Chapter 8: Grading and Reporting Achievement

Chapter eight focused on grading and reporting grades in a differentiated classroom. I found that this chapter was really interesting because it reminded me of all my teachers going through school. I never thought about using a curve system or a weighted system of grading. This type of teaching can hurt some students on both ends of the spectrum. The use of a bell curve is not a good representation of how students should be achieving. My students will hopefully have a high end toward the A end and very few at the F side of the grading scale. Students should not get an A in a class where students normally get C’s or D’s and then get C’s or D’s in classes where students get A’s or B’s.

Multiple Intelligences Chapter 14: MI Theory and Existential Intelligence

A ninth, potential intelligence, was introduced in chapter fourteen. The existentialist intelligence incorporates the big ideas of life, such as “why are we here?” and “who are we?”. These topics are challenging because they may lead into religion or morals. These are touching subjects, especially religion which was banned with the separation of church and state. Science can be difficult to incorporate this intelligence within my lessons. The material in chemistry could lead to existential questions, but it could also lead to religious talks very quickly. I’m worried about bringing up touchy subjects and causing problems with my students and the subject that I teach.

Multiple Intelligences Chapter 13: Other Applications of MI Theory

Chapter thirteen focused on three areas that MI theory should also be used in the classroom. These three examples were computer technology, cultural diversity, and career counseling. Computer technology is important because there is such a strong emphasis on computer geeks. There are a lot of different ways to use computers and the internet that emphasize all eight intelligences. Certain software enable students to use any intelligence that they want depending on what they are working on. I want to use technology as much as I can in as many different ways as I can. The chart in the book showed a lot of different ways that technology can be used, including plenty of nature and bodily/kinesthetic.

Multiple Intelligences Chapter 7: MI Theory and the Classroom Environment

Chapter seven introduced the activity center model for using MI in the classroom. This model is broken down into four quadrants that are split based on whether they are open ended or topic-specific and permanent and temporary. There were some really good ideas about ways that I can use MI in the classroom by setting up different stations and allowing students to either choose which station they wish to work in or place the students in the stations as I decide fits. The only problem that I have with this model is that I’m not sure that it will work out well for a high school chemistry class. Some of the stations did not sound like they would be applicable to the age group that I hope to teach. I guess I can always tweek the models so that they can fit the lessons I teach and the assessments I give out.

Understanding by Design Chapter 9: Bringing it All Together: Curriculm and Instruction Through the Lens of UbD and DI

Chapter nine summed up everything that we have learned in the book so far. Using UbD and DI in our lessons is vital but you have to be aware that not every lesson can use every single strategy. Throughout the lesson, the strategies should be used and implemented wherever applicable. One of the most important things for me to do is be flexible with the way that I instruct and assess. Starting the planning process with the big ideas, then the assessments and the lessons is important to maximizing the effectiveness of my lesson plans. Keeping the students and their learning styles in mind will help to make the class a safer and more encouraging place for students to learn and demonstrate their knowledge.

Multiple Intelligences Chapter 6: MI Theory and Teaching Strategies

Chapter six introduced new ways to help incorporate new ways of using the eight intelligences in the classroom. There were numerous examples of integrating the lessons in different ways. Seeing all of the different examples that I could choose from really helped me step back from the material and appreciate the different methods of learning and teaching. I felt relieved because I found that I could use most of them in my classes without any problem. Talking about using the techniques and actually using them in your lessons are two completely different things. After seeing ways to solve the same problem in different ways really gave me the confidence to use each intelligence to help my students.

Multiple Intelligences Chapter 5: MI Theory and Curriculum Development

Chapter five focused on implementing MI theory into curriculum design. I learned a lot about the different ways that I can incorporate multiple intelligences in my lessons. It can be very difficult to include all of the eight intelligences because of the various ways that each intelligence is displayed and used. Looking back at my education, I can list off most of the things on lists of examples that I’ve done in my classes. I never realized all of the ways that my teachers have included the different activities in their plans without our knowing it. I definitely plan on using as many of those examples in my lessons as possible. I want to enable my students to have the best chance of learning by having as many different methods as I can.