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.
Saturday, October 6, 2007
Wednesday, October 3, 2007
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.
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
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.
Tuesday, October 2, 2007
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.
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.
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.
Monday, October 1, 2007
DI/ UbD Ch. 6 Synthesis
Reflection on
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.
Sunday, September 30, 2007
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.
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.
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