UbD Chapter 4: Reflections

This chapter describes 9 attitudes and skills in lesson planning that are necessary to reach all students. I found that this chapter was a little repetitive. I felt like it was a review of concepts already covered. In a way it was a synopsis of the concepts covered so far and looking at them in a global manner. I think I would need to read it again to really understand what it is trying to say.

MI Chapter 4 Reflections

This chapter discusses ideas for teaching children about multiple intelligences. I noticed as I read through the ideas that some of them appealed to me more than others. This was an indication that the ones that I didn’t like had styles that I wasn’t totally comfortable using. I need to be careful of those prejudices when teaching. It may result in certain learning styles being neglected in my curriculum because I am uncomfortable implementing them.

MI Chapter 3 Reflections

This chapter discusses ways to discover the dominant intelligences in your students. It lists such obvious sources such as interviewing the student, their parents, and other teachers, reviewing school records, and direct observation. I was delighted to read the tip he gave of watching for how the children misbehave. This is so appropriate because these times are when they are the most honest. They are misbehaving because their intelligences are forcing their way through the veneer of ‘proper behavior’ in the classroom.

UbD Chapter 3: Reflections

This chapter discusses the backward planning model introduced in class on Tuesday. The reason for this approach is to focus all activities on the most important goals without getting distracted in order to have time for the essentials. The book clarifies where UbD leaves off and Differentiation begins as far as the planning is concerned.

MI Chapter 2 Reflections

This chapter directed the reader to determine their own personal intelligence levels. This self- knowledge will help in developing ability as an educator. Resources to assist in compensating for weaker intelligences include asking for help from someone for whom that ability is a strength, either a co-worker or one of your own students. Technology is also a powerful tool.
There are many factors in the development of a particular intelligence. They include: biological endowment , personal experiences, and cultural forces. Some experiences are ‘crystalizers’ and others are ‘deactivators’ that can drastically affect the expression of an intelligence. Understanding these forces helps us as educators to be aware of our own strengths and weaknesses and find tools to assist in strengthening the areas where we are relatively weak. This will make us better teachers.

MI Chapter 1 Reflections

This chapter is a review of the history of intelligence testing and theory as well as a specific description of the theory of multiple intelligences proposed by Howard Gardiner. Armstrong explains the criteria by which an ability can be considered an intelligence. There are currently eight intelligences identified but more have been proposed and await agreement on whether they meet the criteria to be an intelligence. Most tasks require several intelligences working together to accomplish them.
Most people have a complex mixture of intelligence abilities. Usually one or two are dominant and some are practically nonexistent, but they all exist in us to one degree or another. Most people are able to develop any one of them to a competent level through work and proper outside influences. There is as much variation inside the parameters of an intelligence as there is between them and a person does not necessarily have all the attributes of each one to be considered ‘intelligent’ in that ability. I will use my knowledge of intelligences to help me understand my students and this will give me the insight I need to teach them effectively.

UbD Chapter 2 Reflection

This chapter stresses the importance of the student in the teaching process. The concept that learning is something that happens within the student not to them really struck me. DI gives tool to teachers that help them to reach all of the students even with all of their varied abilities, interests and attitudes. It is a fluid process full of much trial and error. Helping students understand themselves and how they learn is as important as a well crafted curriculum.

UbD Chapter 1 Reflection

This chapter states the case for the use of both UbD and DI and the wisdom and even necessity of combining the two to provide the optimum education for all students. UbD is a curriculum planning model that combines the need to prepare students for standardized testing and bringing meaning and understanding of the facts to them as well. DI is a model for understanding differences in student learning styles and crafting activities that meet the needs of all students. The two seem to lean on each other and it would be almost impossible to do one without the other. I think that it makes lots of sense. The Axioms and corollaries show how the two fit together and support the mutual goals. I will definitely make use of them in my classroom.