Ubd/DI (Chapter 8) and MI (Chapters 8, 11, 12): Student Success

    Chapter eight of UbD/DI focused on grading and reporting achievements. Interestingly, the books suggest that the majority of assessment should not be graded. Although I love this idea, and I do agree that pre-assessments and formative assessments should never be graded. I would imagine if this were to be effective than the teacher would have to keep it completely under-wraps. I mean, in my high school experience if the students knew that something was not going to be graded then you did not do it; the student thought, “Why do something if it will not hurt me to not do it?” I guess, I am not sure how to implement non-graded assignment; I could threaten with making them graded if they did not do them, but I am pretty opposed to threats and, as aforementioned, grading pre-assessments or formative assessments. Additionally, I want to note for myself that as a teacher it is critical to explain what the grading system means and how student work is evaluated, thus making it clear what they have accomplished with each score given.

     Chapter eight of MI talked about using students’ multiple intelligences as tools to capture their attention. For perspective consider the following: a student is starting to doze off halfway through your lesson. Using your knowledge of her interests and displayed abilities you assume she has a strong musical intelligence; try playing a relevant song, or incorporating music in some way to regain her attention.

     Chapter eleven of MI really opened my mind about something: how we assess people with disabilities. For example, when we take into consideration somebody who has a disability we do not ask what they excel at, rather with what they struggle. I have had very little experience with this topic, but even I can see what a travesty this truly is; we should be working towards helping everybody learn and improve their skills regardless of disabilities or not. 

     Chapter twelve focused on student cognition and how it plays a role in the class and MI theory. While teaching, determining what students are thinking and what they are mastering is essential. By categorizing each students’ knowledge and applying it to the class it will not only make the student more likely to succeed, but it will make evaluation much more accurate. 

     Overall, these chapters talked about how student achievement is not fairly reflected in exams as an infinite amount of factors could influence student performance. Additionally, even the best students have days where they are not functioning at their peak performance. As teachers, it is not our duty to reprimand students for having emotions, but helping students work around any number of factors and providing them opportunities for success is. My dream classroom is a place where students feel at home, where they feel they have the support needed to succeed, and where their interests will be fostered and allowed to blossom; this chapter aided my understanding of how this is achieved. 

FIAE (Chapters 11, 12, 13, 14): Grades and Grading

     Chapters eleven through fourteen of Fair Isn’t Always Equal, by Rick Wormeli, focused on grading and how it should be reported to the students, parents, school, and any other relevant person. One of the main ideas that I took from the text is that the larger and more various the sample of work, the more useful and fair the results will be. 

     Should a student receive a “0” or a “60”? This argument, in chapter eleven, is a hot-button issue among educators. An observation the author made has always been on my mind: the range for grades A, B, C, and D (on a 100 point scale) is, on average, a total of 40 points, while the range for an F is 60 points, how is that fair? Putting a zero in the grade book is ethically wrong for it creates a nearly insurmountable challenge for the student. Additionally, mentioned also in chapter twelve, a 1 to 4 scale was discussed which I think is much fairer to the students, as even the lowest score is not overwhelmingly devastating to their total grade. Also, it makes it easier to establish definite criteria for each grade regardless of subject. 

     Discussed in both chapters eleven and thirteen, I found that weighing grades is a smart way to let the students’ work speak for itself; for example, an essay is probably worth more than a questionnaire, so by scoring it as such it will provide a more accurate representation of skills learned and developed. 

     Lastly, chapter fourteen examined report cards and their helpfulness. Many schools are trying to design a more useful report card that provides more information. The text talked about the dual approach, which grades students on personal growth as well as against the standards, part of me truly likes this idea for it will give a better representation of the students' achievements. However, I can also see what the book was saying about it providing information that might make the school look bad; for example, if an advanced student receives a high mark, but their personal progress was minimal due to their prior knowledge, it could make the school year appear to be an overall waste of time. 

     As a teacher, understanding why and how you are grading is crucial. Personally, I would like to adopt the 1 to 4 scale as I do agree that it is fairer. But beyond that, an awareness of what you expect your students to learn from each lesson and assignment will create a more positive learning environment. With that, if you know what you expect your students to learn then it should be relatively easy to apply weights to assignments that are more significant. Although I have yet to grade any work, I have edited papers, so drawing on that experience I have mentioned above what I think makes for the most effective grading techniques: one that will provide ample opportunity to all students. 

MI (Chapters 7, 9, 13, and 14): Flexibility and Change

     The seventh chapter of Multiple Intelligences in the Classroom, by Thomas Armstrong, focused on inviting multiple intelligence theory into the classroom environment, or “classroom ecology”. By fostering a classroom that meets the needs of all the intelligences, student success should, in theory, be a given. Now, this is not solely about curriculum, rather the organization of the classroom itself. For example, a naturalistic student would prefer to have light coming into the classroom from outdoors; or, a spatial students may crave a aesthetically pleasing room with many posters.  

     Chapter nine explored further the idea that schools should shift from the traditional linguistic and logical methods to embracing MI Theory, doing so will reach a larger audience. Often times, when budget cuts occur in a school district the arts and sports are cut to save money, completely eliminating the opportunities for many students to develop essential skills. Additionally, In the ideal “MI School” their would be three additional employees: assessment specialist (in charge of recording each students’ progress and development in each intelligence), student-curriculum broker (pairs students with their ideal classes and materials based on intelligences), and school-community broker (places and connects students with out-of-school resources and opportunities that will benefit their personal strengths and interests).

     Moving on to chapter thirteen, the author explores three additional places where MI Theory could be applied: computer technology, cultural diversity, and career counseling. Personally, I think that incorporating technology into the classroom is critical because we live in a time where everything is driven by it. Also, students living today have all had computers and technology ingrained in their lives, it would be foolish to neglect to opportunity to use their pre-existing knowledge as a tool to hasten learning. 

     Chapter fourteen introduced a new intelligence, though it does not meet all of the criteria so it is not included yet, “existential intelligence”. This new intelligence refers to the more philosophical perspective of viewing the meaning of life and a higher power. Although there could be much controversy teaching and implementing this intelligence, I think it could be a great tool to use for further investigation of materials. Especially, in high school students are truly starting to develop their own views and this could allow for real-life application, which is a proven to be successful. 

     Overall, these chapters all had an underlying theme of change and flexibility within the classroom. A teacher whom intends to apply MI Theory effectively must be willing to admit mistakes and change their plans. Through understanding, flexibility, and self-evaluation, teachers should be able to successfully implement MI Theory into their classrooms; doing so will permit all students the opportunity to succeed and to develop each intelligence throughout the course of the class. 

FIAE (Chapters 7, 8, 9, and 10): Grades

     Chapters seven through ten of Fair Isn’t Always Equal, by Rick Wormeli, focused on the importance and significance of grading. Firstly, what do grades mean? The point of them is to assess the students' level of mastery, but what does a “C” mean, versus a “C+”? Yes, a “C” is technically average, so then a “C+” would be slightly above average, but that it is not good enough to be a “B-”, right? Well, now that we have figured that out, what is “average”? Unfortunately, this could go on forever. Grades are extremely subjective, there is no common grading system, which results in grades becoming a way for students to reflect upon their own intelligence, when grades should be viewed as level of understanding achieved so far.

     What should be graded? Teachers need to know what they are grading and why. For example, is it really necessary to grade an introductory exercise? If so, why? Personally, I think that anything that is not an assessment or an equivalent (projects, etc.) should not be strictly graded, for its purpose was not assessing, but practicing. Grading is not meant to demoralize the students- though it often becomes this- but to check their level of mastery. If needed, the teacher should alter classroom methods to improve upon the results. All students work and achieve at a different pace and nobody should be punished for their methods; however, if the teachers establishes a clear deadline for a lesson, it is up to the student, with the guide of the teacher, to manage time accordingly so that come the due date they are where they should be in terms of the lesson.

     Do students really deserve redos? Every teacher has their belief on whether students should be allowed to do their work over: some teachers think that do-overs are illogical as it enforces student laziness if they know they can fix it later; however, my personal belief is that redos can be a great tool to improve upon mastery. If a student is willing to put the work into improving their score and can explain why their new submission is improved, than I think it can be useful. Most students, if they know that they will be expected to accomplish additonal work, will not take the redo, thus it stops those students that may think, “I'll just submit this now and then I'll use the “redo” time as an extension, so that I don't have to do it now.”

     Grading is subjective, but that does not mean it is pointless. When used correctly, grading can help the teacher and students understand what is or is not working. As the teacher, using grades as a way to reflect upon the struggles of the class and of the students and using that awareness to clarify is essential. Every teacher has a different policy for their classroom and grades and that is not necessarily a bad thing, it just means that every teacher needs to make sure that their own practice is clear to the students and themselves; as long as their policy is consistent and fair it should yield positive results. that every teacher needs to make sure that their own practice is clear to the students and themselves; as long as their policy is consistent and fair it should yield positive results. 

MI (Chapters 5 and 6) and Ubd and DI (Chapter 6 and 7): The Learner and Essential Questions

     Chapters five and six of Multiple Intelligences in the Classroom, by Thomas Armstrong, focused on differentiating lessons and activities to allow every student an opportunity to succeed. Riddled throughout these chapters were many examples on how to achieve this variation. Meanwhile, in chapters six and seven of Integrating Differentiated Instruction + Understanding by Design, by Carol Ann Tomlinson and Jay McTighe, the text explored the idea of the “essential question” and developing classroom readiness and mastery. All chapters discussed strongly stress the learner as something to be aware of in order to be an effective educator. 

     Due to increased standards for both students and teachers and the pressures to do well on standardized testing, teaching has become rather mundane with heavily linguistic and logical themes. In an MI based classroom it is crucial to include the different intelligences in the curriculum to provide equal learning opportunities to every student, “teachers need to expand their repertoire of techniques, tools, and strategies...” (MI, pg. 54). Furthermore, lectures and worksheets do not make connections with life events easily attainable. Teachers that take MI theory into consideration allow themselves to check their own teaching abilities for ease of understanding in regards to every learning style, “Mi theory essentially encompasses what good teachers have always done in their teaching: reaching beyond the text and the blackboard to awaken students' minds” (pg. 56). Knowing that there are eight intelligences it can be difficult to incorporate them all into your lesson, however, if “the teacher continually shifts her method of presentation from linguistic to spatial to musical and so on, often combining intelligences in creative ways” (pg. 56) it will allow ample opportunity for everybody to learn. MI theory is an extremely useful tool that every teacher should be knowledgable about to create an equal opportunity environment.

     However, before the teacher can even begin to think about how they want the students to learn, they must know what they want them to learn. To develop a clear idea of this one must ask what is the essential question? What is the main thought or idea that I want the students to ponder? Chapter seven of Understanding by Design helps explore ways to develop such an open-ended question. 

     Additionally, creating application to every students’ life is beneficial to both the classroom interest and to an intriguing essential question. Thematic education allows the teacher to break the wall down between their lesson and the lives of the students, “themes cut through traditional curricular boundaries, weave together subjects and skills that are found naturally in life, and provide students with opportunities to use their multiple intelligences practical ways” (MI, pg. 67). 

     Overall, these chapters really helped establish connections between the learner, the educator, and the curriculum. Regardless of learning styles, level of achievement, or personalities, it is critical that the students understand what the essential question is asking; thus, a well-focused and concise objective is vital. Teachers that are able to create this ideal essential question should be able to implement MI theory rather easily, because it should be accessible to all eight intelligences and applicable to projects and goals for all.

MI: Assessments (Chapter 10)

     The tenth chapter of Multiple Intelligences in the Classroom, by Thomas Armstrong, focused on the usage of multiple intelligence theory in regard to assessments. This chapter was full of so much information that I love as somebody who is averse to standardized testing. In a multiple intelligence theory practicing classroom various forms of instruction and activities are the core of the class, what about assessments? It makes very little sense to emphasize creativity and individuality if the assessments are going to be cut-and-dry standardized exams; additionally, it could even confuse or discourage the students as these exams generally take either a linguistic or logical approach. So then how should teachers assess their students? Authentic assessments are much more accessible to all learners, they emphasize real-world application. Instead of the unnatural individually-given and timed pen-and-paper test allow students to take the initiative to present what they have learned in the medium of their choice, if it meets the standards than why not? By allowing this kind of approach it will also help alleviate students’ testing anxiety. 

     I feel like a broken record. If you have read my other posts on assessments I am positive that it is evident that I detest standardized testing for its narrow outreach. I truly believe that allowing individual approaches in the classroom is key to efficient learning; also, by allowing students to make connections to themselves and their interests it will create a more passionate environment in which learning is welcome.

UbD and DI: Considering Evidence of Learning in Diverse Classrooms (Chapter 5)

      The fifth chapter of Integrating Differentiated Instruction + Understanding by Design, by Carol Ann Tomlinson and Jay McTighe, focused on assessments; also, the various forms of knowledge that one must understand to properly assess. Many different knowledges exist and should be known by teachers, some of these include: declarative knowledge (any pre-existing understanding), procedural knowledge (how the knowledge is/should be applied), and disposition (feelings or connections to the content). All of the aforementioned knowledges can impact the classrooms interest and success. In addition, much like Rick Wormelli, the author of Fair Isn’t Always Equal, this text emphasizes that assessments are only useful if the teacher uses them to better the classes understanding. A good teacher will work with the students, based on their assessments, to develop differentiated instruction that will improve the class. 

     As a teacher, I know that I will apply the above information willfully and happily. I agree completely that assessments are only helpful when used by the instructor to better the class. Too often I have had teachers that assume that class-wide failure is result of terrible students, but in general I think that class-wide failure is a better reflection of lackluster instruction. Using assessments as a tool to assess growth is smart and I will definitely implement it (as for [heavily] graded assessments I am still in the air). For example, by using pre-assessments the teacher can develop a greater understanding of the level of pre-existing knowledge that will impact the pace of a lesson. Additionally, by implementing formative assessments a greater idea of what lessons were successful, and which were not, can be attained. 

FIAE: Creating Good Test Questions (Chapter 6)

     The sixth chapter of Fair Isn’t Always Equal, by Rick Wormeli, focused on creating good test questions, these can include: multiple choice, true/false, fill-in-the-blank, short answer, or short essay. Although all of these options are available, as the teacher it is important to know when each is appropriate. Additionally, some other things to be mindful of when creating exams are word-choice and phrasing. The goal when assessing students is to gain insight into their level of mastery, it is not logical to create questions that could trip the students up with awkward wording, rather creating concise and clear questions will yield the most accurate results.

     When creating assessments, I think that it is important to be mindful of the different learning styles and to service as many as possible in each exam. Often teachers will throw a test at you that consists of two things, multiple choice questions and short answers; what about the people that are not linguistic or logical learners? What about the spatial learners? How about any of the other types of learners? Personally, I think that assessments can be misleading as they tend to be confined to sheets of paper; individualized projects are much more revealing. Unfortunately, in modern times assessments are all the rage. As a teacher, I know it will be my duty to service the students in a way that is mindful to both their individual learning styles and to the standardized assessments provided by the state. Hopefully, using the techniques explored in the text will help me develop testing that I consider fair. 

FIAE: Tierring Assignments (Chapter 5)

    The fifth chapter of Fair Isn’t Always Equal, by Rick Wormeli, talked a lot about the use of “tiering” in the classroom. Simply put, tiering is the altering of expectations based on the readiness, interest, and learning profiles of the students. When creating tiered assessments it is important to start with the middle level, the level that meets the standard, from there you can create the higher or lower levels. The reason for this is that if you start too high or too low then the expectations for the other groups may be influenced; for example, if you create the higher level assessment first than you may be blinded to what the actual standard expects, thus creating an unfair exam; likewise, if you start too low than the others levels may not be challenged enough.

     Tiering does intrigue me, especially for the more diverse classroom. Providing students the chance to exercise their creativity with my assignments will be more than welcome, assuming academically it does not interfere. The book introduces many ways to tier assignments, of them the RAFTS concept is particularly interesting. As a beach ball, I am a big fan of choices and providing options. However, a lot of students when given too many choices say they don't know where to begin, so this may be a structured way with which variety can be introduced. With that said, I think tiering can be really effective, but it is also something that teachers should implement cautiously. I have had teachers tier work before in a not-so-subtle manner and it led to the higher level kids feeling frustrated, and the lower level kids feeling belittled. 

FIAE: Three Important Types of Assessment (Chapter 4)

     The fourth chapter of Fair Isn’t Always Equal, by Rick Wormeli, focused on three types of assessment: portfolios, rubrics, and self-assessment. The very first type discussed is the portfolio, which is basically a collection of works created throughout the class. The purpose of this is that it gives both the teacher and student a visual representation of their progress and mastery throughout the course. Secondly, the text explored rubrics which yield the greatest amount of mistakes, using them is a series of trial and error. Finally, self-assessments were discussed which allows the students to reflect on their own efforts, thus providing the teacher with an idea of where each student feels they are academically.

     Personally, self-assessments have always been my favorite! Having had classes that provided these after every project (especially in art class) it allowed me the opportunity to not only reflect on what was expected, but to defend myself if I felt that I accomplished something that the teacher may miss when assessing. Also, it was not until I took a writing course in college that I had an actual final portfolio, I feel that it helped me grow. For that writing class, I was able to pick the works that I felt best represented my mastery and in the portfolio I included every version of that paper from the first to the final draft. Additionally, I had to write a statement defending my choices and the revision processes. By doing this it truly gave me perspective on my own development and choices. Finally, when I received my portfolio back my professor had provided a response to my reflection that covered my own growth and where I could improve further. To me, it seems that learning is so subjective that most of the time educating is a series of trial and error all in search of the "right" method.

FIAE: Principles of Successful Assessment in the Differentiated Classroom (Chapter 3)

      The third chapter of Fair Isn’t Always Equal, by Rick Wormeli, focused on the usage of assessments in a healthy manner. Throughout the chapter many topics were covered including: assessments, differentiated instruction, and determining readiness/ essential understanding. Three types of assessment were discussed: pre-assessments (to check for prior understanding and knowledge), formative assessments (checkpoints that help monitor retention and understanding of information), and summative assessments (final exams that assess mastery). By strategically placing these three types of assessments the teacher can develop a greater understanding of the classes knowledgeability before, during, and after a lesson. Assessments can provide the teacher some perspective on where a specific lesson was successful. 

     Personally, I think assessments are a double-edged sword; on the one hand, they can be helpful in understanding class-wide (not individual) mastery, however it seems a nearly impossible feat to create an exam that is fair to everybody. Likewise, if the teacher does not use the exam to better themselves than it is a waste of time. As a teacher, I am pretty certain that I would provide exams, however they would not weigh nearly as much most. When a teacher makes an exam weigh thirty percent or more of the students’ grades I think it is basically asking for failure, not only is the exam most likely not accessible to all learning styles, but then you must consider outside factors that the students bring into the classroom (emotions, hours of sleep, etc). Assessments are great check-points and a decent way for the teacher to reflect on themselves, but I would argue that they are not an accurate way to judge individual mastery of materials. 

     

FIAE: Mastery (Chapter 2)

     The second chapter of Fair Isn’t Always Equal, by Rick Wormeli, focused on the importance of student understanding and mastery of information provided. It is important to note the difference between mastery and memorization (non-mastery): mastery is interpreting and understanding as a way to make use of information gained, while memorizing is merely momentary internalization for the purpose of recitation. In Understanding by Design the authors, Carol Ann Tomlinson and Jay McTighe, provide the six facets of learning: explanation, interpretation, application, perspective, empathy, and self-knowledge. Wormeli uses these facets to explain the difference between mastery and non-mastery of knowledge. As a student, I know very well the difference between mastery and learning; mastery is when I am able to use those skills a week later without a refresher. The idea of mastery vs. non-mastery should constantly be burning in the back of every teachers’ mind. 

     Additionally, as the teacher it is crucial to understand why you want your students develop an understanding and mastery of what you teach. How will it help them? Would their time be better spent elsewhere? After deciding on teaching the lesson, the educator must be able to assess the level of mastery in the classroom, using the six facets of learning can help monitor classroom success. Ultimately, a teacher's success is not measured solely by their lesson or the amount of  students that like them, but rather the percentage of mastered material. 

FIAE: The Differentiated Instruction Mind-set (Chapter 1)

      The first chapter of Fair Isn’t Always Equal, by Rick Wormeli, focused on the importance of differentiated instruction. In the classroom, it is critical that the students are being provided with choices in their instruction; for this to be most effective the teacher must realize that learning styles vary. By successfully implementing options in the classroom it should help level the playing field for all students to achieve success. Another key component is knowing, as the teacher, how to balance the responsibilities between yourself and the students. For example, a teacher that condemns her students for failing is going to miss out on an opportunity for professional growth, sometimes self-reflection and the ability to admit fault can result in the discovery of a new approach that may help the students. It seems that when people hear the term “differentiated instruction” they jump to “special treatment”, this is not the case, rather it allows each and every student the chance to learn in the way that is understandable to them. In high school, my teacher had us study the “No Fear Shakespeare” version of  “Hamlet”, which was a graphic novel; although the works' medium changed the story was still taught to us, making simple changes like this can be useful. After being in the school for only three weeks I have begun to uncover many of the different styles of learning that exist in my classes. As a teacher, I will use this knowledge to create lessons that will provide even the most reluctant or struggling student the opportunity to do well. 

MI: Teaching Strategies (Chapter 6)

     The sixth chapter of Multiple Intelligences in the Classroom, by Thomas Armstrong, focused on some of the different techniques that could be used in the classroom to promote learning among all eight intelligences. Throughout the chapter, I could not help but relate many of the examples to my classroom experiences. 

     As a student and a teacher, I think that Socratic Questioning is an incredible tool to use in the classroom, “Instead of talking at students, the teacher participates in dialogues with them, aiming to uncover the rightness or wrongness of their beliefs” (pg. 78). From my experience, when the teacher leads the discussion and allows the students to add their own ideas the method can yield positive results. However, if the teacher forces the conversation or loses control of its trajectory the method can fall flat. Ultimately, if the teacher uses the method correctly it will allow for insightful discussions that will allow the teacher to test “their (the students') hypotheses clarity, precision, accuracy, logical coherence, or relevance” (pg. 78).

     Mood music: “Locate recorded music that creates an appropriate mood or emotional atmosphere for a particular lesson or unit” (pg. 87). Recently, I took a film history class where the professor played music, at the beginning of class, that set the tone for the movie and the ideas he wanted us to consider. When he did this, the mood of the class would shift noticeably and it would influence our discussions.

     In high school, During the Hamlet unit, my teacher had us elect two people to play Hamlet and Ophelia. We then held a domestic violence court case in which we had the two characters act out their feelings, doing so let us establish a detailed tone for those characters' relationship. This "classroom theater" (pg. 83) activity brought all of us together and allowed for us to leave our seats; the teacher could have simply had us discuss our thoughts, but this method allowed for the class to have a better chance at retaining the information. 

     Variation in activities and the classroom is a positive occurrence that will yield a better learning environment for every student. 

MI: Curriculum Development (Chapter 5)

      The fifth chapter of Multiple Intelligences in the Classroom, by Thomas Armstrong, focused on MI theory's contribution to curriculum development. Due to increased standards for both students and teachers and the pressures to do well on standardized testing, teaching has become rather mundane with heavily linguistic themes. In an MI based classroom it is crucial to include the different intelligences in the curriculum to provide equal learning opportunities to every student, “teachers need to expand their repertoire of techniques, tools, and strategies...” (pg. 54). Furthermore, lectures and worksheets do not make connections with life events easily attainable. Teachers that take MI theory into consideration allow themselves to check their own teaching abilities for ease of understanding in regards to every learning style, “Mi theory essentially encompasses what good teachers have always done in their teaching: reaching beyond the text and the blackboard to awaken students' minds” (pg. 56). Knowing that there are eight intelligences it can be difficult to incorporate them all into your lesson, however, if “the teacher continually shifts her method of presentation from linguistic to spatial to musical and so on, often combining intelligences in creative ways” (pg. 56) it will allow ample opportunity for everybody to learn. Another technique that can influence the success of a lesson is its applicability to the students' lives. Thematic education allows the teacher to break the wall down between their lesson and the lives of the students, “themes cut through traditional curricular boundaries, weave together subjects and skills that are found naturally in life, and provide students with opportunities to use their multiple intelligences practical ways” (pg. 67). MI theory is an extremely useful tool that every teacher should be knowledgable about to create an equal opportunity environment. 

UbD and DI: What Really Matters in Planning for Student Success (Chapter 4)

     The fourth chapter of Integrating Differentiated Instruction + Understanding by Design, by Carol Ann Tomlinson and Jay McTighe, focused on what is vital to the content. One of the key aspects of this chapter was catering to the individual needs of the students. Teachers have several  responsibilities, here are two of the main ones; firstly, the students are meeting the standards expected of them; secondly, a well focused curriculum meets the individual learning needs of every student; if the second task is achieved, the first will be too. “If we see ourselves predominately as teachers of curriculum- even exemplary curriculum- we have forgotten half of our professional role. We are also teachers of human beings. The essence of our jobs is making sure that the curriculum serves as a catalyst for powerful learning..." (pgs. 38-39) To me, the responsibilities of teachers are expressed perfectly in the above quotation. It is important to not only have an awareness of each students' learning style, but also their background. By incorporating work that the students can relate to their learning experience will be enhanced.

      In my own classroom, I will make it a goal to get to know my students. Personally, the teachers that stood out to me in high school were the teachers that allowed me to incorporate my own passions into my work, nothing invigorates a person more than excitement. These teachers were able to do so by knowing me both professionally and personally. Though it will be intimidating trying to develop a trusting relationship with my students, I know it is essential to learning. Hopefully, my field experience will help me develop a certain comfort for getting to know the students. 

UbD and DI: What Really Matters in Learning (Chapter 3)

     The third chapter of Integrating Differentiated Instruction + Understanding by Design, by Carol Ann Tomlinson and Jay McTighe, focused on content. Well-developed content and curriculum are absolutely crucial to education and, as the authors express, it is becoming increasingly difficult to satisfy the standards set by the state. Although there are many ways to establish a lesson, backwards planning seems efficient as it forces the teacher to keep the goal in mind throughout the planning process. Simply put, backwards planning is establishing a set of desired results and using acceptable evidence to create a lesson plan that will satisfy it. There are many benefits to planning in this way, most important, is making certain that the results that you, as the teacher, established are being achieved.

     Content is indescribably essential to a good education. As a teacher it will be my job to create a clear and well-developed curriculum that will service my students, both inside and outside, of the classroom. Where I am now, the idea of developing content and curriculum is a highly daunting task, though this chapter has fed my readiness in eventually doing so. When developing a curriculum, using backwards planning could be useful in making sure that I am creating attainable goals in my lessons. Although I do believe that the state probably provides too many standards, I do think it is important for standards to exist as guidelines for education; there presence creates an even playing ground for students, no matter their background. 

MI: Teaching Students about MI Theory (Chapter 4)

     The fourth chapter of Multiple Intelligences in the Classroom, by Thomas Armstrong, focused on teaching students about the MI Theory. Due to the theory's relative simplicity it can be explained to children as young as first grade. I thought the way that the author introduced MI Theory to the students was perfect; he was both direct and thorough. Armstrong talked about the “'MI Pizza' (a circle divided into eight slices)" (pg.45), in each slice he would place two items representing an intelligence, both a symbol and a simplified name for it (“word smart” instead of “linguistic”). He would then ask extremely basic questions to elicit participation from the class, such as “who can read?” Armstrong's intention was to show the children that each of them are intelligent in every area. This kind of effort will help students build the self-confidence needed to develop their skills. For Career Day, it was suggested that the teacher allow representatives of each intelligence to attend as a way to help students bridge connections between their own abilities and the possibilities for success. For example, having a veterinarian as a representative for naturalist could inspire those within your class that have that learning style. Teaching your students about MI Theory has its benefits, studies have shown that students that can relate what they have learned back to themselves are more successful. With that in mind, as a teacher I promise to provide opportunities for all eight intelligences.

MI: Describing Intelligences in Students (Chapter 3)

     The third chapter of Multiple Intelligences in the Classroom, by Thomas Armstrong, focused on how to understand the actions of students and using them to understand their developed intelligences. One of Armstrong's beliefs is that there are many ways to develop an appreciation for the abilities of a student. By paying attention to their actions the teacher may find hints into what their learning style may be. The author jokingly comments that by paying attention to the way that a student misbehaves can grant insight into their most developed intelligences; though he says it with humor, ultimately, it is a reliable tool that can be used to establish a base for your understanding. Armstrong does not believe that there is a “mega test” that can perfectly identify a person's learning style. However, he does believe that by using smaller, more focused, tests the results will be more accurate (as long as they are fair to all learning styles). Beyond the classroom, teachers can use parents, friends, and out-of-school activities to learn more about the students.

     All of the above information is relevant to the classroom. Having read this chapter, I have a better understanding of actions that I will witness in the classroom. For example, when a student acts out in class by doodling on the desk, they may not simply be misbehaving, but showing signs of spatial intelligence; as a teacher it will be my responsibility to incorporate these learning styles into my plan too. 

UbD and DI: What Really Matters in Teaching? (Chapter 2)

     The second chapter of Integrating Differentiated Instruction + Understanding by Design, by Carol Ann Tomlinson and Jay McTighe, focused on the importance of developing an awareness for the learning styles of every students as a basis for teaching responsibly. Teaching responsibly means having an acute awareness of the learning needs of the students and incorporating it into your curriculum. If the teacher successfully applies this knowledge, the students will benefit in several ways: Attending to the teacher-student relationship will contribute to the students enthusiasm for learning, attending to the environment will build a context for learning, attending to a students’ backgrounds and needs creates bonds between the learner and the content, attending to the readiness of the students permits academic growth, attending to interests enlists student motivation, and attending to the learning profiles of the students enables efficiency of learning. 

     Getting to know your students can be helpful in several ways. Creating a comfortable classroom, that is open to self expression, is essential. Doing so also also gives the teacher a feel for the student; knowing someone’s background, such as where they live, the types of schools they have attended, and their interests, can help a teacher create differentiated lessons for that student. Knowing your student’s, and them knowing you in turn, gives them more reasons to show you respect and trust you and what you are teaching them. Basically, differentiated instruction is impossible without getting to know your students.

UbD and DI: An Essential Partnership (Chapter 1)

     The first chapter of Integrating Differentiated Instruction + Understanding by Design, by Carol Ann Tomlinson and Jay McTighe, focused on the essential bond between DI (Differentiated Instruction) and UbD (Understanding by Design). Teachers attend to at least four elements while catering to their class and curriculum: whom they teach, where they teach, what they teach, and how they teach. The linkage of Ubd and DI exists because each serves specific elements; for example, UbD focuses on what they teach, while DI concentrates on how they teach, one could not exist without the other for you cannot know how you teach if you are unaware of what you are teaching. The bond of UbD and DI extends further then this example and the chapter captures this idea. UbD focuses on the evidence we need to collect and, as aforementioned, what they teach. Meanwhile, DI encompasses the others, including: whom they teach, where they teach, and how they teach. 

     Knowing UbD and DI could be helpful when planning classroom assignments as they both give insight into the student body. Classrooms come in all shapes and sizes and contain students whose histories are all different, DI can help the teacher look past the differences as a challenge in order to help you find ways to maneuver them into your class. By successfully using your knowledge of DI and UbD the curriculum should be well-rounded and focused so that every student can have a chance to be effective in the classroom. 

MI: MI Theory and Personal Development (Chapter 2)

     The second chapter of Multiple Intelligences in the Classroom, by Thomas Armstrong, focused on the development of different intelligences, including elements that could hinder or hasten them. Three factors decide whether an intelligence can or cannot develop; biological endowment, personal life history, and cultural and historical background; Biological endowment includes genetic factors and whether the brain has suffered any injuries before, during, and after birth; Personal life history includes any interaction that may have awakened or stunted intelligences; and Cultural and historical background includes the environment in which the person was raised. There are many factors in life that could impact your intelligence, Armstrong listed the following: access to resources or mentors, historical-cultural factors, geographic factors, familial factors, and situational factors. The MI Theory helps people understand the different approaches to teaching and understanding. 

     One aspect that is extremely important is the ability to assist a student with work without belittling them. The text mentions crystallizing and paralyzing experiences, which are occurrences that could either stunt (paralyze) or support (crystallize) your abilities. This is important, as a teacher you need to know how to be supportive of your students’ efforts. When a student is incorrect it is not necessary to humiliate them, because that could become a paralyzing experience. Likewise, if that student provided the correct answer it is okay to compliment them, because it could help boost their ego and may even become crystallizing experience. 

MI: The Foundations of MI Theory (Chapter 1)

     The first chapter of Multiple Intelligences in the Classroom, by Thomas Armstrong, focused on the varied intelligences that exist in humans as part of the MI Theory. The MI Theory was developed by a man named Howard Gardner as a way to challenge the idea of intelligence testing, he believed that there are many forms of intelligence. This belief became the foundation of the MI Theory, which boasts eight intelligences: Linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Each of the intelligences are tested against eight criterion that they must meet in order to be considered for inclusion in the theory. The intelligences must be catered to individually, in ways that they are observed in the classroom, as they are all different. Now, it is not to say that a person cannot have the other intelligences. However, usually humans have a strong grasp of only a few, while the others fade into the background, allowing them to become less exercised. With that, it is possible to become successful with the other sections of intelligence with enough practice. 

     As a teacher it is important to keep all eight intelligences in mind, negligence to do so can harm the students’ education. Every teacher in the world has their own intelligences that they will resort to when teaching. However, it is important to keep the others in mind. When creating a lesson plan, it is important to be concise with your intentions. However, providing options will allow for all of the varied intelligences to have a chance at success.