Ubd/DI Chapter 4: What Really Matters in Planning for Student Success?

In Chapter 4 I learned that it is often beneficial to steer away from traditional teacher-student dynamics. It is often not enough for a student to act purely as a receptor and the teacher as a source of knowledge and direction. Teachers should loosen their curriculum so that students can discern where their interests lie. Students will usually motivate themselves if they are given the freedom to pursue their own interests, to some extent. Differentiated teaching allows for teachers to reach students at different levels, of various interests and learning styles. A way teachers can reach a wide array of students is by keeping the syllabus open for amendment and negotiation. A teacher never knows what the needs of students will be before the onset of the class, so don't ossify the curriculum too hastily.

UbD/DI Chapter 3: What Really Matters in Learning?

In the beginning of Chapter 3 I found myself in agreement when the author stated: "This problem of content "overload" requires teachers to make choices constantly regarding what content to emphasize as well as what not to teach." Teachers often have so much content to work with that they cannot possibly incorporate all of it into their curriculum. This is especially pertinent to my concentration because there is a copious amount of information that could be discussed. However, a teacher has to make conscious decisions of what to exclude. Certain information may be easy to discard, such as events and historical events that deal with minority issues. For example, studying President Andrew Jackson may evoke different interests and emotions among students of various ethnic and racial backgrounds.

MI Chapter 4: Teaching Students about MI Theory

Chapter 4 focused on how a teacher goes about teaching their own students about the eight multiple intelligences. The first way the chapter said to go about defining it was by just directly stating what it exactly meant. Another way was to visually show them using a pie chart. For example instead of saying someone could be an interpersonal learner, they said "people smart." This is more comprehensible to students. The chapter also gave many activities for teaching the MI theory. One that I found interesting was the "Career Day" activity. This allowed students to see how different people used the different intelligences for their jobs.

MI Chapter 3: Describing Intelligences in Students

Chapter 3 of Multiple Intelligences in the Classroom gave a chart of the eight ways of learning. It specifically showed what children under each learning style thought, loved, and needed. I found this as a very useful source because it allowed me to imagine a specific student that would have each of these learning styles. For example, a spatial learner thinks with images and pictures, and loves to draw and doodle. As for a interpersonal learner they need friends and group games, and they love to be organized. Along with the chart describing the eight ways of learning, they also gave a Multiple Intelligences Checklist for Students. This allows students to check off specific characteristics that relate to them, permitting them to see what kind of learner they are.

UbD/DI Chapter 2: What Really Matters in Teaching? (The Students)

In the second chapter I was able to learn how to go about identifying your own multiple intelligences and identifying your own multiple intelligences is important when determining other’s multiple intelligences. This is extremely important when dealing with students. You need to know your own multiple intelligences to understand theirs. It offered a visual of “An MI Inventory for Adults,” which allows you to see what kind of intelligences you strongly possess. Although the chapter makes the point that “no test can accurately determine the nature or quality of a person’s intelligences” (page 21).

UbD/DI Chapter 1: UBD and DI: An Essential Partnership

In this first chapter the idea of combining Understanding by Design and Differentiated Instruction is emphasized. I was able to receive to clear definitions of what each model represented. The chapter also gave seven axioms, each with a scenario, allowing me to understand the two models clearly. The examples gave me an idea of realistic situations that could take place in a classroom.

MI Chapter 2: MI Theory and Personal Development

In the second chapter I was able to learn how to go about identifying your own multiple intelligences and identifying your own multiple intelligences is important when determining other’s multiple intelligences. This is extremely important when dealing with students. You need to know your own multiple intelligences to understand theirs. It offered a visual of “An MI Inventory for Adults,” which allows you to see what kind of intelligences you strongly possess. Although the chapter makes the point that “no test can accurately determine the nature or quality of a person’s intelligences” (page 21).

MI Chapter 1: The foundations of MI Theory

In this first chapter, I was able to get a better grasp on the eight intelligences. It offered a Multiple Intelligence Theory Summary Chart that gave specific details, showing examples of what falls under each of the eight intelligences. I also learned that each person carries all of these eight intelligences, some stronger and some weaker than others. This will help me in the classroom because I will know that some students for example can have very strong interpersonal and musical intelligences, while having mediocre musical intelligence. I now know that you do not just carry one, and have absolutely none of the seven other intelligences.