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.