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.
Wednesday, September 19, 2007
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.
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
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
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.
Monday, September 17, 2007
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.
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