Abstract:
A global issue for educators is the problem of too much content and not enough time. This chapter addresses this issue with the idea of backward design in curriculum development. Recent changes have been made towards state and national standards in an attempt to address the “information overload” problem, however in some subject areas the standards may have made the issue worse. Research performed by Marzano/Kendall (1998) found that to give appropriate time (30 minutes) to every content standard would require another 9 years of school to cover them all. The adaptable ‘big ideas’ and essential questions provide a focusing lens to help address specific content standards.
‘The most effective people in various fields are goal oriented and plan with the goal in mind (Seven Habits of Highly Successful People)’. The backward planning design takes this idea and runs with it. Starting with identifying desired results (stage 1) we focus on what we want students to know, understand, and be able to do using essential questions as guides. Next, we determine acceptable evidence (stage 2) or assessments to indicate level of absorption of the new information. Lastly, we plan the learning experiences and instruction (stage 3) keeping the above goals and focus in mind. By using this model, we help to avoid two common mistakes of teaching for participation (but lacking in substance) or teaching for coverage (but lacking in understanding).
To help curriculum designers get into the swing of the backward design model the creators (McTighe & Wiggins) created the planning template that breaks down all the stages into very focusable mayhem to help keep the end goals in mind.
By having the planning template we are not only able to create effective content covering lesson plans, but also add multiple levels to aid in differentiation. Allowing multiple avenues of assessment and benchmarks to show content understanding allows students who have limitations in one area, use another avenue to show they comprehend the topic.
How did I connect with the reading, reflection on my thoughts on the chapter?
I found that this chapter added a great deal of depth to what the backward planning model is and why it is so useful in creating effective curriculum. When I first heard about the backward planning model, I thought that it was a lot of unnecessary work thrust upon new teachers in an attempt to swing away from the one intelligence idea of presenting. By having so many facets in each lesson and unit, it ensures that a teacher is varied in their presentation of the content.
After reading this chapter, I no longer think that it is unnecessary or long winded, rather it is a strong and adaptable tool to help teachers to not fall into old habits that hurt not only the content but the students understanding as well. It is still difficult to imagine the amount of work required to complete just one unit using this model, but I think like any other task, that it becomes more commonplace and easier with practice.
Wednesday, October 10, 2007
Tuesday, October 9, 2007
Ch 4 - Teaching Students About MI Theory
Abstract:
A unique aspect of MI theory is that students as young as six or seven years old can understand the main ideas. In a few minutes, young and old alike can understand and use the MI theory in various aspects of their lives. The most direct way to introduce MI theory is not through activities or any other common teaching tool, but to simply explain it to them.
A common visual aid is the “MI Pie Chart” or a circle drawn on the board and divided into 8 pieces. Then fill in the pieces of the pie with simple vocabulary, for example instead of ‘Linguistic intelligence’, which is a mouthful, use word smart. To reinforce it for the spatially inclined students, draw a simple picture to illustrate the pie piece.
Inclusion is a common teaching tool to help students participate in various aspects of any lesson plan. When presenting the MI Pie ask open ended, developmentally appropriate, and simple questions to include as many students as possible. By using simple vocabulary and giving an example of a prodigy or highly skilled person the students will be able to better absorb the aspects that the intelligences represent.
Linguistic – Word smart (Authors)
Logical-mathematical – Number smart (Famous Scientists)
Spatial – Picture smart (Illustrators)
Bodily-Kinesthetic – Body smart (Star Athletes)
Musical – Music smart (Famous Rock Stars)
Interpersonal – People smart (TV Talk Show Host)
Intrapersonal – Self smart (Famous Entrepreneurs)
Naturalist – Nature smart (Animal Experts)
Some of the various ways to emphasize the Mi theory throughout the school year are having a career day and establishing the intelligences each professional uses on a daily basis, learning biographies of historical prodigies in one of the intelligences (like Mozart for musical), taking field trips to locations that emphasize an intelligence, tailor your lesson plans to take advantage of the various intelligences, use wall displays or posters to emphasize and reinforce the intelligences, and for older students you can assign readings/reports to help the students deepen their understandings of MI Theory.
How did I connect with the reading, reflection on my thoughts on the chapter?
This chapter had a good deal of ideas on how to talk to student about MI theory in words that they would understand like “word smart” and “math smart”. The many ideas that each chapter has represented allows us to learn more about the plethora of ways we can use MI theory in all aspects of the teaching profession. From using it to create a multifaceted lesson plan to having various activities throughout the week to vary to the MI of our students, we can really become better educators by simply taking the time to go through the checklist of multiple intelligences and ensuring that we do everything we can to at least touch on each one. The variety of ideas that the author suggested helped to spark some ideas of my own.
A unique aspect of MI theory is that students as young as six or seven years old can understand the main ideas. In a few minutes, young and old alike can understand and use the MI theory in various aspects of their lives. The most direct way to introduce MI theory is not through activities or any other common teaching tool, but to simply explain it to them.
A common visual aid is the “MI Pie Chart” or a circle drawn on the board and divided into 8 pieces. Then fill in the pieces of the pie with simple vocabulary, for example instead of ‘Linguistic intelligence’, which is a mouthful, use word smart. To reinforce it for the spatially inclined students, draw a simple picture to illustrate the pie piece.
Inclusion is a common teaching tool to help students participate in various aspects of any lesson plan. When presenting the MI Pie ask open ended, developmentally appropriate, and simple questions to include as many students as possible. By using simple vocabulary and giving an example of a prodigy or highly skilled person the students will be able to better absorb the aspects that the intelligences represent.
Linguistic – Word smart (Authors)
Logical-mathematical – Number smart (Famous Scientists)
Spatial – Picture smart (Illustrators)
Bodily-Kinesthetic – Body smart (Star Athletes)
Musical – Music smart (Famous Rock Stars)
Interpersonal – People smart (TV Talk Show Host)
Intrapersonal – Self smart (Famous Entrepreneurs)
Naturalist – Nature smart (Animal Experts)
Some of the various ways to emphasize the Mi theory throughout the school year are having a career day and establishing the intelligences each professional uses on a daily basis, learning biographies of historical prodigies in one of the intelligences (like Mozart for musical), taking field trips to locations that emphasize an intelligence, tailor your lesson plans to take advantage of the various intelligences, use wall displays or posters to emphasize and reinforce the intelligences, and for older students you can assign readings/reports to help the students deepen their understandings of MI Theory.
How did I connect with the reading, reflection on my thoughts on the chapter?
This chapter had a good deal of ideas on how to talk to student about MI theory in words that they would understand like “word smart” and “math smart”. The many ideas that each chapter has represented allows us to learn more about the plethora of ways we can use MI theory in all aspects of the teaching profession. From using it to create a multifaceted lesson plan to having various activities throughout the week to vary to the MI of our students, we can really become better educators by simply taking the time to go through the checklist of multiple intelligences and ensuring that we do everything we can to at least touch on each one. The variety of ideas that the author suggested helped to spark some ideas of my own.
Ch 3 - Describing Intelligences in Students
Abstract:
As an educator, there is a responsibility to help all students learn and learn effectively; to that end, helping the student to recognize their best learning styles both as a student and in their life. First, helping the student to recognize the specific intelligences that they show an aptitude in will help them to have more confidence and to begin to recognize the aspects of those intelligences in their daily life. Second, helping the student to recognize which intelligence is the best avenue by which they learn.
The most useful tool for determining a student’s multiple intelligences is observation. When observing the student, pay special attention to their misbehavior; for example, the linguistic student will often talk out of turn; the bodily-kinesthetic student will not be able to sit still for long, and so on. Another time to study the student is to see how they spend their “free time” during school, perhaps during recess the student prefers to read a book (linguistic), gossip with friends (interpersonal), or playing sports (bodily-kinesthetic).
There are multiple other opportunities to discover students’ intelligences:
Collect Documents - photos, sketches, recordings, or videos.
Look at School Records (the students grades over the years – what are the students strongest subjects?) some examples of items to look for:
Linguistic – reading tests
Logical-Mathematical – Math achievement tests
Spatial – art achievement tests
Bodily-Kinesthetic – the president’s physical fitness test
Musical – music grades/proficiencies
Interpersonal – social maturity scales
Intrapersonal – self-concept assessments
Naturalist – tests that include plants/animals
Talk with Other Teachers – What have their observations concluded?
Talk with Parents – Have they noticed strengths in certain intelligences over others?
Ask Students – Where do they feel their inclination lies?
Set up Special Activities – When teaching to the multiple intelligences, which intelligence is best perceived by the student?
How did I connect with the reading, reflection on my thoughts on the chapter?
I felt that this chapter gave a lot of wonderful ideas on how to locate the various strengths within our students, including making the student an active participant in their own learning and observations. Students are the best resource for their own lives and will have the most information on how they learn and what they prefer to do. Too often students are ignored or just not treated as the bright individual they are. Although from what I have seen and experienced, I think it would be extremely difficult for many teachers (especially those in an urban setting) to implement the various tools and tasks set forth in this chapter. I have seen that it is all the teacher can do to get through the regular curriculum at a broad level or instruction to try to reach as many students as they can. However, I think that resource specialists or education techs would be able to implement these ideas and observations to a much higher degree and success due to the smaller student to staff ratio.
Friday, October 5, 2007
Ch 2 - MI and Personal Development
Abstract:
A vital part of understanding and using the MI theory in your classroom is to understand how the intelligences affect you both as a person and as an educator, and to seek ways to develop them to our true potential. There are several types of resources open to educators from drawing on colleagues’ expertise to using available technology. By drawing on the resources available, educators can make the most improvement and understanding of the MI Theory. Gardner states that “most people can develop all their intelligences to a relatively competent level of mastery”. There are three main factors that can either help or hinder the development of intelligence:
1. Biological Endowment or injuries to the brain either before or during birth, or during life.
2. Personal Life History or friends and family that either helps or hinders the development
of strengths.
3. Cultural and Historical Background or the time and place where you are born and grow up
can have an impact on acceptance of strengths.
For example, Mozart was able to greatly develop his skill at composing due to a natural predisposition (1), born to musical parents (2), and born at a time in Europe when the arts were flourishing (3). Had some of these factors been different, Mozart may have never developed his genius.
These can also be situational in the form of activators and deactivators of intelligences. Crystallizing experiences or encouraging experiences can aid the development of various intelligences, whereas paralyzing experiences are very discouraging to the positive development of intelligence. The following is the breakdown of crystallizing and paralyzing experiences, which have either positive or negative outcomes:
1. Access to Resources or Mentors
2. Historical-Cultural Factors
3. Geographic Factors
4. Familial Factors
5. Situational Factors
The MI theory offers educators a way to critique how their own intelligences affects their skill as educators.
How did I connect with the reading, reflection on my thoughts on the chapter?
This was a fairly short chapter compared to some of the previous reading this semester. Although it was short work in length, there was a great deal of information presented that may have been difficult to understand were it not for the excellent analogies provided by the author. The various references to Mozart as well as other savants/prodigies has made the differentiation in the influences to the development of intelligences much easier to understand. I look forward to learning more about the depth of these intelligences and how I can positively influence those I work with.
Ch 1 - The Foundations of the Theory of Multiple Intelligences
Abstract:
We begin with the history of intelligence testing, In 1904 Paris’s Minister of Public Instruction charged French Psychologist Alfred Binet and his colleagues with developing a way to determine which primary grade students were at risk of failure and may need remedial attention. These went on to become the first intelligence or “IQ” tests.
Eighty years later a Harvard Psychologist Howard Gardner suggested that intelligence has more to do with the ability to solve problems and fashion products.
Gardiner initially found seven separate intelligences: Linguistic, Logical-Mathematical, Spatial, Bodily-Kinesthetic, Musical, Interpersonal, and Intrapersonal. Gardner went on to add an eighth intelligence, Naturalist, after finding that it fit the eight criteria described below.
There are eight basic “tests” that the intelligences passed to be considered full-fledged intelligences. These factors include potential isolation by brain damage, the existence of savants or prodigies, and an evolutionary history/plausibility just to name a few. Some key points to mention regarding the multiple intelligences theory:
1. Each person possesses all eight intelligences.
2. Most people can develop each of the intelligences to an adequate level of competency.
3. Intelligences usually work together in complex ways.
4. There are many ways to be intelligent within each category.
There may be more intelligences that have yet to pass all the tests to be put on the pedestal of intelligences. However, by having these tests to pass, Gardner has allowed for the expansion of the MI theory.
How did I connect with the reading, reflection on my thoughts on the chapter?
The multiple intelligences are very interesting reading. It was surprising to realize how recent the development of intelligence tests was. However, it was not surprising to learn that the MI theory was only 20 years ago. I feel that many disciplines take the old ideas as law instead of challenging the things we have always known and believed. As I was reading this chapter, I began to figure out where I fit in as an individual. As an educator I do not know where I fit or how to find it. I am assuming that I will learn more about that aspect of the MI theory later on in this book.
We begin with the history of intelligence testing, In 1904 Paris’s Minister of Public Instruction charged French Psychologist Alfred Binet and his colleagues with developing a way to determine which primary grade students were at risk of failure and may need remedial attention. These went on to become the first intelligence or “IQ” tests.
Eighty years later a Harvard Psychologist Howard Gardner suggested that intelligence has more to do with the ability to solve problems and fashion products.
Gardiner initially found seven separate intelligences: Linguistic, Logical-Mathematical, Spatial, Bodily-Kinesthetic, Musical, Interpersonal, and Intrapersonal. Gardner went on to add an eighth intelligence, Naturalist, after finding that it fit the eight criteria described below.
There are eight basic “tests” that the intelligences passed to be considered full-fledged intelligences. These factors include potential isolation by brain damage, the existence of savants or prodigies, and an evolutionary history/plausibility just to name a few. Some key points to mention regarding the multiple intelligences theory:
1. Each person possesses all eight intelligences.
2. Most people can develop each of the intelligences to an adequate level of competency.
3. Intelligences usually work together in complex ways.
4. There are many ways to be intelligent within each category.
There may be more intelligences that have yet to pass all the tests to be put on the pedestal of intelligences. However, by having these tests to pass, Gardner has allowed for the expansion of the MI theory.
How did I connect with the reading, reflection on my thoughts on the chapter?
The multiple intelligences are very interesting reading. It was surprising to realize how recent the development of intelligence tests was. However, it was not surprising to learn that the MI theory was only 20 years ago. I feel that many disciplines take the old ideas as law instead of challenging the things we have always known and believed. As I was reading this chapter, I began to figure out where I fit in as an individual. As an educator I do not know where I fit or how to find it. I am assuming that I will learn more about that aspect of the MI theory later on in this book.
Thursday, October 4, 2007
Ch 2 - What Really Matters In Teaching? (The Students)
Abstract:
The primary concern of the effective teacher is adjusting curriculum to fit the learner. “What we want students to know, to understand, and be able to do?” is the question the teacher must ask themselves constantly. How can we adapt the subject matter to ensure that each learner grasps the main ideas or is challenged appropriately? We as people are as varied and unique as our fingerprints, and just as extensive in detail. In some respects most students are similar, many are looking to define themselves and their lives; they are trying to find their identity, their purpose, and their place in the universe.
Responsive teaching is the ability to augment understanding of the subject matter and how it is perceived while adapting methods to maximize comprehension. When adapting the classroom environment it is important to attend to the teacher-student relationships, the learning environment, student’s backgrounds, student readiness, student interest, and student learning profiles. By recognizing the various aspects of the learning environment that have an impact on how well the content can be absorbed, the teacher will be able to maximize the potential for learning.
“Differentiation does not advocate individualization” is a vital distinction to note here. To help prevent individualization from occurring; the teacher can try a variety of tools, which include but are not limited to: allow working alone or with peers, using clear rubrics that coach for quality, and incorporate small-group teaching into daily or weekly teaching.
The best teachers never stop being students. The most responsive teachers are constantly studying their subject area to maintain proficiency, observing their students to find strengths and weaknesses, and continually question their lesson plans and curriculum to ensure adaptability.
How did I connect with the reading, reflection on my thoughts on the chapter?
This chapter emphasized the learner and the wide variety of influences there are on the students learning environment. As a current student I found it refreshing to know I am not alone in the feeling that sometimes a class does not fit me at all and even though the subject is not too hard for me, I have difficulty learning in the environment. As a future educator I believe it is important to never forget that we are all students of the world first and foremost. I truly believe the final paraphrased statement of the abstract:
“The best teachers never stop being students. The most responsive teachers are constantly studying their subject area to maintain proficiency, observing their students to find strengths and weaknesses, and continually question their lesson plans and curriculum to ensure adaptability.”
The value of an adaptable curriculum is priceless. The teacher has so much stress and mountains of duties already that sometimes adapting a curriculum constantly may be very daunting. However, if you make various tools available as well as the varied levels when creating the curriculum the likelihood that the teacher will be able to adapt is much higher.
The primary concern of the effective teacher is adjusting curriculum to fit the learner. “What we want students to know, to understand, and be able to do?” is the question the teacher must ask themselves constantly. How can we adapt the subject matter to ensure that each learner grasps the main ideas or is challenged appropriately? We as people are as varied and unique as our fingerprints, and just as extensive in detail. In some respects most students are similar, many are looking to define themselves and their lives; they are trying to find their identity, their purpose, and their place in the universe.
Responsive teaching is the ability to augment understanding of the subject matter and how it is perceived while adapting methods to maximize comprehension. When adapting the classroom environment it is important to attend to the teacher-student relationships, the learning environment, student’s backgrounds, student readiness, student interest, and student learning profiles. By recognizing the various aspects of the learning environment that have an impact on how well the content can be absorbed, the teacher will be able to maximize the potential for learning.
“Differentiation does not advocate individualization” is a vital distinction to note here. To help prevent individualization from occurring; the teacher can try a variety of tools, which include but are not limited to: allow working alone or with peers, using clear rubrics that coach for quality, and incorporate small-group teaching into daily or weekly teaching.
The best teachers never stop being students. The most responsive teachers are constantly studying their subject area to maintain proficiency, observing their students to find strengths and weaknesses, and continually question their lesson plans and curriculum to ensure adaptability.
How did I connect with the reading, reflection on my thoughts on the chapter?
This chapter emphasized the learner and the wide variety of influences there are on the students learning environment. As a current student I found it refreshing to know I am not alone in the feeling that sometimes a class does not fit me at all and even though the subject is not too hard for me, I have difficulty learning in the environment. As a future educator I believe it is important to never forget that we are all students of the world first and foremost. I truly believe the final paraphrased statement of the abstract:
“The best teachers never stop being students. The most responsive teachers are constantly studying their subject area to maintain proficiency, observing their students to find strengths and weaknesses, and continually question their lesson plans and curriculum to ensure adaptability.”
The value of an adaptable curriculum is priceless. The teacher has so much stress and mountains of duties already that sometimes adapting a curriculum constantly may be very daunting. However, if you make various tools available as well as the varied levels when creating the curriculum the likelihood that the teacher will be able to adapt is much higher.
Ch 1 - UBD and DI: An Essential Partnership
Abstract:
There are multiple important aspects to being an educator. It is much more than knowing how to teach or knowing the content area. The best curriculum in the universe would not matter if the teacher does not know how to teach a varied classroom. Students are varied even if they all have an identical skill level; each student is a unique individual and learns in slightly different ways. The same idea applies to the opposite; the best teacher in the world will not make any headway if they don’t have an effective curriculum. These two ideas go hand in hand to make the classroom successful for the students.
The first idea is to strengthen student understanding of the units main ideas. Students are multifaceted in their learning processes and levels of absorption of the topic; they require a plethora of tools within their reach to assist those who need it.
The second idea is to apply the unit’s ideas to a familiar context. By making this connection the student is more able to make the “real world” connection to help cement understanding.
The Third idea states that all learners grasp the unit’s essential knowledge. Students who struggle are given the tools and methods of instruction to best assist them in clarity, while more advanced students are given different levels of challenge to strengthen their comprehension of the discipline as a whole.
The fourth idea is to regularly assess the pace and levels of understanding of the content. By doing regular testing, the teacher can acknowledge any gaps in understanding before it is too late to adapt the unit to fill in the gap.
The fifth idea identifies the six facets of understanding used in the backward design model of curriculum to aid the teacher in preparing lesson plans or units that will have the greatest impact on the students’ level of comprehension.
The sixth idea reinforces the value of the team approach to curriculum design and review by educators of similar content areas. By reviewing curriculum on a regular basis with colleagues as well as specialists in the learning process, teachers are able to adapt and evolve their units to fit each new class.
The seventh and final idea reiterates that Differentiated Instruction and Understanding by Design are tools to assist the teacher in creating the best learning environment possible for each class and topic.
How did I connect with the reading, reflection on my thoughts on the chapter?
I found this chapter of Integrating Differentiated Instruction and Understanding by Design to be very easy to read. It truly connected the ideas of the how and why seamlessly; as well as putting each main idea in the context of a classroom to help the reader picture how the ideas may be implemented.
I felt that the chapter made several excellent points on making sure that each unit is varied to fit the multiple levels of learning in each classroom. It went on to talk about how each idea is a tool by which each teacher will be able to reach their full potential impact on the education of their students. By being flexible and adaptable we are able to “go with the flow” and change as events, situations, and the world warrants.
There are multiple important aspects to being an educator. It is much more than knowing how to teach or knowing the content area. The best curriculum in the universe would not matter if the teacher does not know how to teach a varied classroom. Students are varied even if they all have an identical skill level; each student is a unique individual and learns in slightly different ways. The same idea applies to the opposite; the best teacher in the world will not make any headway if they don’t have an effective curriculum. These two ideas go hand in hand to make the classroom successful for the students.
The first idea is to strengthen student understanding of the units main ideas. Students are multifaceted in their learning processes and levels of absorption of the topic; they require a plethora of tools within their reach to assist those who need it.
The second idea is to apply the unit’s ideas to a familiar context. By making this connection the student is more able to make the “real world” connection to help cement understanding.
The Third idea states that all learners grasp the unit’s essential knowledge. Students who struggle are given the tools and methods of instruction to best assist them in clarity, while more advanced students are given different levels of challenge to strengthen their comprehension of the discipline as a whole.
The fourth idea is to regularly assess the pace and levels of understanding of the content. By doing regular testing, the teacher can acknowledge any gaps in understanding before it is too late to adapt the unit to fill in the gap.
The fifth idea identifies the six facets of understanding used in the backward design model of curriculum to aid the teacher in preparing lesson plans or units that will have the greatest impact on the students’ level of comprehension.
The sixth idea reinforces the value of the team approach to curriculum design and review by educators of similar content areas. By reviewing curriculum on a regular basis with colleagues as well as specialists in the learning process, teachers are able to adapt and evolve their units to fit each new class.
The seventh and final idea reiterates that Differentiated Instruction and Understanding by Design are tools to assist the teacher in creating the best learning environment possible for each class and topic.
How did I connect with the reading, reflection on my thoughts on the chapter?
I found this chapter of Integrating Differentiated Instruction and Understanding by Design to be very easy to read. It truly connected the ideas of the how and why seamlessly; as well as putting each main idea in the context of a classroom to help the reader picture how the ideas may be implemented.
I felt that the chapter made several excellent points on making sure that each unit is varied to fit the multiple levels of learning in each classroom. It went on to talk about how each idea is a tool by which each teacher will be able to reach their full potential impact on the education of their students. By being flexible and adaptable we are able to “go with the flow” and change as events, situations, and the world warrants.
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