Chapter 12: MI and Cognitive Skills

Chapter twelve discusses cognitive skills and how they relate to the multiple intelligence theory. Educators are continually observing what a student is thinking, rather than focusing on how they are thinking. Teachers year after year become frustrated with the idea that they are teaching for nothing. They feel that if students are unable to retain the information they are being taught, then why teach them in the first place. Howard Gardner states that there is no “good” or “bad” memory, and that it all depends on how the information is being presented. All students are a little different, and will learn more efficiently when using a specific intelligence that is their strength. If a student is particularly good at remembering faces they probably have a strong spatial intelligence, or if a student is able to memorize music easily they are displaying a strong musical intelligence. In a traditional classroom most students are only able to use their verbal and spatial intelligence because of the instructional strategy used by their teachers. If educators are able to present ideas in a wide variety of ways they will be teaching to more intelligences, and more students will gain a better understanding of those ideas. The chapter continues by giving various examples of how to teach material to a range of intelligences. For example, a teacher may have one group of students work on their spelling by creating words with their bodies, while another group uses their singing talent to become better spellers. Educators who are able to associate the material they are teaching with the most intelligences will have more successful students. Students in the United States have shown improvements in spelling and arithmetic, but have showed a decline in problem solving abilities. The chapter describes strategies to improve higher order thinking and problem solving skills by using many intelligences in the learning process. Most students think of problem solving as just mathematical, this chapter discusses many ways people are able to enhance this skill by using other intelligences. The chapter then presents the “Christopherian Encounters,” the idea that students in the United States are only getting a surface level amount of information on specific topics. The example used in the book is how students were always taught that Christopher Columbus was the founder of country, and proved that the world wasn’t flat. This creates a problem for students because they may not be prepared for further education, and may be learning false ideas. Teaching all topics at an in-depth level is difficult because there is so much knowledge to learn and so little time for kids to learn it. Teachers must strive to push students thinking levels, strive to get students to “confront the contradictions in their own thinking.” This chapter closes by describing Blooms Taxonomy. Blooms Taxonomy which was created by Benjamin Bloom is made up of six levels of increasing complexity. Teachers can effectively judge a students true understanding by using the six levels of Blooms Taxonomy; knowledge, comprehension, application, analysis, synthesis, and evaluation. When a student is able to understand ideas using all six complexities they are displaying a deep understanding of those ideas.

This chapter discussed a variety of strategies educators may use to teach to a range of intelligences. It also talks about the ways students can use multiple intelligences to learn one area such as spelling or problem solving. It kind of made me mad when I read that teachers sometimes think; well if they aren't going to remember it then why should I teach it. I think that is just ridiculous. This chapter made it evident that getting all students to fully understand ideas is difficult but there are strategies for doing so. A teachers job is not easy by any means, but it is a profession which people should pick if they truly care about the development of students.

DI/UbD Chapter 8

This chapter discussed the 6 guiding principles of effective grading and reporting. The author stated that the following principles should be adhered to when setting up effective grading:

1. Grades should be based on clear and specific goals and performance standards;
2. Evidence used for grading should be valid;
3. Grading should be based on established criteria (such as in a rubric) not on subjective norms;
4. Not everything should be included in grades;
5. Avoid grading on average;
6. Focus on achievement and report other factors separately.

The chapter emphasized how grading and assessments don’t always go hand-in-hand, and that as educators it’s important for us to know the difference. This chapter is really trying to show how it’s possible to have a differentiated classroom with achievement standards which also takes into consideration individual growth, personal development and progress towards further understanding.

Mostly everyone agreed that these principles will be very helpful in aiding us to develop our own grading system. We also all seemed to agree that although it’s a strange concept for most of us, the idea of not emphasizing grades was very appealing, albeit a bit difficult to implement. There was discussion on how taking emphasis off grades is going to require more of a reporting system rather a report card, with emphasis on discussion rather than symbols for evaluations to be sent home. A few of us discussed how we have had classes where even though we got bad grades it was possible for us to learn more than in classes where grades were more easily given; so we’ve experienced that grade not matching the learning. Many of us seemed to worry that this system of assessing rather than grading was going to be more difficult but in the end more beneficial and well-worth the extra work.

Chapter 11: MI and Special Education

This chapter was about MI and Special Education. It is pointed out that there can be a deficiency in all of the intelligences. For instance, dyslexia is a linguistic deficiency while dyscalculia is a logical and mathematical deficiency. Deficit paradigm and growth paradigm was discussed in the chapter. Deficit paradigm is labeling kids based on their abilities or disabilities, focusing on errors, and things of that nature. Growth paradigm is avoiding labels and looking out for the individual. The chapter strongly pushes to not label students by their learning difficulties but to note them as a student with a special need. For instance, a student with dyslexia may be amazing at sports and therefore should be seen as a gifted bodily-kinesthetic learner with a special need in the linguistic intelligence rather than an athlete who can not read. A way to motivate students with a deficiency in a certain intelligence is to give an example of a famous person who faced the same difficulties as they are now. For instance, Edgar Allan Poe had emotional difficulties but is a famous writer. The development of IEPs using MI theory is also talked about. This is where instead of helping a bodily-kinesthetic learner read by drilling more linguistic activities you would use bodily-kinesthetic activities to help the student read. One interesting way to help a student with dyslexia is to teach them Braille. If MI theory is used in the regular classroom, then the number of referrals to Special Education classes will drop as the students are getting help in the normal classroom. Also, most of the behavior problems will drop and the classroom as a whole will be better off. As a whole, the class liked this chapter a lot. Most people brought up in their reflections that the chapter was helpful and/or interesting. Personally, I first thought it would be about MI theory for Special Education teachers (which I do not want to be) but it was about how to help students with learning disabilities learn in a regular classroom. I believe that kids with problems like dyslexia or some sort of personality disorder should be allowed to stay in the classroom and learn with the “normal” students. The teachers of these kids only have to teach to their special intelligence to help them learn. Joel and Emily wondered if this chapter would be brought up in the book and they were happy to see that it was. There were some, for a lack of a better word, disagreements with the chapter. Keith said that Special Ed. Integration could be both harmful and helpful in the classroom while Brandi was unsure if there would be fewer Special Ed. kids in schools if we used this technique.

MI Chapter 8

This chapter focuses on how educators can incorporate all eight intelligences into their classroom management. Most of the suggestions try to bring focus away from the usual linguistic approach and but it on other alternative approaches. One example that Armstrong gave was of a teacher who was trying to gain the classes attention by talking over them. When that didn’t work to gain their attention she just yelled “shut up”. And even then it only quieted the class for a minute and the whole scene just happened again. Rather than using your voice to talk over your students you could have a gesture (bodily kinesthetic) that means its time to be quiet. When you raise your hand every one is to mimic you in response showing that they are paying attention. Or you could have a musical signal, a picture, or other strategies that play on different intelligences other than linguistic. When preparing for transitions you can have specific cues that let your students know it is time to move on. You can focus on one intelligence for this and have many different cues for different activities. If you choose musical you can fit the music to be appropriate for the activity that it signals. If you choose spatial then you can choose a picture that represents what the students are supposed to be transitioning into. To communicate class rules you can also utilize the multiple intelligences. Although for this particular aspect of classroom management the linguistic approach is the most common you could still get creative and use other or many other intelligences. When dealing with disciplinary matters you can also utilize multiple intelligences. If a student breaks one of the class rules then what better way is there to reach them than through the way they learn best. So if you have a kinesthetic learner you could teach them how to deal with stressful situations by taking deep breaths. Or you could have them role play appropriate and inappropriate behaviors to show their understanding of them.
Many people had mixed feelings about this chapter. They liked the chapter because it offered many valuable ideas; however, they felt that this book is geared more toward elementary grade levels as far as student examples go. This means that most everyone’s reflections had the general consensus that there is no teenager out there that is going to want to walk around a room making an animal noise in order to find a classmate who is making the same animal noise. There are also other kinds of classroom management ideas that seem a little age-inappropriate such as classroom rules being designated to animals like a respectful rabbit and a quiet quail. The exception to this is that people liked the idea of using the school mascot.

DI/UbD Chapter 5: Considering Evidence of Learning in Diverse Classrooms

Chapter five discusses how to accurately develop assessments that will be effective in a diverse classroom atmosphere. Educators must provide appropriate assessments throughout each unit in order to test students’ true understanding of subject knowledge. Teachers are faced with the difficult task of presenting material to a diverse classroom in a way that can be comprehended by all. The backward design model has proven to help teachers create appropriate assessments, but it is important that teachers have the ability to recognize student needs through their performances, and are able to adjust teaching styles for the better of the class. The GRASPS model has proven to be an effective tool when developing classroom assessment techniques. Teachers use the GRASPS technique as a guide to construct performance tasks that accurately test the information taught in class. When developing an assessment, teachers must focus on identifying the goal, role, audience, situation, purpose, and standards for success. This chapter describes three principles to follow when assessing students in the classroom. The first principle to consider is “the big picture,” teachers must assess students’ in a variety of ways over the course of a unit in order to receive accurate results of student understanding. It is far more accurate for educators to grade students on each of their assessment performances rather than on a single test (i.e. standardized tests). The second assessment principle is “matching measures with the goals.” This is saying that teachers must test students in ways to get the desired results originally stated when designing stage one. Differentiated assessments must clearly test each students; declarative knowledge: what students should be able to perform, procedural knowledge: things students should display, and student dispositions: what attitudes or habits students exhibit. Form must always follow function is the third principle. When educators begin to design assessments they must consider; “What are we assessing?” “Why are we assessing?” “For whom are the results intended for?” “How will the results be used?” Teachers must use each form of assessment to gain accurate results of student learning. The three main types of assessment are; diagnostic: a form of pre-assessment to gather information on the knowledge students possess coming into a class, formative: in class assessments testing specific understandings during instruction, and lastly summative: comprehensive assessments that display a students true understanding in all six facets describe by the author. These six facets of understanding state that students’ will be able to; explain, interpret, apply, have perspective, display empathy, and have self-knowledge. This chapter ends by discussing the importance of being a responsive teacher that provides feedback to all students. When teachers continually provide feed back on a student’s progress in class it keeps them on tract and motivated. Feedback should be provided early, often and in various ways to keep students engaged. When teachers provide students with feedback it promotes the idea of self-reflection. Students who are able to reflect on their performances usually are able to get over areas they struggle with. One of the most important abilities teachers must have is being able to learn from the results their students display on assessments. Teachers must always strive to provide differentiation to their students, and adjust teaching procedures as needed.

This chapter echo’s the others by saying that assessments must be differentiated for maximum student learning. Assessment techniques are just as, if not more important then all other aspects of the backward design model. If a teacher creates a great unit full of extremely intriguing lessons but assesses students on information they were never taught, then it doesn’t matter how good the unit was designed. Results gained from well planned assessments provide teachers with more than a grade for students’, it also lets the teacher know how well they are presenting information and ideas to the class. Effective teacher must develop the ability to learn from all students performances. The topic of assessment has become controversial in over the past ten years. The governments, “No Child Left Behind Act” is forcing teachers to gage their curriculum toward the knowledge required for standardized tests. With the continuing demand of standardized testing, teachers must develop methods to stimulate self-reflection by students. Although teachers are always there to guide, students themselves can be their best teachers.

FIAE Chapter 2: Mastery

What is mastery? It’s the ability to truly understand the substance of a subject, lesson or concept. The problem with this definition is that each individual’s interpretation of what the word understanding implies will be different. Chapter two discussed how it is the teacher’s responsibility to design appropriate, compound assessments in order show evidence of the student acquiring content understanding rather than memorization. Some ways to assure that appropriate assessments are developed are to include the 6 facets of understanding: explanation, interpretation, application, perspective, empathy and self-knowledge. Application is especially important in the connection of knowledge to understanding; students who are able to explain how and why the information they are being given is useful are more likely to retain the skills and information. Nolen and Taylor stated that the two major ways to gain evidence of mastery are to continually track progress on important assignments, and to use multiple assignments, rather than one large assignment for summative assessments. Now the problem arises of narrowing down what part of every subject is important enough to teach to that high level of understanding expected. Although most states have developed standard requirements for what meets curriculum understanding, there is still a challenge of choosing the right material – not to mention, ways in which to present it – to adequately cover all standards. Thankfully, endless resources are available to both new and veteran teachers in the form of colleagues/ mentors, curriculum guides, programs of study, pacing guides and former teachers’ assessments, not to mention the standards of learning themselves. Keep in mind that what is important is continually shifting and that the standards by which you develop your lessons will also continue to change. Educators need to be mindful of such changes and always work with ‘now’ in mind but the end in sight to ensure clarity in the classroom.

How will I know that my students have mastered the information? How will I know that I’m doing my job well? These questions were at the foundation of this chapter and reflected many of our personal worries. It’s important, as teachers, for us to know when a subject is mastered because only then can we move on to further concepts. Like many students around the country, most of us have had the personal experience of memorizing knowledge for a short time period – usually in order to pass a test – and then forgetting it as soon as we pass. I think this is probably why so many of us liked the idea that education has turned its focus on understanding rather than knowledge; it’ll mean that knowledge will become applicable as well assessable. A few people mentioned how much sense the math examples made; memorizing multiplication cards is nowhere near the same as taking the skill of actually multiplying and applying it to an area model, and answering one math equation correctly does not mean you have a mastery of the skills. However, should you be able to explain why you did each individual step of a particular problem and where else you would use such an application, mastery is achieved. It’s all about how you’re applying the knowledge and skills. Another idea that was well-liked was how even mastery needs to cater to multiple intelligences, such as allowing students to be evaluated in different ways. Almost everyone noted the connections of this chapter to the section in UbD/DI about the 6 facets of understanding and how mastery will be achieved by using the backwards design model.

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

This chapter was about the principles of successful assessment in a differentiated classroom. Remember, it is not how a student learns that is important, but what they learn that is important. Assessment should be a coaching, nurturing tool, not one to point out a student’s shortcomings. An assessment should measure what the student has understood and the progress they have made. There are three kinds of assessments: pre-assessments, formative assessments, and summative assessments. Pre-assessment checks a student’s prior knowledge of the subject. Formative assessments are a check-up to see how the learning is going. Summative assessments sum up the unit and gauge the students’ knowledge after all the teaching has taken place. The chapter says to “Begin with the end in mind”. Give the students the end-of-unit test at the beginning of the unit so they will know what to learn and be aware of. The chapter says that, “great assessments in a differentiated classroom focus on essential and enduring knowledge, concepts, and skills”. To make these assessments, a teacher must use essential questions like in the Backward Design Model and form them that way. EEK is focused on in this chapter. EEK (Essential and Enduring Knowledge) is also known as KUD (Know, Understand, able to Do). These acronyms focus on an understanding the content being taught in the classroom. These acronyms also are a reference when constructing the essential understandings in a unit. To help a teacher teach a unit for the first time, some ways to find out what is essential are: curriculum guides, tests from other teachers, colleagues, and textbook tests. The best way to find out if the students are ready for the end-of-unit test is by pre-assessment, usually by giving them a project to seek their understanding of the subject. Assessing students before the final test is important because the students will receive feedback on how they are doing and will therefore do better on the unit test as they understood what they needed to work on. As good as this is, if the teacher does not take action upon what they see and change the lesson plans accordingly, these assessments are useless. During the teaching of the lesson, the teacher is also warned to be aware of “fluff” assignments and to try not to use these in the classroom. These kinds of assignments do not further the students’ learning at all.


This class had mixed reactions on this chapter and it was interesting to see the different viewpoints. Overall, this chapter seems to be well-liked. Everyone had at least one good comment to give to the chapter. Marie for one, felt this chapter made everything easier, “It is like doing a puzzle and putting together the edge of the puzzle first, the essential questions and assignments, to use as a guide for the rest of the puzzle, the lesson plans”. Pre-assessment was the focus of many classmates. Almost everybody was FOR pre-assessment, finding it to be very useful. However, Joel was AGAINST pre-assessment. While the class liked the chapter, many found it to be a lot of review. Clearly, they are right in believing that as the same things were in DI/UbD. One caveat of pre-assessment that should be known was brought up by Megan, “Make sure the students understand the material and aren’t just memorizing it”. This is very true to be aware of.

(FIAE Ch1) The Differentiated Instruction Mind-Set: Rationale and Definition

Abstract:
In the first chapter we learn that differentiation happens all the time and not necessarily by design. Also it reflects on classroom resources, structure and differentiation. The chapter explains how people sometimes think that differentiation could make students too dependent. This chapter explains how that does not happen because you just need to know your students and know when to push them. The chapter tries to get you to think about when you were a student and about how teachers used differentiated instruction. Teaching in a differentiated classroom means that you are doing multiple things and teaching in multiple ways in order to meet the needs of every student. Differentiated instruction is what is fair for all students. It gives them everything they need to succeed including multiple ways of learning. Being fair as a teacher is not always equal; one group of students may need extra materials in order to learn the information when others do not, but the teacher must remember it is more important that students understand the material rather than how they did. Differentiation can be thought of as a tool or guide for teachers to use when thinking of the best way to get all students to learn and apply the content in a comfortable environment; differentiation provides focus. It’s a tool that causes students to work harder because there is a higher level of expectation. Successful teachers are ones who are able to adjust their instruction to maximize student learning but teachers must also find a medium between a structured lesson and individualized instruction. The author makes a good point when he discusses the thought of differentiated instruction and assessment as being a “crutch” for students. Those who believe this statement are correct, but not in the negative way that is anticipated. Students need to be supported through their learning experiences and to grow as learners. One example of this is giving out graphic organizers to those who need them. In this situation, only the students who are struggling with the material actually need the organizer, but the teacher can also offer them to the rest of the class. Another way of differentiating would be to change lessons for struggling students, so rather than a lecture you might take that student on a field trip, do a lab with them, or provide them with a DVD. Teachers need to hold themselves accountable for what their students learn but should hold the students accountable as well, it should be balanced. In the examples of differentiated instruction the book shows that it applies to more than the classroom, the concept applies to many things in the real world such as doctors, mechanics, and the military differentiation their instructions in everyday situations. We have learned a lot about the brain and cognitive theory in the last century; however, we need to be careful to remember that this knowledge is still being tested and what is true to us today may be proven wrong tomorrow. We still have to use phrases like “seems to be” and “as of our understanding today”. We cannot always be experimenting with new ways of teaching and learning. This is very unstable considering the rapid rate of change in the world of science. This would be very unfair to our students; we need to make the best out of what we know.

Reflection:
Most people felt a lot better about differentiation after reading this chapter. There was general sense that everyone had a better understanding. The story about the glasses helped a lot of people understand the concept that fair is not always equal and that a tool used to help one student does not need to be used by all students. A lot of people were surprised by the comparison between differentiation in the classroom and how a mechanic, doctor, or the military works. I also noticed that when people reflected on their education they remembered times when their teachers used differentiation in the class room with them. Another thing that people made a point to mention was the concept of teachers and students sharing responsibility for the students education.