Fair Isn't Always Equal Chapter 12

Abstract-
This chapter looks at the two most common grading scales used in schools today, the 100-point scale and the 4-point scale. It talks about the discrepancies between the two systems, and why teachers would lean towards one over the other. It also offers a variety of other grading methods including “A, B, C, not-yet-achieved”, and “consistently, usually, sometimes, seldom.” The chapter points out that grading practices reflect what teachers believe about teaching and learning and that whatever the method is, it should always align with that teacher’s vision for differentiated instruction. In light of this idea, teachers who differentiate often find themselves tirelessly working to find the true meaning and value behind grades.

Reflection-
As a team, we would tend to lean towards the 100-point scale in my classroom. We think that if we make up a unit that assigns points to each assignment, then our class can become set up in such a way that every student can earn full credit. We would rather give points than assign letter grades. We feel that students will be more empowered to earn all of the points than to try to achieve some ambiguous letter grade. We would also feel more justified if we have given the students ample opportunities to see the points and how they are distributed. This way, we can be much fairer to every student and give them the grades they truly deserve.

Fair Isn't Always Equal Chapter 7

Abstract-
This chapter addresses the difficult task of grading and how different teachers approach it. It points out how many flaws there are with this system due to the fact that, as teachers, we all have different expectations, needs, wants and thoughts about student assessments and how they should be critiqued. Whether it’s for a struggling student, an overworked athlete, an ESL student, or whoever else, many teachers are guilty of adjusting grades based on their own ideas of what’s fair for each individual case. This isn’t necessarily wrong, but as the chapter poses, when is this appropriate, and how should it be done? It then makes four really strong points about assessments: effective assessments can only be occur against commonly excepted criteria, teachers can only assess accurately if they are knowledgeable about their subject, grades are subjective, therefore frequently distorted, and grades are not always accurate indicators of mastery. These four ideas sum up the difficulties teachers have with the grading process.

Reflection-
We really liked the four points mentioned above. We thought that they were really true and accurate and pretty much spoke perfectly about how flawed grades can be because of a number of factors. We don’t have any experience with grading by our own standards yet so we're curious to see how we will handle it and what our personal philosophy will be about determining grades and possibly adjusting them for certain students.

Assessing 13

Abstract:

Chapter 13 is all about grade book formats and what kind of format works best for differentiated instruction. Ken O’Connor suggests that differentiating teachers record formative assessments as well as summative; this way, teachers can track progress with accompanying “f’s” that indicate formative assessment in the grade book, and determine a final grade with those items with an “s.” The overall gist of this chapter is to make sure your grading system and grade book reflects you and the way you teach, and your students and the way they learn.

Reflection:
Our group agreed with most of the suggestions given by the author in this chapter. We all appreciated the discussion on grade book formats, because it is not something that we would have really thought about until we faced the situation. I personally am most familiar with the date format, but the other options seem interesting and may be more useful once I become more comfortable with them. Grade books should reflect our teaching styles and differentiated instruction but as Abbie said "we need to find a balance between grade books that focus on our students, but that are also set up in a comfortable and relatively easy format for us to manage."

Fair Isn't Always Equal Chpt. 8

Abstract:
This chapter talks about the purpose of grading, and if we should consider effort, attendance and behavoir into the equation. The chapter lists reasons given by teachers as to why give a grade. While to document progress, provide feedback, and inform structional decisions are usefull in grading the other reasons provided were not. Those were to motivate, punish, and sort students. These end up diluting the accuracy of the grade and its usefullness. It is important to use the first three to help students.
Then the chapter talks about incorporating behavoir, effort, and attendance into grading. There is an issue of these factors causing a grade to not entirely reflect the mastery of the material in the course. There is also reason to use these factors, and an example is given of a student who is an active learner, but due to issues at home, absenses occur and work assign for outside class doesnt get done. Under normal circumstances of this school that student would get an F. The teacher of this student did not agree with this however.
These are important factors to consider when grading. Though another concern is when other factors are considered in a grade, the meaning of the grade itself changes.
Reflection: These are deffinately important points to consider when grading. It seems there are reasons to support both sides. We as teachers would like to have behavoir, attendance and effort count for something positive, since they surely are a factor in failing a student. The problem then comes to how do we fairly grade our students, while still keeping the purpose of a grade and its meaning to the student, teacher, and parents?

Fair Isn't Always Equal -chapter 9

Fair Isn't Always Equal
Chapter 9

Abstract:
Chapter nine examines ten things to avoid when differentiating assessments and grading. These include the practice of incorporating nonacademic factors such as behavior into a final grade; penalizing students for multiple attempts at mastery, and grading practice homework. The author also warns teachers to avoid withholding assistance when it’s needed, to avoid assessing students in ways that do not accurately indicate their mastery, to avoid allowing extra credit and bonus points, and to avoid group grades. Finally mentioned is grading on a curve, along with giving zeros for work not handed in, and averages.

Reflection:
In thinking about such a difficult and time consuming process, this chapter offers plenty of advice for how to make grading that much less challenging and risky. First, we'll address the penalty for multiple attempts at mastery; there needs to be some incentive for students to do their work and to push themselves to gain an understanding of the topic. If they are allowed to make up homework and tests for full credit over and over again, students will take advantage of it and chaos will ensue.
As far as extra credit is concerned, as long as it is used correctly to benefit students in need, and it is not used to the point that students have the opportunity to abuse it, it should certainly implemented in the classroom. Zeros, I believe, should be recorded; students need to be held responsible for their actions. What do you tell the student that worked really hard but is simply having trouble with the content and gets a sixty on a project when his/her peer gets a sixty recorded in the gradebook because the peer simply didn't do it? Do we tell that struggling student that by putting a zero in there we're ensuring that the average isn't thrown off? It's an insult to the student that is struggling, and it's handing credit/points to a student who has yet to prove that he/she has a grasp of the concept.

DI/UbD -Chapter 8 synthesis

DI/UbD
Chapter 8


Abstract:
Chapter 8 discusses the difficulty teachers face when it comes to grading in a differentiated classroom. It states that if we choose to look at grades as a means of providing clear and helpful feedback to important audiences such as parents and students to further the learning process, then we are following the inherent beliefs and methods of backwards design.
Grades should reflect personal ability based on standards; they should not be based on a student's placement in comparison to the rest of the class. Grading should focus on achievement and report evidence of learning and the evidence should be a valid indicator of the student’s understanding of the learning goal. Emphasis should be placed on what students learn as opposed to when they learn it. The author goes on to discuss what should and shouldn’t be factored into the final grade: pre-assessment clearly should not be, and formative assessments should only be included now and then because their primary purpose is to provide feedback and direction.

Reflection:
We agree that students should be aware of the standards because it may help them with direction, and their grades reflect student understanding of those standards; grades should use assessments, but assessments do not, and should not, always be graded. There must always be an alternative for assessing student's learning; students learn differently, and we must remember not to grade a student relative to the rest.
We disagreed amongst ourselves on the topic of whether or not “other factors” such as effort, participation, attendance, behavior, etc., should be counted. I say that ALL OF THOSE FACTORS come into play in student achievement, especially when some of them may or may not affect the learning of peers. Meanwhile, Carrie says that there are certain things she certainly wouldn't include because those things wouldn't matter in the grand scheme of her unit, and that the grades she gives her students should reflect what she wanted them to gain from the unit.

Assessing Chapter 14

Abstract:
The main idea of this chapter is about adjusted or modified curriculum. It offers another way to grade students while using their progressive learning. There is mention of a slightly different way to represent a grade by using a letter and number. The letter represents their grade, and the number represents their progress over time. This will give more feedback to the student, not just showing a letter grade but telling them how they have improved their learning.

Reflection:
Giving feedback on grade as well as improvement is a good idea. This concept is supported by a good amount of students and may be prefferable to students as well. The more feedback the students have, the better off they will be. It is important to notice improvement and think about that when grading becuase some one who worked hard throughout a year and improved much deserves a good grade. If us as teacher are grading a students ability to learn material, then growth and improvement is very important.

Assessing 11

Abstract:
Chapter 11 discusses the six major issues concerning grading. One of the big issues is whether to give an zero for work not done or a 60. The author's argue that giving a 60 instead of a zero is a more fair assessment of student understanding. It argues that if every other letter grade has a ten point grade window, then why does an F have fifty points within it?

Reflection:
Our group had many different points of view regarding this chapter. For example, I agree with not giving students zero on work they don't hand in. My mentor teacher gives out 60 points for work thats not handed in and it seems to wokr out well. Carrie doesn't agree with the 60 instead of zeros, she believes that a students that does zero work should recieve zeros.

Assessing Ch. 10

Abstract:
This chapter is devoted to setting up a system for teachers to be able to allow students to redo assignments. This privilege is often subjectively given by teachers and can end up being very unfair to students, and risky to teachers. Thus, this chapter offers some advice to teachers on how to solve this problem and avoid all of the consequential negativity. Involving parents in the "redo" and changing the assignment the second time around are two of the major things to consider. It also suggests that teachers have students complete a time-line for completion of the assignment, as well as have them hand in the original assignment for consideration in the overall grading process.

Reflection:
As a group, we all agreed that this chapter offers invaluable advice which could potentially keep us from being taken advantage of by students and teachers. We feel that the more comfortable we can become with our own beliefs and ideas about our own systems, the more prepared we will be to handle situations like this. We all seem agree with this chapter about making rules (about redoing work) clear from the beginning so that there can be no conflicts about it. It has always been obvious that the teachers who have taken time to make their rules and systems are the ones who firmly believe in them and end up having no issues surrounding them.

Multiple Intelligences Chapter 7

Abstract:
Chapter seven gives us some questions to think about when incorporating MI's into the classroom environment. The questions cover subjects such as the look of the room, the arrangement of the seating, and overall does the classroom give a comfortable learning environment? The chapter then talks about having "MI Activity Centers" which would set up areas of the classroom where a specific intelligence can be worked on. Examples are given of what each MI center would include. All these centers include a setup that encourage the focused intelligence, such as an area with plants and a class pet for the Naturalist Center. Each of these centers have a type of activity that lets the students work in an environment where they feel comfortable.

Reflect:
The group agreed it would be nice to be able to provide these opportunities to the students, but it is likely there will be an issue of space and recources to have such centers in the classroom. Some of us also mentioned that instead of separating the intelligences, it may be better to incorporate a little of each MI into all lessons to provide the proper stimuli, and the option of seperate MI centers are not possible at the given time.

Multiple Intelligences Chapter 8

Abstract:
Chapter 8 of Multiple Intelligences discusses the integration of the multiple intelligence theory into classroom management. It suggests that teachers try and step outside the box of simply asking students to be quiet, and opt instead to try a logical, musical, interpersonal, or bodily approach to commanding respect and attention.

Reflection:
Our group as a whole agreed with this chapter overall. It brought up some new ideas regarding classroom management, that we might not normally think of. The idea that if we as teachers are going to vary our teaching techniques based around student learning styles, why not extend that idea to other aspects of the classroom such as communication and discipline.

MI Chapter 11 Synthesis

Abstract:
This chapter looks at the MI theory within the context of special education. It argues that we should change our way of looking at these students to considering their strengths rather than their weaknesses, their abilities rather than their disabilities. This positive outlook can lead to a much higher success rate with students with special needs, which can in turn lead to fewer special education referrals. This chapter really stresses the importance of this idea, as our current outlook on special needs can frequently cause teachers to give up on difficult students.

Reflection:
As a group, we found the paradigm shift really powerful, and the charts on tools for empowering students really helpful. We seemed to really appreciate the idea of emphasizing all of our students' strengths rather than dwelling on their weaknesses.

Multiple Intelligences Chapter 12

Abstract:
Chapter 12 discusses tools for teachers to use the MI theory to deal with issues of memory. The chapter gives strategies for teachers to use the MI theory to help students retain material past the days lesson. Gardner's "Christopherian encounters" come into play in the chapter, providing a way for students to expand their minds and their thinking.

Reflection:
This chapter's idea for helping students retain material made sense to the team. Using a variety of MI's, every student should be able to remember a lesson days, weeks or months later.

Multiple Intelligences -chapter 13

Multiple Intelligences
Chapter 13

Abstract:
Chapter 13 introduced three new ways to integrate the multiple intelligences into the classroom. The author mentioned computers as a way to integrate the MI theory; he notes, however, that despite common misconceptions, computers themselves are actually intelligence-neutral -it's the chosen programs/software that determines the intelligence: word games, Excel, GarageBand, virtual reality games.
Cultural diversity must be taken into account when implementing the MI theory; the author cautions teachers to be aware that cultures must respect/value any specific intelligence in order for it to be considered an "intelligence." These intelligences exist within any given culture -they are are not racial, ethnic or culture specific- but how they are valued and manifested varies a great deal across cultures.
The author goes on to discuss the need for students to be exposed to all eight intelligences at a young age to give them a solid base, with their future careers in mind; he suggests having several career days as way to get them familiar with professional options that await them so they can play to their strengths.

Reflection:
We all liked that the author focused on computers as a way to teach all intelligences, not just mathematical/logical, as is usually the thought educators have. It's important to see things with a broader view. We also thought that bringing in various professionals to get kids of different high-level intelligences thinking about careers; as Carrie put it, "what we succeed most in throughout school can most often lead to what we want to succeed in for the rest of our lives." She says it's a "natural connection," one that should be taken care of and addressed.

Multiple Intelligences- Chapter 14

Block 2, Team 2,
October 6, 2007

Abstract:
Chapter 14 concludes the Multiple Intelligences book by examining yet another MI. The existence of a ninth MI is still being questioned, but according to Howard Gardner, one does exist. The existential intelligence is about locating oneself in relation to the cosmos and being able to relate one's life to the existence of human life and questions such as the meaning of life. There is some controversy over whether this should be considered an MI or not and whether it could be incorporated into the classroom.

Reflection:
Our group felt really strongly about the implications of this new MI in the classroom. How can we, as teachers, bring up and cater to this intelligence without bringing up religion and offending some students? We decided that this intelligence would be good to explore maybe in a psychology or philosophy classroom but is inappropriate to bring up in other classes, and because it can only really be used and is regulated to specific subjects and age groups it cannot be considered an intelligence. Although this intelligence could be beneficial to students, in that students will be allowed to look deeper into their thoughts about the world arund them, it cannot be used in younger classrooms simply because most students do not have that kind of understanding or ability to wrap their heads around such a large idea.

MI Chapter 6

Team 2
Multiple Intelligences Chapter 6 Synthesis

Abstract:
Chapter Six mentions how if a teacher can teach to each intelligence at least once in the day, then they will have reached many, if not all, of their students. Chapter six then goes on to mention several strategies for teaching to the intelligences that teachers can use as a valuable resource.


Reflection:
This book, and especially this chapter, will become a great resource for us as we begin our careers as teachers. It will be very important for us to incorporate the multiple intelligences into our lessons, and this chapter provides numerous effective ways for us to do so.

MI Chapter 5 Synthesis

Name: Group 2 Date: 10/3/07
Book Title: Multiple Intelligences Chapter: 5

Abstract:
Chapter five discusses the influence of the MI’s on teachers and how they must establish an expansive bag of tricks to meet the criteria of all of their students needs. In response to this, teachers have started to instruct their classes thematically, meaning they try to incorporate real life situations into their lessons in order to make them that much more beneficial to their students. There were a lot of charts throughout the chapter which worked to highlight the types of activities a teacher can use in a classroom to accommodate all of the MI’s. It spoke about a teacher’s ability to translate the terms, tools, and concepts that are so innate to one subject into a language that can be understood by all other MI’s. This way subjects are less likely to become categorized by which MI’s are good at them, but rather by which teachers can make them understood by all MI’s.

Reflect:
As a group, we really appreciated the charts within the chapter and thought that they were really strong resources for the future. However, we did also still feel really daunted by the task of incorporating the MI’s into our lessons all the time. I think that each of us would love to be able to do this, but find it really hard to imagine all the ways to accomplish this.

DI/UbD -Chapter 9 synthesis

DI/UbD -Chapter 9


Reflection:
Chapter nine begins by reviewing the key elements of integrating differentiated design in the classroom and lesson plans. The authors point out that there is happy medium when differentiating: teachers need to differentiate and tailor to the needs of certain students, but not to the extent that the class as a whole does not succeed. The authors also share several observable indicators that can aid in the detection of differentiation. Chapter nine also gives an example of a nutrition unit that uses the backward design, and how it is differentiated by the instructor.


Reflection:
We found the chapter useful for determining what is important in specific content areas; it also did a great job of referring back to the previous chapters and connecting them all. The unit model helped clear things up; the sample unit and the chapter will serve as great references later on.

DI/UBD Chapter 10

Abstract:

Chapter ten summarizes what the other chapters talked about. It emphasizes the importance of applying what we learned. The chapter also gives ways for teachers to spread knowledge we have acquired from DI/UBD. It gives a description of ways for teachers to evaluate differentiated classrooms both in an individual classroom and at the school and district level.

Reflection:

We felt this was a good finish to the book. It connected the parts we picked up throughout the other chapters. This book will be a good refrence for the future when we are teaching in the classroom.

DI/ UbD Ch. 6 Synthesis

Reflection on Reading

Name: Group 2 Date: 10/02/07

Book Title: DI/UbD Chapter: Six

Abstract:

This chapter is about instructional decision making in the classroom with a focus on how to incorporate differentiation into teaching methods. Flexible use of classroom elements such as time frames, resources, teaching and learning strategies are emphasized as ways to keep advanced students involved and students with more needs the support them require. The authors note that making the students aware of the goals/desired outcomes of and standards in a unit is a great first step to facilitating learning. Informing them of the performance task they will be expected to complete as well as rubrics by which they will be assessed will allow them to know what to expect. Regular reflection is also key.

Reflection:

As a group, we appreciated this chapter for its advice on how to use backwards design to assist student learning and justify giving them the requirements at the beginning of the unit. We also thought that the idea of “clustering” is an effective way to reach the most students without wasting a lot of time trying to address every specific MI. It allows teachers to group students according to what is appropriate for any given lesson, and then to address the groups rather than the individuals. Abbie also pointed out that the sports analogy was helpful and made it easier for her to connect to the reading.

DI/UbD Chapter 7

Team 2 9/30/07
DI/UbD Chapter 7

Abstract:
Chapter seven discusses how teachers can "uncover" content, not just "cover" it. It explains three instructional methods educators can use, being the essential questions from Stage 1, the six facets of understanding, and the WHERETO elements.
What will they be learning?
Hook and engage the learners
Equip the students to master the skills
Rethink their previous learning
Evaluation (self) and reflection
Tailor lessons to different needs
Organize to maximize learning

Reflection:
As a team, we agreed that the WHERETO section was most helpful in assisting us to understand to build a framework for lesson planning. It also helped that the authors again tied in the essential questions and the six facets of understanding.

Assess Chapter 6

Name: Group 2 Date: 9/27/07

Abstract:
Chapter six lends some great ideas for creating good versus bad test questions. Mixing traditional and non-traditional along with forced choice and constructed response questions is the key to creating good assessments. The overall goal is to make students think, not just memorize information for exams.

Reflection:

Overall our group thought the tactics and strategies suggested in this chapter were helpful in determining what kind of assessment is best to use. We also agreed with the fact that using double negatives and trick questions will just confuse the students rather than assess their learning. In class the discussion about extra credit brought up many good points. If you are going to allow a student to do extra credit work, make sure it is relevant to the unit. If they are just doing fluff assignments or assignments that have no relevance to the subject there is not incentive for them to learn the material.

Assess Chapter 4

Name: Group 2 Date: 9/27/07
Book Title: Assess Chapter: 4

Abstract:

Chapter four focuses on three forms of assessment, portfolios, rubrics, and student self-assessments. Portfolios are proven to be an efficient way to track a student’s learning over time, as opposed to the snapshot view of a test or quiz. Rubrics are another type of assessment; they are used to focus learning and assess student achievement. They are complex and difficult to construct, but the authors give a step-by-step guide to creating a rubric; they also provide a couple resources that may come in handy. Student self-assessments are very effective in their own right, giving students a time to review the work they’ve done and the progress that they’ve made. They also allows teachers to have feedback from students on how they’ve succeeded and what they could improve in the future. All three of these assessment forms have a place in the classroom at one time or another.

Reflection:

Our group seemed to generally gravitate towards portfolios, as they seem to establish the most in depth and long term assessment of a student. Most of us felt that we had already heard of most of what was in this chapter, but that we now have a much better understanding of the ideas, and from the perspective of a teacher. For the most part, we weren’t fond of rubrics, whether it was because they are a lot of work, or because they seem like a really impersonal way of grading our students. We also all agreed that student self assessments are important to the classroom and that we will probably use them as much as possible.

Fair Isn't Always Equal -chapter 5

Fair Isn't Always Equal
Chapter 5

Abstract:
Chapter 5 explains how to tier assessments based on students' understanding of the subject. The author suggests that we have the starting layer, or the minimum expectation, be the standard towards which we are striving; from there, we can adjust the difficulty of the assignment up or down depending on the need of the student. The chapter stresses that for early-readiness students, you don’t give them an excuse not to do the work or dumb the subject down. Instead, have them complete the same amount of work, but have them focus on smaller amounts of information at one time.
The author goes on to give several approaches to tiering: tic-tac-toe boards; learning contracts, learning menus, cubing, summarization pyramids and R.A.F.Ts. Each one gives students a limited amount of leeway in terms of choosing how he/she will demonstrate mastery of the subject.

Reflection:
Most of us found this chapter enlightening; we were all unaware that tiering and the several ways to go about it existed. We all liked that we now know how to offer "opportunities for advanced students to excel and for those students who are behind, to develop those rote skills they are missing," as Carrie put it. This approach of giving them choices also keeps everyone interested and on task, while doing the same amount of work.
As this chapter added still more templates and approaches to differentiation, we all seem slightly overwhelmed by everything that's been thrown at us, but after the first year or so it will all be second-nature.

Multiple Intelligences- Chapter 10

Name: Block 2 Group 2
Date: September 24, 2007

Abstract:
Chapter 10 introduces the concept of assessing students based on the MI theory. This chapter focuses on the eight intelligences more than the six facets. It stresses the importance of assessments that allow freedom to tailor them to the different intelligences. Using different kinds of rubrics and student portfolios allows the teacher and the student to access progress and give the student a voice in their own learning. The most important aspect of the chapter is the fact that if a student is not able to express their learning in a way that suits their own intelligence, the student is not learning or being assessed properly.

Reflection:
As a group we all agreed that the emphasis on standardized testing in today's schools is not the right way to assess student learning. The idea of portfolios to track student progress was especially well received. If a student is going to put effort and time into an assignment they should be able to document those success's. Portfolios are also a great way to get parents involved and good tools for students when they are trying to apply to colleges.

Assessing and Grading Chapter 3

Abstract:

Chapter three emphasizes the importance of pre-assessment, and explains the difference between successful and substantive assessment. The chapter mentions that it is important to keep students aware of the expectations and an outline of the material to be covered. Pre-assessing is importat so teachers can adjust their lessons if needed and to optimize learning for students. This allows teachers to reflect on their work and can make plans for future lessons. Something very important about assessing is it should be done regularly. As mentioned in the chapter, an album provides much more information than a snapshot.

Reflection:

Each member of the group has had his or her own experience with assessment. Whether our schools/teachers valued assessments or not, after reading this chapter we can see how important it was or would have been for us to review our progress through the year. Another important point brought up is for teachers to avoid "fluff" information, and for a goal we should start with the end in mind.

Assessing & Grading Chapter 1

Abstract:

Chapter one talks about the idea that some students have special needs and need a different style of instruction. This can allow each student to learn material in a way they feel comfortable. Teachers must find a medium between an overal structured lesson and individual instruction. Reading this chapter also gave some insight to real world situations where this form of instruction can help.

Reflection:

A common issue with this chapter was knowing exactly where the line is between differentiation and what may be seen as privelaged instruction. It is difficult to determine how to deal with other students and parents who may wonder why certain students get different instruction. It would be important to be able to support our techniques.

DI/UbD Chapter Five

Abstract:
Chapter five discusses the different ways a teacher can assess the evidence of a student learning material. A main principle discussed is a “photo album” assessment versus a “snapshot” assessment, meaning a variety of assessments over time versus a one time assessment that only provides one look at a student’s learning. Three types of educational knowledge are listed: declarative knowledge, procedural knowledge, and dispositions. The author brings the six facets of understanding into this chapter as well; they are useful in helping a teacher assess evidence of learning.


Reflection:
Everybody in our team agreed that a photo album assessment is not only more effective at assessing learning, but it makes much more sense than a snapshot test that can only evaluate a student in one way. The three types of educational knowledge are also very important; when a teacher is assessing a student, they must apply the same knowledge to the assessment as the student was taught the material, otherwise the assessment is not authentic.

Fair Isn't Always Equal -chapter 2

Fair Isn't Always Equal
Chapter 2


Abstract:
Chapter 2 examines what mastery truly is and the various ways to measure it. The author suggests the six facets of understanding as true demonstrations of mastery; he also points out that observation (of students) is a useful tool. A student is said to have mastered a topic when he/she can make assertions and back them up with evidence; infer and analyze cause and effect, and explain how he/she arrived at the conclusions/answers he/she did.
The author goes on to explain how to determine what information is actually important for students to master; he gives several sources that would prove useful in the teacher's quest to determine what is important.

Reflection:
Andrew pointed out that knowing what information is important, and how to measure the understanding, or mastery, of our students is crucial; this chapter helped to bring it all together. The six facets of understanding appeared again, and again we are reminded of their importance to our success and our students' success.
The list of resources is one to keep in mind, where we are all new teachers and will need to access this support system in the near future.

Integrating DifferentiatedInstruction-Chapter 4

Integrating Differentiated Instruction
Chapter 4


Abstract:
This chapter emphasizes the need to focus on the students learning from the curriculum, not just the design of the curriculum; a strong and effective curriculum is one that focuses on students' understanding and the ability knowledge, not the "retention of data." The authors provide detailed explanations of nine essential attitudes of successful differentiating instruction: the establishment of clear essentials, acceptance of responsibility for students' learning process, development of respect, awareness of strengths and weaknesses of each student, development of classroom management techniques aimed at success, development of student involvement in his/her own educational progress, ability to be flexible with classroom routines so as to bend to the students' needs and a continual growth of individual progress and teaching techniques.
The authors continue to expound on these nine points and provide examples for each in a classroom scenario. It soon becomes clear that a differentiated curriculum and classroom setting provides opportunities for all learners and is crucial for the success of those students.

Reflection
The concept of differentiation became clear with this chapter; the nine essential attitudes/skills allowed us to actually picture how a differentiated classroom would be run while keeping with the curriculum. The scenarios were helpful because they put the nine points into a real-life context.
Awareness is the first step; now that we've been given the knowledge of how to run a differentiated classroom, the next step is to implement that knowledge. Many teachers have the desire to attend to each student's needs to help him/her grow as a student, but research shows that few can/do act on it; we hope that now that we're armed with the knowledge of how to differentiate, we can be successful when implementing that knowledge.

Multiple Intelligences- Chapter 3

Name: Block 2, Team 2
Date: September 19, 2007

Abstract:
Chapter three of Multiple Intelligences is all about how to assess a student’s intelligences. Since there is no concrete or standardized test to determine what area each student is strongest in, it is up to the teacher to observe and determine what intelligence area each student is strongest in. A common way to do this is to look at how a student misbehaves, if a student is constantly doodling, or jumping around, or speaking out of turn, they may have an inclination towards spatial, kinesthetic, or linguistic intelligences. Another way to determine a student’s intelligence inclination is to look at their past work. Where are the strongest? Where are the weakest?


Reflection:
Everyone on our team seemed to agree that observing and determining our students’ intelligence will not only help them learn but help us teach. Most of the suggestions were more common sense than anything else but a few, like observing how students’ misbehave, were new and helpful. I agree with Carrie’s point, that although observing how students act in class and misbehave is a good way to gain insight into their learning styles, it is also impossible to be able to observe every student. She had a good suggestion of not only looking at a student’s portfolio but also talking to other teachers and parents.

DI and UbD Chapter 3

Name: Team 2 Date: September 19, 2007

Book Title: DI and UbD Chapter: 3

Abstract:

Our group collectively summarized this chapter as an explanation of backwards planning. In response to the massive amounts of material teachers are faced with within their concentrations, this method of designing a unit helps break down what truly needs to be taught and learned. By following the three stages of this model (determine desired goals, figure out how to measure learning, and create appropriate lesson plans) a teacher can now think about only the material that is universally important within that specific unit. This chapter also speaks of differentiation and how it can be combined with backwards design to reach kids of all kinds and get them all to understand the same essential questions, no matter the path they take to get there.



Reflection:

Abbie pointed out the relationship between the wording of the essential understandings and the form of assessment given to test that knowledge. Most of us felt that the backwards planning method is important and logical. It seems that each of us would tend to think this way naturally, but now that we have the terminology and understanding of it, it has become that much more pertinent to our futures.

Multiple Intelligences Chapter 4

Reflection on Reading (Synthesized)

Name: Team 2 Date: September 19, 2007

Book Title: Multiple Intelligences Chapter: Four

Write a brief abstract of the chapter:

Chapter four of Multiple Intelligences describes ideas for teaching the theory of Multiple Intelligences to a wide array of classrooms, from second graders to high school students. The author describes several effective strategies that can help students understand this theory in a short lesson. Using simple words to describe the eight intelligences, as well as activities that allow students to explore their own intelligences are very effective. Some of the ideas mentioned include career days, tables with different activities revolving around each of the intelligences, and field trips are mentioned.

How did you connect to the reading and briefly reflect on your thoughts:

All of us agreed that the education of students, especially at a younger age, in the theory of Multiple Intelligences can help those students as they grow. If they are aware of their strengths in these eight intelligences, and if the teachers are aware as well, it can only benefit students. We all agreed that the techniques mentioned can help students understand this theory in a very short time; simpler words and pictures can help provide a visual, and activities help students identify their own intelligences. The author’s approach of using these activities in the first week as an “icebreaker” was viewed as a positive idea.

DI/UBD Chpt 1

Book Title: DI/UBD Chapter: One
There are two areas we covered in our readings. Understanding by design and Differentiated Instruction goes over who, what, where, and how we teach. It is important to cover both models because one helps the other. Chapter one also covers seven axioms to help give instruction to a variety of students. These axioms are guidelines of sorts to help us think about our teaching style. Such things to think about include embracing technology, giving students a chance to explore and apply, review your curriculum, and giving students’ authentic context to apply their knowledge.

Each member of our group has had our own experiences with planned lessons. There are some teachers who have well planned lessons but do not apply them well. there are also some teachers who have been able to work well with planning and working with students. All of us are interested in learning more about these ideas so we may apply them in the classroom.

Multiple Intelligences- Chapter 1

Name: Block 2, Team 2
Date: September 12, 2007

Abstract:
Chapter one introduces Howard Gardiner’s theory of multiple intelligences. According to Gardiner there are eight different forms intelligence. These include logistical-mathematical, linguistic, naturalistic, bodily-kinesthetic, spatial, interpersonal, intrapersonal, and musical. Gardiner defends his decision to use the word intelligence when applied to these terms citing that all eight of them can be isolated within the brain and that savants are living proof that one can exhibit outstanding proficiency in one kind of intelligence above all others. Gardiner also points out that although one may be inclined toward one intelligence; it is possible for every individual (excluding savants) to reach a high proficiency in all of them

Reflection:
As a group we found that Gardiner’s theory of multiple intelligences was interesting to discuss and it was interesting to examine our own strengths and weaknesses according to the MI test we took in class. For example, Andrew, Carrie, and I found that our strongest intelligence was linguistic but Abbie’s strongest was music, a fact she disagreed with. In class we discussed that you could have little musical, linguistic, etc. talent but you could enjoy singing, writing, etc. and how according to Gardiner’s test your strongest intelligence may show up as musical, linguistic, etc. Abbie said that although she enjoys listening to music all the time and singing she cannot read music fluently but still musical intelligence turned out to be her strongest, even though in reality she does not believe that her strongest intelligence is music.
The part of Gardiner’s theory that surprised all of us the most was the fact that everyone has the ability to develop all the eight intelligences to a high degree. We also found it interesting that the linguistic intelligence seemed to be concentrated within the English and social sciences concentration, while the logistical-mathematical and naturalistic intelligences were concentrated within the science and math areas.
Understanding what our strengths and weaknesses in terms of the eight intelligences will be a very important tool in the future. Knowing that I am strong linguistically, I know that I will probably teach more towards that intelligence but I can work to teach to all the intelligences.

Reflection on Reading (Synthesized)

Name: Team 2 (Carrie, Abbie, Matt, Andrew, and Laura) Date: 9/13/07

Book Title: Integrating DI and UbD Chapter: Two

Abstract:

This chapter focuses on a teacher’s ability to be flexible and differentiate according to the needs of his or her students. It points out that even the most beautifully constructed curriculum and the best planned lessons will be ineffective if they are not carried out by means of differentiated instruction. Through several real life examples, the chapter points out that a students performance in the classroom can be affected by all kinds of outside factors, whether it be a divorce, an undiagnosed learning disorder, or being of an untraditional intelligence that gets ignored by most teachers. It stresses a teacher’s need to be prepared to accommodate all kinds of students and their unique needs in order to allow them each an equal chance at learning the key points of the curriculum. The main things a teacher must “attend to” are student/teacher relationships, the classroom environment, understanding the students’ strengths, needs and backgrounds, and the students’ readiness to learn, interests, and motivation. The chapter does however end with a note that balancing all of these tasks at all times is impossible for any teacher to do, so the best approach is to attempt to find patterns of instructions within a unit that will hopefully cycle through most, if not all, of the learning styles present in the classroom.

Reflection:

Our team found this chapter to be very interesting and helpful in explaining the different techniques in accommodating student’s individual needs. The real life examples were well received and seen as an effective way to create meaning in how we would use these methods in our own classrooms. As a group, we appreciated the value of creating patterns throughout a unit in order to ease the challenge of reaching every student while still actively attempting to do so. Finally, we mostly valued the idea of teaching responsively and in the moment rather than tailoring our lives around a meaningless set of unreachable standards and tests. We all feel that we will make every attempt to set up a classroom where our students can feel comfortable in their own styles and intelligences and get the most out of our lessons.

Posted by Carrie

Multiple Intelligences Chapter 2

Reflection on Reading (Synthesized)

Name: Block 2, Team 2 Date: September 12, 2007

Book Title: Multiple Intelligences Chapter: Two

Write a brief abstract of the chapter:

Chapter two of Multiple Intelligences deals with the identification of the eight different multiple intelligences within students. It points out how, as future teachers, we must be able to recognize these differing intelligences within students and also to draw on the support of colleagues when we find our own shortcomings in some areas. The chapter goes on to touch on the development of the intelligences; biology, personal history and cultural and historical background all have an effect on the development of different intelligences in an individual. The author also mentions two experiences that can have direct effects on the intelligence development: crystallizing experiences and paralyzing experiences.

How did you connect to the reading and briefly reflect on your thoughts:

Among our team, many of us realized just how much the factors mentioned can really effect the development of intelligences. Specifically, the turning points mentioned were new to everyone. Crystallizing and paralyzing experiences can have perhaps the biggest impact on the development of an area of intelligence. As teachers, it should be our job to try and limit paralyzing experiences. Group members mentioned how teachers have negatively effected them in the classroom; I think we can all agree this is a bad approach to teaching. The classroom should be an engaging and supportive place where students can develop all areas of their intelligences.