Chapter 8

I don’t believe in a grading curve, and I like how this book backs me up. It seems natural to me, to want all of my students to get the best grade they can. If they all wind up with A’s, that would be amazing. I know of other teachers, and I’m sure even some from my own high school, who are pressured into grading on a curve, or are just personally out to fail 7.5% of their class, plus or minus 4% depending on their class size. I don’t understand why teachers do it; I will never do it in my class.

Chapter 14

Wow. So the chapter starts off saying that we should take existential intelligence seriously, then goes right on to say how it should never be used in school. This chapter is a waste of time. It’s not an intelligence, and until it is, I’m not talking about it.

Chapter 13

Multiple Intelligences would be a good way run a career development class. We only had one career development class, and it sucked. I’m not sure if it sucked because it was just an unorganized class, because it didn’t seem to help any of us students, or because the teacher was a nut. He didn’t ask us for any input on careers we might want to pursue. Using MI to interest students would be helpful I believe.

Chapter 11

I heard a rough statistic the other day, that only the top 15% and bottom 15% of the student body is going to get the help it needs in high school. This is especially disturbing after being in the classroom and seeing that there are many students “undiagnosed” or “misdiagnosed” with special needs. These techniques should be used on any student who is have difficulties with the curriculum, not just children with learning disabilities. While I think the one-on-one help that some students with special needs get is wonderful, it’s a damn shame how we don’t think our energy is needed with students without special needs. I don’t know if MI works, I’m sure it does, but the way it’s presented in this book is completely ridiculous. The authors make it sound like it’s going to save the world, but in truth, I wonder if MI techniques themselves are just one way students can learn, and not the answer to all of our prayers as educators.

Chapter 9

I was most intrigued by The Key Learning Community’s view on classroom diversity. Just recently, I had a discussion with Geoff about tracking in high school and the pros and cons of it. He never had tracking in his own high school, and he said it worked out fine. This school seems to go a step further and actually place kids of different ages in classes together, not unlike my own elementary school where we had grades 1 and 2 mixed. I would be interested to learn more about this, and I wish they could have gone into more detail in the book. I think students could benefit from that specific kind of diversity.

Chapter 8

I would be really interested to know if these disciplinary methods actually work. I have a feeling that they wouldn’t. Once again, I feel like these techniques are too elementary for high school students. For me, the best kind of discipline if obviously none at all, but when it comes down to it, speaking to a high school student like an adult is what I find works best. If you respect them, they will respect you. Engaged students won’t be misbehaving in your classroom. Assess the student behavior, but also assess your own instructional strategies and what you can improve in the lesson before blaming a bored student.

FIAE - Chapter 9 AB/SYN?

Abstract - Jen T

This chapter focuses on the top ten no-nos for grading based on guidelines using differentiated instruction. In overview, avoid grading nonacademic factors, avoid averaging grades, avoid grading homework, avoid withholding assistance, avoid grading of inaccurate factors (similar to grading nonacademic factors, or homework), avoid extra credit, avoid group grades, avoid grading curves, avoid recording zeros, and avoid using norm-referenced terms to describe criterion-referenced attributes.

Synthesis?

Instead of summarizing what we, as a class, agreed with in this chapter, I have decided to focus more on the things that we did not agree on. This chapter is a perfect example of how, as a class, we could be having some really amazing conversations instead of just writing a reflection on the chapters. I know of at least one of us who thinks putting zeros in the book is stupid, one who thinks it only makes sense, and one who isn’t sure about his/her feelings about it. This has come from real conversations I've had with them, and not reflections posted on wikis. We just discussed in seminar how maybe homework is silly, but I know that most of us who were on the 'agree' side, will have regular homework once we enter into our own classrooms. Why?
(For your personal viewing pleasure. What kids really think about homework. Not suitable for class. Rated R)

Let’s pretend like we’re all adults right now who can have opinions other than those of the author. Do we really think that Wormeli is right about these ten things? No homework, no grades for homework, no zeros, no nonacademic factors (that means no attendance or class participation). And if we do agree, what are the chances that we'll incorporate them into our classrooms? What are the reasons that we won't? Instead of an abstract/synthesis, which can be helpful in certain situations, I would be more supportive of a VoiceThread or Scribblar, that allows us to discuss/agree/debate about our thoughts on these chapters. Anyone game? Either way, I need to find someone to talk to because I'm sure Sara, Megan, and my mom are tired of hearing me bitch, and I'm tired of reading reflections that just prove how easily persuaded we, as pre-educators, are to other people's opinions on education. I say that in the nicest way possible and fully comprehend that that is a broad generalization of our class. I just feel like it's a waste of my time or your time to not question what we're learning, especially since we're amazingly fortunate to have such a close class and supportive professors.

End Rant.

MI - Chapter 6 - MI and Teaching Strategies

This chapter killed me. I think it really should have been teamed up with the last chapter. These are all really awesome examples, but it drives me crazy to read it all over again, chapter after chapter. Getting that rant out of the way, the most interesting example I found was the people sculpture under interpersonal intelligence. The idea of acting out different ideas and concepts is interesting, and I would enjoy trying it out in my own classroom.

MI - Chapter 5 - MI and Curriculum Development

I can honestly say that I have this chapter down-pat. Probably even before our presentation on Google Earth I could have given you plenty of ways to incorporate all the intelligences in almost any given lesson. I hate how we keep repeating theme between the books we’re reading, but I think it helps to get everything in our head and make it stay there. MI’s will DEFINITELY be included in my classroom. I feel like the nature part will be the hardest to incorporate. I plan on having as many classes outside of the classroom, actually outside and also in the community, as I can.

UbD/DI - Chapter 7 - Teaching for Understanding in Academically Diverse Classrooms

I agree with all of the information in Figure 7.1. It must be hard, as a teacher, to fit in all the activities you want in one class, and also allow your students the time they need to internally process information. Many teachers are impatient when it comes to lessons, rushing students from one point to the next, without letting them make the proper connections in between. Wow, a lot of information looks familiar. I hope that after awhile, I won’t need to make a WHERETO for every lesson, and that it will just come naturally and basically be imprinted on my brain FOREVER. I am still a little confused about what exactly the WHERETO is, but I think by the end of this week I will be amazing

UbD - Chapter 6 - Responsive Teaching with UbD in Academically Diverse Classrooms

I agree with this chapter when it states that information needs to be uncovered and not coverage, as you would find in a traditional classroom. The balance between what students can learn without help, and what should be explained to them, is quite delicate. I think it differs from class to class, and even from student to student, but as teachers we should always be looking for ways to allow our students to think for themselves because that is the only way they will feel a sense of accomplishment and security that they’re on the right track. When I was at Mt. Blue, my mentor’s instruction differed from class to class based on his student’s previous comprehension. In my own class, I’d like to utilize as many constructive methods, as opposed to direct methods.

FIAE - Chapter 6 - Creating Good Test Questions

I haven’t even finished the second page of this chapter, and I can already tell I’m going to agree with everything it says. How many times have I, as a student, wondered why teachers feel the need to confuse their students with ridiculously complicated and confusing multiple choice questions. Then again, tests aren’t for the students’ benefit, they’re for the teachers’. Their suggestions on the multiple choice and fill-in-the-blank questions are helpful, and the double recording of test responses, at first, seemed monotonous and just silly, but I would make it an option for students in my own classroom if they’re interested in knowing how they did immediately. Negatives are horrible. I think timed performance is unnecessary, and personally believe that Mt. Blue’s choice, to extend their deadlines for homework and such, is completely valid under certain circumstances and with responsible teachers that really care about their students.

FIAE - Chapter 5 - Tiering Assessments

This chapter was intense. All of the assessments seemed like they would work. I specifically liked the cubing one. I think it would be a great way to assess what students have learned, and also let them get creative. In my limited experience with tiering (at Mt. Blue), my mentor teacher stressed the fact that even though his classes were tracked differently, every student did the exact same work. He didn’t tweak any of his worksheets for his CPI track, but he did explain more of the information instead of asking the class what they thought the answer would likely be. I can see how both sides are effective; I just don’t know which side I agree with more and why.

FIAE - Chapter 4 - Three Important Types of Assessment

I really enjoyed how this chapter explained and differentiated between the two types of grading rubrics. I also completely agreed with the author on going against a five-level tier because parents and students automatically associate each level with a letter grade. In my own classroom, I will probably use both rubrics depending on the class, grade, and assignments. I intend to converse with my students on what I think they should be graded on and what they think they should be grading on, and meet somewhere in the middle. That might not work as well with middle school students, but I always want to keep my students in the loop on how I grade, why I grade that way, and how they can receive the best grade possible.

MI - Chapter 10 - MI and Assessment

Although we’ve been over the different types of assessment, and their pros and cons, I think this chapter showed many useful examples of how to use proper assessment. There are still a few I don’t quite agree with though. While I understand the reasoning behind videotaping students while they’re presenting projects, reports etc., I don’t believe it’s necessary to put the child through the potential anxiety of knowing that twice a year they will be videotaped, and that videotape will be placed in their permanent file. I have seen first hand how using assessments that appeal to the multiple intelligences really do work. My mentor teacher regularly includes questions that relate his students’ lives and they also do quite a bit of sketching.

Chapter 3 Principles of Successful Assessment in the Differentiated Classroom

This chapter ties in with chapter 5 from ubd/di. I particularly enjoyed the example about the teacher receiving an evaluation that would be tied to his/her salary; that is a great way of explaining it. I think that teachers needs to spend a lot of time going over their expectations for students as far as assessment, this includes: homework, quizzes, tests, in class projects, in class discussions etc. Classes should be structured in a way to provide the most varied and comprehensive grading possible. If all you give are multiple choice quizzes to your group of students and 2 out of 10 bomb them, then you give a take home essay and those two kids ace them, you know what you’re dealing with and how to improve your grading techniques, perhaps for just those two kids or maybe for the whole class. Assessment needs to fit the curriculum, fit the teacher, and fit the students.

Chapter 2: Mastery

This chapter about mastery was somewhat redundant to everything we’re learned about teaching students. Of course we want them to have a mastery of the subject! Why would we want them to only get a cursory view? The speed bump comes in when it’s actually time to teach them. To teach a student so well, and in such a way that you could confidently say they have mastered a subject is quite a boast in my opinion. I think it’s because, for me, there is always more to be learned about something. Do they know the plot, the theme, the symbols, could they connect it with real life situations and ideas? Sure. But there’s always more- they could know the history of the setting and how it impacts the story, the reasons for the author’s omission of details that could be pertainent, different ways each chapter could be view, each character could be viewed. Mastery for me is a false term because there is no such thing as mastery and the best we can do, as teachers, is set up our students with a solid foundation from which to build their knowledge.

Chapter 1: The Differentiated Intruction Mind-set: Rationale and Definition

Differentiated instruction happens, and has happened, in classrooms all over the country for many decades, but now we need to expand our approaches. It’s not enough to simply give a few students extra examples to help complete their homework, we need to also give the best examples we have, or the one-on-one help they need. We need to combine all of our best techniques to ensure that every child has the best possible education acquired while in school. It doesn’t mean giving them a free pass, we still need to challenge them, but we need to pull in more ideas and strategies that will enable us to impact the largest group possible. I have seen DI in my mentor’s classrooms and know it will be a huge part of my own because it is really the only way to teach one curriculum to every unique student we have.

Chapter 5: Consider Evidence of Learning in Diverse Classrooms

This chapter explains the different techniques and views that can positively assess students and their knowledge. After being in the classroom for three weeks, I can definitely say that assessment is important and shouldn’t be handled lightly or in the wrong context. The assessment type needs to match the assumed knowledge and there is never only one way to test students. Simple conversation can provide enough assessment for some kinds of curriculum such as movie analysis. In my classroom, I’ll try to limit my formal assessment such as tests and quizzes, and bank more on informal assessment such as in-class activities and homework.

UbD - Chapter 4 - Teaching Students About MI Theory

After all these years, now I understand why my teachers thought it was a good idea to have those stupid bingo games on the first day of school. The scavenger hunt in chapter four seems like a good idea, but I think it’s a little too tame for the age group we’re teaching. I’d probably do something I little more wacky. I just can’t think of anything right now. As far as talking to the students about their eight intelligences, I might approach it from more of a psych way by having them do something similar to what we did in class, and I wouldn’t use it as a first day ice-breaker. Overall, I thought this chapter really missed the mark when dealing with middle and high school students, but maybe I am just getting too old.

UbD - Chapter 3 - Decribing Intelligence in Students

This chapter was interesting...in a weird way. I definitely agreed with the author when stated that looking at a student when they’re misbehaving is a good indication of their suppressed intelligence. Going along with misbehaving, I am starting to think that students don’t really misbehave, they are only expressing unused energy that could be spent actually learning in school! If you went by traditional guidelines for misbehavior, I would have detention in every one of my college classes. So, that part I really enjoyed and could relate to. On the other hand, I got a little creeped out when the author suggested taking pictures, video, and audio of the students to keep in a folder that could be used for years to come. I think it’s great that as teachers we’re keeping notes on our student’s learning styles, but I don’t think we need all that media for middle and high school students.

MI - Chapter 4 - What Really Matters in Planning for Student Success

The nine attitudes and skills from this chapter would have made an excellent addition to our good teacher lists for Beth. I liked the section about accepting responsibility for learner success. The scenario where Mrs. Pasarella spent extra time with the advanced and struggling learners felt good to me. I would say that the only problem is the students in between who could be on the edge of being a struggling learner or have the potential to be an advanced learner. Where do they fit in? Mr. Alvarez has the right idea by keeping a tally of the number of time each student speaks. Making sure everyone is speaking is a big part of having an open and supportive environment to work in.

MI - Chapter 3 - What Really Matters in Learning (Content)

This chapter tackles that never ending question of “what’s important to teach?” I had no idea that some of teaching standards were so ridiculous, such as that one about the Indus River Valley and the Huang-He of China, but if you Google it, you’ll find that a lot of teachers decided not to mess around with skipping that particular content standard. The backward-design seems to only make sense to me. I would never teach a lesson without knowing ultimately what I want my students to get from it. I can see how going about the planning backwards would be more helpful though. Those templates look eerily familiar.

MI - Chapter 2 - MI and Personal Development

I like the idea of asking the students’ help to think of strategies for including more intelligences in the classroom. I don’t find fault in any teacher who asks opinions of their students. I want to be someone who can be trusted in my classroom and also flexible enough to change plans if something comes up, like an amazing trip to a local playground or park to sit in the shade and read or write. I’m glad the author encourages teachers to continue trying to grow their own intelligences; there’s always room for improvement when it comes to educating the youth of the nation.

MI - Chapter 1 - The Foundations of the Theory of Multiple Intelligences

This chapter was especially fascinating because none of these concepts are completely new to me because of my past classes at UMF and also high school. I scored highest on the intrapersonal intelligence during our class last week. That makes a lot of sense because tend to be very self sufficient when it comes to school and school work, whereas friends I know who get overwhelmed easily and take on more than they can handle in a semester. I’m not sure if I would necessarily consider this an intelligence so much as a personality trait, but I do recognize that my learning style would be different from other people’s styles based on this trait. I’m already excited to make lessons plans that are directed at each specific intelligence and to connect them together in lessons.

UbD - Chapter 2 - What Really Matters In Teaching? (The Students)

The concept I agreed with most in this chapter was the dismissal of the “take-it-or-leave-it” delivery of information. Many years ago, a student would sit quietly at their desk, the teacher would talk, the student would learn. I don’t know how they learned but supposedly they did. Nowadays, teachers need to make sure ALL of the students are learning, and if they’re not, teachers can’t just say “oh well” and move on with the rest of the class. In a way, it’s like the motto “the customer’s always right.” If students aren’t absorbing what we’re teaching, than we need to find a new way to teach them because at the end of the day, our job is to teach.

UbD - Chapter 1 - UbD and Di: An Essential Partnership

This chapter helped to explain exactly what UbD and DI are because after last classes readings, I was still a little confused. The two words that really jumped out from the beginning were instruction and curriculum. The axioms and corollaries made a lot of sense to me, especially after looking up the definition for axiom and corollary. Axiom 5 was the most interesting. I liked how Mr. Axelt provided different “routes” for the students to take based on their learning difficulty for the subject. I would definitely incorporate something like that into my classroom but make sure that every student completed the same amount of work, no matter their level of understanding.