Chapter two of Multiple Intelligences In The Classroom deals with knowing where you stand as an educator and where your strengths and weaknesses are. Before you can properly assess your students you have to know where you come from yourself. After you know your weaknesses it is important to compensate for these by using outside resources to strengthen your teaching. Some of the best places for help are your fellow colleagues. They have had the same problems you have and you can find out how they worked certain areas into their unit. It is a good idea to have a team of colleagues that you meet with and talk about how you can incorporate all the multiple intelligences in your classroom. Another place you can go for ideas is you students. If you cannot draw very well then ask a student if they would not mind drawing the pictures for you. All students are different and they all have different strengths so it is likely that there will be a student with a certain intelligence in your classroom that you can use. One of the other spots you can go to develop your weaknesses is technology. You can supplement your lessons with technology such as using a calculator in math if you are weak in logical-mathematical areas. Then there are ways that you can develop your weaker intelligences. Most of the developments of intelligences rely on biological endowment, personal life history, and cultural background. Whether or not an intelligence develops or not is based on crystallizing and paralyzing events. Crystallizing events are measures that happen and positively act to further your intelligences while paralyzing events hinder the development of certain intelligences. Some factors that either promote or hinder the development of intelligences are: access to resources, historical-cultural factors, geographical factors, familial factors, and situational factors. It is important for a teacher to be able to recognize these events in his own life and try to develop the intelligences that are not as developed.
Many people felt that this chapter brought up good ideas. They felt that it is important for a teacher to know his own shortcomings and to try to work with others to make the impact of these shortcomings less noticeable in the classroom. Almost everyone found it interesting that there were events labeled “crystallizing” and “paralyzing” that affected how a person’s intelligences developed. The ways that intelligence could be developed intrigued many people and they reflected on their own lives and agreed that the situations listed in the chapter do change people’s intelligences and interests.
Thursday, January 31, 2008
Abstract/Reflection DI/UbD Chapter 2
Students learn in all sorts of different ways so it follows that students fail to learn for all sorts of reasons. As a teacher it is important to teach responsively (respond to student's needs) so that each student may overcome his/her various barriers to learning. This idea of teaching responsively does quite a lot to stress the importance of student-teacher relationships and how strong ones are needed in order to teach responsively. There are many different ways to accomplish this feet of responsive teaching, and they include teaching in multiple ways, attending to student interests and also through the use of clearly defined rubrics. This page can offer more advice on how to teach in a way that is responsive to students.
The general feelings about this chapter were enthusiastic, as it had a lot to teach us as prospective teachers. I believe we all made some connection with what we were reading, and were able to store away some of the scenarios and suggestions for future use. Some of the sentiments that were derived from the reading were that teachers must always have a plan b if something goes awry, and this chapter with its talk of being able to respond to a student's need by it bizarre or untimely definitely requires this ability. Also it was mentioned in reflections, that students are just as much in control of the lessons as teachers are because if they don't understand something it will cause a slight hitch in the rest of the lesson. To minimize this it is our job as teachers to do the best that we can to prevent students from getting lost in the material, ways to do this can be found at the following link. Another, and in my mind the most important aspect to remember is that learning happens with not to the student.
The general feelings about this chapter were enthusiastic, as it had a lot to teach us as prospective teachers. I believe we all made some connection with what we were reading, and were able to store away some of the scenarios and suggestions for future use. Some of the sentiments that were derived from the reading were that teachers must always have a plan b if something goes awry, and this chapter with its talk of being able to respond to a student's need by it bizarre or untimely definitely requires this ability. Also it was mentioned in reflections, that students are just as much in control of the lessons as teachers are because if they don't understand something it will cause a slight hitch in the rest of the lesson. To minimize this it is our job as teachers to do the best that we can to prevent students from getting lost in the material, ways to do this can be found at the following link. Another, and in my mind the most important aspect to remember is that learning happens with not to the student.
DI/ UbD Chapter #1
Chapter one of Integrating Differentiated Instruction and Understanding by Design describes how both differentiated Instruction (DI) and Understanding by Design (UbD) work together. Many teachers wander how to meet state and district standards while catering to the different types of learners in the classroom. Following a UbD/ DI curriculum can help answer that question. This chapter defines UbD as a curriculum design model that focuses on what is being taught and how to meet the standards. DI “focuses on whom we teach, where we teach and how we teach.” Combining both UbD and DI allows teachers to create the best curriculum for all students in their classroom. Together both UbD and DI follow state/ district standards while focusing on each student as an individual. This chapter also had a number of different axioms/ corollaries. Each axiom/corollary gives examples on how both UbD and DI work together.
This first chapter allowed me to understand how to incorporate this model into my teaching. The way that this chapter presents scenarios makes it easier to come up with my own ideas of how to integrate DI and UbD into my own lesson plans. It is important to remember that “UbD/ DI are a way of thinking not a program.” A teacher must be flexible. If the class is falling behind the teacher must be able to look at the problems and fix them. It is also important to keep ideas that work and change other ideas that did not work. Using UbD/ DI in my classroom will allow me to accommodate all my student's needs while following state/ district standards
This first chapter allowed me to understand how to incorporate this model into my teaching. The way that this chapter presents scenarios makes it easier to come up with my own ideas of how to integrate DI and UbD into my own lesson plans. It is important to remember that “UbD/ DI are a way of thinking not a program.” A teacher must be flexible. If the class is falling behind the teacher must be able to look at the problems and fix them. It is also important to keep ideas that work and change other ideas that did not work. Using UbD/ DI in my classroom will allow me to accommodate all my student's needs while following state/ district standards
MI Chapter 1
In the 1980’s, Howard Gardner developed the MI Theory, a theory that includes eight types of intelligences. He created this in response to an IQ test that was originally developed by Alfred Binet in 1904. These intelligences span a wide variety of skills including linguistic, logical-mathematic, spatial, bodily-kinesthetic, musical, interpersonal, and naturalist. Everybody possesses all eight of these intelligences, while some people have trained certain intelligences to higher levels than others. A series of eight tests were administered to cancel the possibility of these intelligences being a talent, skill, or aptitude. The criteria that each intelligence had to meet included: potential isolation by brain damage, existence of savants or prodigies, distinctive developmental history, an evolutionary history, support from psychometric findings, support from experimental psychological tasks, identifiable core operation, and susceptibility to encoding in a symbol system. Some key points to remember about the multiple intelligence theory are: each person possesses all of the intelligences in some way, most people develop each intelligence at least to a point of competency, intelligences primarily work together, and there are many different parts of each intelligence. Gaining understanding of multiple intelligences can help teachers understand the ways in which their students learn best and which teaching methods will be most effective.
As a whole, our class feels that the MI Theory is very interesting and important. We feel that it is necessary for teachers to understand their students' intelligences in order to help them learn to their greatest ability. This chapter reinforced our class discussions by making the theory more understandable and detailed. We feel that it will be easy to incorporate the various intelligences through projects, papers, group-work, and discussions. It is important to remember that all students are intelligent in different ways. We now know that there are ways to develop each intelligence to a sufficient level and that all the intelligences work together. As future educators, we need to develop effective ways to incorporate all of these intelligences in our curriculums.
This is a video from a Multiple Intelligences show put on by the Gear Innovative International School in India. The school focuses on developing the talents of every student by providing an encouraging and positive environment:
As a whole, our class feels that the MI Theory is very interesting and important. We feel that it is necessary for teachers to understand their students' intelligences in order to help them learn to their greatest ability. This chapter reinforced our class discussions by making the theory more understandable and detailed. We feel that it will be easy to incorporate the various intelligences through projects, papers, group-work, and discussions. It is important to remember that all students are intelligent in different ways. We now know that there are ways to develop each intelligence to a sufficient level and that all the intelligences work together. As future educators, we need to develop effective ways to incorporate all of these intelligences in our curriculums.
This is a video from a Multiple Intelligences show put on by the Gear Innovative International School in India. The school focuses on developing the talents of every student by providing an encouraging and positive environment:
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