like career counseling. We thought that students should find out what they want to do themselves. We also don’t think that because you like to read you should be put on track to become a librarian or a writer. Students should make their own decisions.
Monday, October 8, 2007
MI 12
Abstract: Chapter twelve looks at how MI can be used to increase memory capacity and association. By associating information with the child’s favorite MI they will be more likely to remember it and reinforce it later on. This chapter also looks at the varying strategies to use to help students with problem solving. It is important to take students out of their comfort zone and to challenge them and this can be easily done using different MI techniques. By taking the students out of their comfort zone it forces them to grow and expand their knowledge of the topic at hand. The chapter also looks at the inclusion of Bloom’s Taxonomy which provides a type of quality control to see how deeply students understand.
Reflection: This chapter was interesting to look at when trying to get students to remember things that have been taught in the classroom. It only makes sense to use something that they enjoy or relate to and to help them understand material. Many students fail to remember dates, formulas or historical figures but they can remember certain sports player’s stats and the dates that they achieved the stats. It is not that the student has does not have the capacity to remember information it is just that the information is not presented in an appealing way to them.
Reflection: This chapter was interesting to look at when trying to get students to remember things that have been taught in the classroom. It only makes sense to use something that they enjoy or relate to and to help them understand material. Many students fail to remember dates, formulas or historical figures but they can remember certain sports player’s stats and the dates that they achieved the stats. It is not that the student has does not have the capacity to remember information it is just that the information is not presented in an appealing way to them.
Tuesday, October 2, 2007
UbD/DI Chapter 10
Abstract:
This chapter was a summary of the book including when to try to use DI/UbD. There is no single best way to do it; perhaps the best way is to try different things and see what works best. It reminds teachers that there will be a learning curve and to not be afraid of it. The chapter focuses a lot on how to best integrate your style of teaching into your school. There are many texts and workshops that can be used to help aid continued learning on the topic and subject. Teachers should introduce the idea of UbD/DI to other teachers if they don't know about it.
Reflection:
It was nice to get ideas of incorporation. The most important part of this chapter was perhaps the idea that every should be tried three times. Sometimes teachers give up on something before they have tried it enough times. The best way to try to incorporate it is to try different ways and to see what works best.
This chapter was a summary of the book including when to try to use DI/UbD. There is no single best way to do it; perhaps the best way is to try different things and see what works best. It reminds teachers that there will be a learning curve and to not be afraid of it. The chapter focuses a lot on how to best integrate your style of teaching into your school. There are many texts and workshops that can be used to help aid continued learning on the topic and subject. Teachers should introduce the idea of UbD/DI to other teachers if they don't know about it.
Reflection:
It was nice to get ideas of incorporation. The most important part of this chapter was perhaps the idea that every should be tried three times. Sometimes teachers give up on something before they have tried it enough times. The best way to try to incorporate it is to try different ways and to see what works best.
Sunday, September 30, 2007
MI #7
Abstract: MI chapter seven looks at incorporating MI into the classroom environment. There are many different ways to do so including: the use of space, time, sequence, atmosphere, visuals, furniture and a few more. The chapter also discusses the use of MI activity centers in the form of designated areas around the classroom. There were several types of these activity centers that were permanent open ended centers and others that were temporary topic specific centers. The chapter also gave examples of these activity centers that could be used.
Reflection: This seems very well suited for the younger grades. Several of the problems that we discussed in group were the limited amount of space in the classroom along with the limited amount of time that is spent with the kids. WE also discussed using your time efficiently and reaching all of the MI in other ways that were more geared toward the content of the classroom. It would also be interesting to see if the kids went to the MI that they wanted to or if they just went along with their friends.
Reflection: This seems very well suited for the younger grades. Several of the problems that we discussed in group were the limited amount of space in the classroom along with the limited amount of time that is spent with the kids. WE also discussed using your time efficiently and reaching all of the MI in other ways that were more geared toward the content of the classroom. It would also be interesting to see if the kids went to the MI that they wanted to or if they just went along with their friends.
DI/UbD #6
Abstract: In order to be able to teach in an academically diverse classroom teachers need to be able to do several things. They need to be able to present the goals of learning in a way that the students can understand why they need to be able to know the material. Students need to learn the basics and apply them in a meaningful way. Teachers need to be able to recognize the balance between student understanding and guiding that understanding. Finally the students need to know the goals of a unit so that they can properly reach them. To achieve this teachers need to be able to use all of the tools they have and this chapter talks about using RAFT in the classroom as one of the tools that a teacher could use. Responsive teaching and differentiated instruction provides appropriate instruction and the required support for the students to succeed.
Reflection: This chapter provided good examples of responsive teaching that a teacher could use in the classroom. Responsive teaching is geared towards enabling the students to understand the material and not just to memorize it and regurgitate it for the test. This chapter also gave good ideas on teaching a unit such as RAFT. This method gets the students involved by giving them a role that deals with the unit.
Reflection: This chapter provided good examples of responsive teaching that a teacher could use in the classroom. Responsive teaching is geared towards enabling the students to understand the material and not just to memorize it and regurgitate it for the test. This chapter also gave good ideas on teaching a unit such as RAFT. This method gets the students involved by giving them a role that deals with the unit.
DI/ UbD Chapter 9
Abstract:
Together backward design and differentiation describe a comprehensive way of thinking about curriculum, assessment, and instruction from an understanding of effective teaching and learning. The chapter gave a review if a learning plan in which we begin with introductory essential questions and goals. This shows what is essential for the students to know and understand, as well as the evidence that will be used to prove their knowledge, and lastly, what is necessary for the students to do. By using differentiated instruction, planned assessments can be changed for students with out diverging from goals. As the unit progresses and students develop, teachers will be able to respond to students and tailor plans as needed.
Reflection:
It is hard to think that teachers would knowingly ignore students’ education needs. It is essential for us to teach with flexibility, if only a few students are learning the material and the rest are doing poorly, then we as teachers, need to look back at what we are doing and make changes. It doesn’t do the students any good to continue to teach the way we were. We don’t want to leave anyone behind and we should never give up on students. Differentiation may be time consuming but it is the teacher’s job to reach out to students.
Together backward design and differentiation describe a comprehensive way of thinking about curriculum, assessment, and instruction from an understanding of effective teaching and learning. The chapter gave a review if a learning plan in which we begin with introductory essential questions and goals. This shows what is essential for the students to know and understand, as well as the evidence that will be used to prove their knowledge, and lastly, what is necessary for the students to do. By using differentiated instruction, planned assessments can be changed for students with out diverging from goals. As the unit progresses and students develop, teachers will be able to respond to students and tailor plans as needed.
Reflection:
It is hard to think that teachers would knowingly ignore students’ education needs. It is essential for us to teach with flexibility, if only a few students are learning the material and the rest are doing poorly, then we as teachers, need to look back at what we are doing and make changes. It doesn’t do the students any good to continue to teach the way we were. We don’t want to leave anyone behind and we should never give up on students. Differentiation may be time consuming but it is the teacher’s job to reach out to students.
DI/ UbD Chapter 7
Abstract:
Chapter 7 looks at teaching for understanding in an academically diverse classroom. As teachers, it is important to focus on the big ideas. We can use our essential questions from stage 1 to help us distinguish between what must be known and what can be skimmed over in favor of the bigger picture. For students to understand the content, teachers need to uncover content, rather than cover it. Differentiated teachers use multiple approaches to do this, including the method acronym WHERETO.
Reflection:
Teachers can easily forget that the facets are tools and not the ends themselves. The use of the facets is responsive and allows teachers to see how students are doing. Each facet will have its own WHERETO lesson plan. By following its seven steps, we will be able to show our students what they will be learning and why they are learning it, and also create ways to make it interesting for them. By planning our unit efficiently and soundly, the unit will go more smoothly.
Chapter 7 looks at teaching for understanding in an academically diverse classroom. As teachers, it is important to focus on the big ideas. We can use our essential questions from stage 1 to help us distinguish between what must be known and what can be skimmed over in favor of the bigger picture. For students to understand the content, teachers need to uncover content, rather than cover it. Differentiated teachers use multiple approaches to do this, including the method acronym WHERETO.
Reflection:
Teachers can easily forget that the facets are tools and not the ends themselves. The use of the facets is responsive and allows teachers to see how students are doing. Each facet will have its own WHERETO lesson plan. By following its seven steps, we will be able to show our students what they will be learning and why they are learning it, and also create ways to make it interesting for them. By planning our unit efficiently and soundly, the unit will go more smoothly.
Thursday, September 27, 2007
MI Chapter 5
Abstract:
Chapter 5 of MI focused on not being like the "traditional teacher." The chapter focused on applying multiple intelligences to lesson plans and curriculum. MI theory contributes to a teacher's education process by suggesting that teachers expand the resources that they currently use and try to make every student as successful as possible. This is important for teachers to do, as it goes beyond the book and chalk board and brings the topics more to life. MI theory does not have to be rigid in its incorporation into lesson plans and can be applied in a number of ways.
Reflection:
The group that that incorporating MI for the sake of incorporating MI defeats its purpose. At the high school level, some of the suggestions provided were not appropriate. However, the chapter did offer several ideas that could possibly be used in our WHERETO's. Some of the MI's can be used in a simple lecture, where the teacher can use the visual, bodily, and nature analogies all in one.
Chapter 5 of MI focused on not being like the "traditional teacher." The chapter focused on applying multiple intelligences to lesson plans and curriculum. MI theory contributes to a teacher's education process by suggesting that teachers expand the resources that they currently use and try to make every student as successful as possible. This is important for teachers to do, as it goes beyond the book and chalk board and brings the topics more to life. MI theory does not have to be rigid in its incorporation into lesson plans and can be applied in a number of ways.
Reflection:
The group that that incorporating MI for the sake of incorporating MI defeats its purpose. At the high school level, some of the suggestions provided were not appropriate. However, the chapter did offer several ideas that could possibly be used in our WHERETO's. Some of the MI's can be used in a simple lecture, where the teacher can use the visual, bodily, and nature analogies all in one.
Tuesday, September 25, 2007
DI/UbD #5
Abstract: Chapter five focuses on considering what acceptable evidence of mastery is and what is not. To determine this the chapter looks at three types of assessment. The first type focuses on looking at the big picture and to view learning as a process because using one snapshot cannot truly capture the amount of knowledge gained. Teachers need to allow their students to demonstrate their knowledge in a number of ways with demonstrations, presentations, portfolios and journals. Not only do teachers need to stay away from using snapshots to assess students they need to make the assessment as close as possible to the standards and goals. To determine what an appropriate assessment would be is to use the GRASP acronym. Along with these things teachers need to provide feedback so that students can modify and grow from what the teacher said about their work.
Reflection: GRASP enables teachers to use real world situations which provides a connection and direction for students. It also answers the question of “Why do I need to learn this?”. It is interesting that teachers still want to do the “fun” activities in class even though they are not tied to any standards or goals. By using GRASP teachers are still able to make the “fun” assessments that are targeting goals and creating an authentic assessment at the same time. Feedback is also an area of teaching that is overlooked. Students need to have feedback on what they have done knowing what was satisfactory or unsatisfactory and most importantly why. Without feedback students don’t know why they are doing well or if they are how could they transfer this to other areas.
Reflection: GRASP enables teachers to use real world situations which provides a connection and direction for students. It also answers the question of “Why do I need to learn this?”. It is interesting that teachers still want to do the “fun” activities in class even though they are not tied to any standards or goals. By using GRASP teachers are still able to make the “fun” assessments that are targeting goals and creating an authentic assessment at the same time. Feedback is also an area of teaching that is overlooked. Students need to have feedback on what they have done knowing what was satisfactory or unsatisfactory and most importantly why. Without feedback students don’t know why they are doing well or if they are how could they transfer this to other areas.
Monday, September 24, 2007
MI Chapter 10
Abstract:
Authentic measurements allow students to show what they have learned in context by matching the environment that they will be expected to perform in. In other words, assessments need to be addressed accordingly to multiple intelligences. The most important prerequisite to assessment is observation of the students. The next most important aspect is documentation of the students competencies, which can include teacher notes and the students past works. For each assignment each of the eight MIs can be easily incorporated so that every student can operate in their most proficient MI. The MI theory supports the belief that students can show what they have learned in a certain subject in a variety of ways rather than just standardized testing.
Reflection:
If our students were to be assessed in only one way, what would be the point of teaching multiple ways to multiple intelligences? We will have students in our classrooms that simply can not perform well on tests, so it’s not fair to only give tests. It was interesting to see the variety of different ideas the book offered for mixing the different intelligences; offering a way for students to be exposed to more than one context in one assessment. The concept seems daunting at first, but after thinking and breaking down each goal it can be easily done, we just have to remember to keep the different assessments fair.
Authentic measurements allow students to show what they have learned in context by matching the environment that they will be expected to perform in. In other words, assessments need to be addressed accordingly to multiple intelligences. The most important prerequisite to assessment is observation of the students. The next most important aspect is documentation of the students competencies, which can include teacher notes and the students past works. For each assignment each of the eight MIs can be easily incorporated so that every student can operate in their most proficient MI. The MI theory supports the belief that students can show what they have learned in a certain subject in a variety of ways rather than just standardized testing.
Reflection:
If our students were to be assessed in only one way, what would be the point of teaching multiple ways to multiple intelligences? We will have students in our classrooms that simply can not perform well on tests, so it’s not fair to only give tests. It was interesting to see the variety of different ideas the book offered for mixing the different intelligences; offering a way for students to be exposed to more than one context in one assessment. The concept seems daunting at first, but after thinking and breaking down each goal it can be easily done, we just have to remember to keep the different assessments fair.
Assess Chapter 1
Abstract:
This chapter gave a basic overview of what differentiation is and why it is so important in the classroom. This chapter stresses that differentiation is not a crutch and it doesn't make things easier, but it is an essential tool that gives each and every student the proper amount of challenge based on each child's individual needs. An example used that truly drives this concept home was one about a student who needed glasses. Such a child would be allowed to wear those glasses to help them achieve, yet no one would ever say that letting the child wear his glasses would be allowing them the easy way out.
Reflection:
The glasses analogy really helped our group grasp how differentiation isn't unfair, it is evening out the playing field. We also all agreed that when we were in school we enjoyed differentiated classrooms much more than undifferentiated ones, and we learned more when we were set up against challenges that matched our own abilities.
This chapter gave a basic overview of what differentiation is and why it is so important in the classroom. This chapter stresses that differentiation is not a crutch and it doesn't make things easier, but it is an essential tool that gives each and every student the proper amount of challenge based on each child's individual needs. An example used that truly drives this concept home was one about a student who needed glasses. Such a child would be allowed to wear those glasses to help them achieve, yet no one would ever say that letting the child wear his glasses would be allowing them the easy way out.
Reflection:
The glasses analogy really helped our group grasp how differentiation isn't unfair, it is evening out the playing field. We also all agreed that when we were in school we enjoyed differentiated classrooms much more than undifferentiated ones, and we learned more when we were set up against challenges that matched our own abilities.
Assess Chapter 4
Abstract:
This chapter went over three different kinds of assessment: portfolios, rubrics and self-assessments. Portfolios are important to show longitudinal learning, basing grades on an entire unit of work instead of on a singular cumulative test. Rubrics are a simple way to make all of your expectations clear to your students. It is important to keep your descriptive terms in rubrics well written and parallel. Self assessment helps teachers better understand what students feel about their own learning and understandings. Having your students fill out a blank rubric of their own can be a form of self assessment that you can compare side by side with your own assessment.
Reflection:
We all completely agreed with the concept that a portfolio is a better judge of understanding than a singular test, and many in the group expressed desires to use portfolios in their own classrooms. We also felt that self assessment is an invaluable tool to understanding our students’ understandings in a way that supports and encourages growth and provides ample, relevant feedback.
This chapter went over three different kinds of assessment: portfolios, rubrics and self-assessments. Portfolios are important to show longitudinal learning, basing grades on an entire unit of work instead of on a singular cumulative test. Rubrics are a simple way to make all of your expectations clear to your students. It is important to keep your descriptive terms in rubrics well written and parallel. Self assessment helps teachers better understand what students feel about their own learning and understandings. Having your students fill out a blank rubric of their own can be a form of self assessment that you can compare side by side with your own assessment.
Reflection:
We all completely agreed with the concept that a portfolio is a better judge of understanding than a singular test, and many in the group expressed desires to use portfolios in their own classrooms. We also felt that self assessment is an invaluable tool to understanding our students’ understandings in a way that supports and encourages growth and provides ample, relevant feedback.
Sunday, September 23, 2007
Assess Chapt 5
Tiering is a way to keep everyone in your class learning at their pace. Before tiering, every student should start on the same level of proficiency. Once it is clear that some students need more help than others, tiering can be used. For early readiness students, you will want to give them less variables to decide from. This doesn’t mean give them less problems to make it easier, but rather bring it down to their level. For advanced readiness students make them dive deeper into the subject. For advanced learners, increasing complexity is an easy way to challenge them. This chapter gives many examples of how to do this. This chapter introduces learning menus and learning contracts. Learning contracts are a great resource because it shows the students what they are going to need to answer in advance. It is a great way for students to see what they have learned so far in a lesson. A learning menu is a way for students to see all of their options, but only choose a few that really interest them.
We think that learning menus and learning contracts will be great in our units because they are fun ways to show the students what they will be learning (contracts) and how they can show what they have learned (menus). Knowing that not everyone learns at the same pace is important because if you give everyone the same assignments every time, then the students who don’t learn as fast will get lost and left behind, while the students who learn at a faster pace will become bored and unmotivated. Tiering is important in the classroom because not everyone learns at the same pace or the same way. We want to be able to challenge the students that need to be challenged, but we don't want to overwhelm the students that aren't quite on that level.
We think that learning menus and learning contracts will be great in our units because they are fun ways to show the students what they will be learning (contracts) and how they can show what they have learned (menus). Knowing that not everyone learns at the same pace is important because if you give everyone the same assignments every time, then the students who don’t learn as fast will get lost and left behind, while the students who learn at a faster pace will become bored and unmotivated. Tiering is important in the classroom because not everyone learns at the same pace or the same way. We want to be able to challenge the students that need to be challenged, but we don't want to overwhelm the students that aren't quite on that level.
Assess Chapt 2
Chapter 2 deals with mastery, and how do we really know if our students understand what we are teaching them. We think the best example of this is the spelling example. A student may be able to spell all 10 words they were told to learn correctly, but that doesn’t mean they have mastered spelling. If they write papers and many words are spelled incorrectly then all the student has done is memorized a few chosen words. There are 3 different definitions of mastery, but the best and easiest one to use is the six facets, explanation, interpretation, application, perspective, empathy and self-knowledge. Using these 6 facets you can see in depth what your students know. This chapter also talks about deciding what is important to master. Do decide this there are many different people and items that you can consult from colleagues to curriculum's.
This chapter will help us in the classroom because we now know ways to see if our students are understanding what we am teaching them, and with the 6 facets we can see if they are picking up the important points that we are making in my lessons. With the facets we will know if some students are missing a piece which we will need to reiterate for them.
This chapter will help us in the classroom because we now know ways to see if our students are understanding what we am teaching them, and with the 6 facets we can see if they are picking up the important points that we are making in my lessons. With the facets we will know if some students are missing a piece which we will need to reiterate for them.
Friday, September 21, 2007
Assess Chapter 3
Abstract:
Chapter 3 of the book Fair Isn't Always Equal: Assessing & Grading in the Differentiated Classroom focuses on the different use of different assessments in a differentiated classroom. The end result of any lesson should focus on the students knowing, understanding and being able to do (KUD). If teachers give the students their goals, the students will understand how what they are learning is relevant. Throughout the lessons, multiple authentic assessments should occur, beginning with pre-assessments to indicate readiness, formative assesments to direct teaching and summative assessments to reflect upon the essentials.
Reflection:
The chapter gave a very good idea of how and when to use certain assessments. Assessments should not be based on one test; this idea follows what we are currently doing in class. Feedback is a very important component because it helps the student understand where they are going.
Chapter 3 of the book Fair Isn't Always Equal: Assessing & Grading in the Differentiated Classroom focuses on the different use of different assessments in a differentiated classroom. The end result of any lesson should focus on the students knowing, understanding and being able to do (KUD). If teachers give the students their goals, the students will understand how what they are learning is relevant. Throughout the lessons, multiple authentic assessments should occur, beginning with pre-assessments to indicate readiness, formative assesments to direct teaching and summative assessments to reflect upon the essentials.
Reflection:
The chapter gave a very good idea of how and when to use certain assessments. Assessments should not be based on one test; this idea follows what we are currently doing in class. Feedback is a very important component because it helps the student understand where they are going.
Wednesday, September 19, 2007
DI/ UbD Chapter 3
Abstract:
Recently content standards have been established across America to guide teaching and curriculum; however there are several problem areas that arise from these standards. Too often, there is too much content to cover in not enough time. Content overload forces teachers recognize what is essential and enduring for the students. Backwards planning helps a teacher avoid lessons that fail to make any progress, or that do nothing but throw facts at a student, by implementing the following three steps: 1. Identify your desired results, 2. Determine acceptable evidence of understanding, and 3. Plan learning experiences and instruction. This design gives teachers a method to go from point A, the standards, to point B, the lessons, while still allowing for flexibly for the needs of all the students.
Reflection:
We will be using the backwards design method repeatedly throughout our practicum block. Learning this method now, and mastering it, will make it easier to plan lessons in the future by helping us understand where we are going with our lessons and how we are going to get there. Backward planning has a logical sequence and guide for planning the units, while maintaining a flexibility that allows for students’ individuality. With the backwards approach the greatest challenge will not be the planning of the lessons, but more of the actual teaching of them, which is where the challenge should reside.
Recently content standards have been established across America to guide teaching and curriculum; however there are several problem areas that arise from these standards. Too often, there is too much content to cover in not enough time. Content overload forces teachers recognize what is essential and enduring for the students. Backwards planning helps a teacher avoid lessons that fail to make any progress, or that do nothing but throw facts at a student, by implementing the following three steps: 1. Identify your desired results, 2. Determine acceptable evidence of understanding, and 3. Plan learning experiences and instruction. This design gives teachers a method to go from point A, the standards, to point B, the lessons, while still allowing for flexibly for the needs of all the students.
Reflection:
We will be using the backwards design method repeatedly throughout our practicum block. Learning this method now, and mastering it, will make it easier to plan lessons in the future by helping us understand where we are going with our lessons and how we are going to get there. Backward planning has a logical sequence and guide for planning the units, while maintaining a flexibility that allows for students’ individuality. With the backwards approach the greatest challenge will not be the planning of the lessons, but more of the actual teaching of them, which is where the challenge should reside.
MI #4
Abstract:Teaching MI in the classroom is easy and can be accomplished at any level of education. If MI is being taught to a younger audience then it is important to use age appropriate terms such as “word smart” instead of linguistic. Not only is teaching MI but it is also beneficial to the student and the teacher because it may give students insights into their own learning and it will give insights to the teacher on how to better reach struggling students. Going along with the MI theory there are many ways to introduce MI ranging from field trips, having special guests come in, making displays to put up on the walls to playing board games. It is very important that teachers do not emphasize one MI over another and that they are all equally important.
Reflection: It is important to teach students about the way they learn. It also helps them recognize where their weak areas are and may give them motivation to improve on them. Not only is this beneficial to the student to know about their own learning but it also a useful the student’s MI. By exposing children at a young age to MI theory we arm them with useful tools on how they learn
Reflection: It is important to teach students about the way they learn. It also helps them recognize where their weak areas are and may give them motivation to improve on them. Not only is this beneficial to the student to know about their own learning but it also a useful the student’s MI. By exposing children at a young age to MI theory we arm them with useful tools on how they learn
Monday, September 17, 2007
MI 3
Abstract:
This chapter focuses on how to learn which of the eight intelligences your students show strengths in. Although anyone can develop all eight of the intelligences nearly to mastery, students will naturally excel in certain ones. One of the most interesting ways to help you discover the intelligences of your students is to pay close attention to how they choose to misbehave in class. You can also look through students' files to see which classes they excelled in and which ones in which they preformed poorly, and you can talk to their past teachers and parents as well. Talking with the student themselves is also a valuable insight, as is keeping a record of thoughts on each child to remind yourself of their strengths and weaknesses.
Reflection:
Our group agreed that keeping an observation journal would be an invaluable teaching tool. Almost all of us mentioned that when we become teachers that this is a habit we hope to get into, because it will help us not only with identifying a student's intelligence but also might remind us of other things vital to their learning and personal preferences. We also expressed agreement about the importance of using different teaching methods based on our findings in the classroom every day.
This chapter focuses on how to learn which of the eight intelligences your students show strengths in. Although anyone can develop all eight of the intelligences nearly to mastery, students will naturally excel in certain ones. One of the most interesting ways to help you discover the intelligences of your students is to pay close attention to how they choose to misbehave in class. You can also look through students' files to see which classes they excelled in and which ones in which they preformed poorly, and you can talk to their past teachers and parents as well. Talking with the student themselves is also a valuable insight, as is keeping a record of thoughts on each child to remind yourself of their strengths and weaknesses.
Reflection:
Our group agreed that keeping an observation journal would be an invaluable teaching tool. Almost all of us mentioned that when we become teachers that this is a habit we hope to get into, because it will help us not only with identifying a student's intelligence but also might remind us of other things vital to their learning and personal preferences. We also expressed agreement about the importance of using different teaching methods based on our findings in the classroom every day.
Saturday, September 15, 2007
MI Chapter 1 Synthesis
Chapter one focuses on the eight multiple intelligences that were developed by Howard Gardener. The theory of multiple intelligences is a theory of cognitive functioning. These multiple intelligences include Linguistic, Logical/ Mathematical, Spatial, Bodily/ Kinesthetic, Musical, Interpersonal, Intrapersonal and Naturalist. Gardner thought that intelligence was too narrowly defined and had more to do with solving problems then with doing isolated tasks. Each of the multiple intelligences had certain criteria that they had to pass in order to be distinguished from simple tasks and can be tested independently. It was also observed that patients who had areas of the brain that were damaged had selectively impaired intelligences suggesting that each intelligence is located in a different area of the brain. Virtually anyone has the ability to develop all eight areas to a high level if the appropriate resources are available. Even though each intelligence can be tested for independently they are used together in complex ways in everyday life. These intelligences develop and peak differently for each individual. Unlike other cognitive models that deal with process, the multiple intelligence theory is geared on how people use their intelligences on the contents of the world.
Knowing how to utilize and how to incorporate all eight intelligences in the class will help the teacher engage all students. It is very important for the teacher to get an assessment of the classes multiple intelligences so that they know where the strengths and weaknesses are for not only each student but for the class as a whole. By becoming aware of the different learning styles the teacher can become more accommodating to the individuality and the diversity of the classroom. By knowing these eight and how students understand concepts through them helps the teacher know ways on how to get the student over difficult aspects of a lesson. On the other side the teacher also knows what areas to expect problems from when the students get to one of the eight areas. After witnessing in class the ease of incorporating all eight into a single lesson there is no reason why a teacher could not hit all eight intelligences in one period regardless of what subject is being taught.
Knowing how to utilize and how to incorporate all eight intelligences in the class will help the teacher engage all students. It is very important for the teacher to get an assessment of the classes multiple intelligences so that they know where the strengths and weaknesses are for not only each student but for the class as a whole. By becoming aware of the different learning styles the teacher can become more accommodating to the individuality and the diversity of the classroom. By knowing these eight and how students understand concepts through them helps the teacher know ways on how to get the student over difficult aspects of a lesson. On the other side the teacher also knows what areas to expect problems from when the students get to one of the eight areas. After witnessing in class the ease of incorporating all eight into a single lesson there is no reason why a teacher could not hit all eight intelligences in one period regardless of what subject is being taught.
Friday, September 14, 2007
DI/UbD Chapter 4
Abstract:
Chapter four of DI/UbD focused on how teachers can make their students successful. Teachers are a catalyst for powerful learning and students with the proper guidance can become skilled and committed to the process of learning. When trying to compile a curriculum, it is important to understand what really matters in each discipline so that we can teach it in a way the students understand rather than trying to cover too many different areas while not going very deep into any. The chapter presented nine different skills and attitudes that should be practiced by a successful teacher, including: establishing clarity, accepting responsibility for learner success, developing respect, building awareness, setting up routines, helping students achieve, developing flexibility, expanding instructional strategies and reflecting on progress. The better we are at addressing these points, the better we will be as teachers and the better our students will be as learners.
Reflection:
This chapter was very useful in presenting information on how teachers can become proactive toward learner success; the skill presented will be essential to think about in the classroom. With all of the knowledge on the different subject areas, it is important for the teacher to guide the student into what is important and essential for them to learn. If a student is not growing than the teacher is not effectively teaching that student. As a teacher, it should be our goal to live out the essential elements better today than yesterday. “There’s no such thing as the perfect lesson, the perfect day…or even the perfect teacher. For teachers and students alike, the goal is not perfection but persistence in the pursuit of understanding important things” (56).Thursday, September 13, 2007
Multiple Intelligence Chapt 2
In this chapter, we all agreed that the most important parts were that we as teachers may be stronger in some area’s of intelligence, but we need to be at least adequate in all eight. The book states that everyone has the ability to become a master in each, unless there is a type of brain damage. To get better at each, this chapter suggests that you ask a colleague or even a student. This would be another way for the teacher to get the students involved. This chapter stresses that it is important to know your own personal intelligence before trying to teach. It is also even more important to know how well your students are in each type of intelligence to teach in a way they will learn the best, or help them learn in other ways. Helping your students with an intelligence that they lack in will help them become better learners. Another large part to this chapter is explaining what crystallizing and paralyzing experiences are. Crystallizing experiences are ones of which the people in our lives, the places we live and the access we have to resources affects our lives and our intelligence in a positive way. A paralyzing experience is the exact opposite. This is when all of these factors have a negative influence on our lives and intelligence.
One thing that we all noticed was that once we know which way we like to learn, we need to make sure that we do not depend on that learning style because there will be many students who don’t feel comfortable learning in that way. Another thing that we found was important was to promote and encourage students. A paralyzing experience can damage the way a student learns for the rest of their lives.
One thing that we all noticed was that once we know which way we like to learn, we need to make sure that we do not depend on that learning style because there will be many students who don’t feel comfortable learning in that way. Another thing that we found was important was to promote and encourage students. A paralyzing experience can damage the way a student learns for the rest of their lives.
Chapter 1 DI/UbD
Abstract:
Chapter one of Integrating Differentiated Instruction and Understanding by Design by Carol Ann Tomlinson and Jay McTighe introduced the importance of thinking about how curriculum relates to whom and how we teach. Understanding by design focuses on what we teach and how we teach whereas differentiated design deals with where and whom we teach. The chapter presents elements that help to deepen the student’s understanding of the subject material as well as being sure that comprehension took place, such as allowing for student variance, assessing progress throughout the project, allowing for creativity and teaching to each individual’s needs. As a teacher, it is important to think about the student as well as the student’s learning environment and what they previously know on the topic and to give your students the opportunity to think in different complex ways. By doing this, teachers can promote stronger learner understanding.
Reflection:
The information presented in this chapter to help future teachers realized the differences that will be in their student base, which will affect many things. It shows that the teachers who put in the most work and think about each and every little aspect of the disciplines are the most effective. Teachers need to make sure that everyone feels involved and try to incorporate different aspects of each learning style into lesson plans. If the students are struggling with the teacher’s goals, the teacher should focus on the fundamentals so that the students can see the bigger picture.
DI/ UbD Chapter 2
Abstract:
First and foremost, a teacher has to be responsive to their students since numerous complexities in each student’s life impact his or her learning. Consecutively, students respect and trust adults who respect, accept, and value them as individuals. Learning the backgrounds and profiles of students, including their interests, creates opportunities for responsive teaching. It is most logical to come up with singular lesson plans that reach many students at the same time. Meeting the curriculum, while having the students truly understand the material in their own ways, is the main goal behind responsive teaching.
Reflection:
As educators, we feel that striving to understand students and seeking ways to improve their learning is important. If you challenge a student, they will have to work harder to find the answers and feel better about their learning when they do. In order to challenge them to the right level we first have to understand that not all students are the same, nor learn in same ways. Nevertheless, we should not treat any one student differently from another based on their learning needs. Getting to know your students personally will help you respond to their own individual needs accurately with fair intentions.
First and foremost, a teacher has to be responsive to their students since numerous complexities in each student’s life impact his or her learning. Consecutively, students respect and trust adults who respect, accept, and value them as individuals. Learning the backgrounds and profiles of students, including their interests, creates opportunities for responsive teaching. It is most logical to come up with singular lesson plans that reach many students at the same time. Meeting the curriculum, while having the students truly understand the material in their own ways, is the main goal behind responsive teaching.
Reflection:
As educators, we feel that striving to understand students and seeking ways to improve their learning is important. If you challenge a student, they will have to work harder to find the answers and feel better about their learning when they do. In order to challenge them to the right level we first have to understand that not all students are the same, nor learn in same ways. Nevertheless, we should not treat any one student differently from another based on their learning needs. Getting to know your students personally will help you respond to their own individual needs accurately with fair intentions.
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