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.
Monday, November 12, 2007
Sunday, November 11, 2007
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.
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.
Wednesday, October 31, 2007
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.
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.
Monday, October 29, 2007
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.
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.
Wednesday, October 10, 2007
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.
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.
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.
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.
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