UbD/DI Chapter 4

In the fourth chapter of this book it works to build on the foundation formed from the previous chapter to help you understand how these models are needed to create an ideal environment for all learners.

            I really like how this chapter’s content is focused on how to be an effective teacher. I think everything written was, not only well thought out, but proven many times over. In saying that, most teachers would agree that the students are the most important part of the curriculum, and that is exactly what this chapter focuses on. Recognizing right away the importance a teacher can play in preparing a student for the world outside the classroom should directly tie into teaching methods, and the chapter makes that clear.

            Among the nine skills a teacher needs to fit the requirements of these combined models, there were a few specific ones I found more important than others. I think that if a teacher takes on the responsibility of their student’s success, that student will instantly be better off. That kind of attention is always needed in order to motivate students to learn in the first place. I wish I had more of this in my classrooms.

            Asking students to, not only take part in routines, but also be in charge of them, is another thing I would have loved to have throughout school. Without the trust from the teacher to help run your own education, lessons can become boring, suffocating, and unhelpful. This is key for students to learn how to work together responsibly and to reflect on what personally works for them, both of which are extremely important.

            Finally, being an advanced student, I always felt like teachers fell short of pushing me to new limits. I think understanding an individual’s goals, and then helping them make some sort of progress is ideal to help motivate and engage all students. 

UbD/DI Chapter 3

In this chapter the book really begins to explain the foundations of the two models and how to use them in the classroom.

            This chapter explained how there are too many standards and too much content in today’s educational system for teachers to cover everything they need to without giving the students the depth they need. Combining the two models in a backward design really helps solve this. I really like how it begins with looking at the standards. That seems to be where a teacher is expected to start, and honestly, it makes more sense to. Working with standards to create big ideas allows you to interpret the information, slightly, to fit your needs and the needs of your classroom. However, the standards need to be covered in full in order to clearly meet the expectations.

            In the second stage I found it helpful to think of assessment, even though it might be difficult at times. If you know how you’re going to assess the students beforehand, it creates a more specified area of information that you need to cover, and can start to give ideas for what will actually become the unit.

            The third stage is obviously the more creative part because you are more able to be flexible with its content. This is really where differentiation really comes into play. I personally like how, because of the backward design, you can come up with unique lessons, but are still reaching the necessary standards. It makes it more sensible in planning lessons knowing exactly what you are aiming to teach. I appreciated how the book pointed out that the backward design also prevents teachers from being stuck in their comfort zone because it allows creativity in appropriate areas.  

MI Chapter 4

In this chapter, I thought the author did a good job of bringing up ideas of how to teach students about multiple intelligences through a variety of activities that could be changed to fit any age group.

            Because I plan on working with older more advanced students, there were some things that I saw as less important. I did find one statement very true at the beginning of the chapter that I think guides the ways I plan to use MI in my classroom. When the author mentioned how, as you move up through the grades, less people seem to think of themselves as intelligent. I could definitely remember thinking that in high school and was pleased that a few of my teachers used this same method (of asking students if they thought they were intelligent) to start a discussion about multiple intelligences.

            The ways in this book I think I’d use to teach multiple intelligences would probably vary on the class, content and age of the students. However I think that field trips are a great way to introduce new concepts to students in a way they’re more likely to remember. I also like the idea of using a variety of lesson plans and then having the students reflect on what they like best. For a higher age group this can help make them feel more involved in their learning and give them insight into their personal strengths. I think that having the students display their work throughout the room can help them be reminded of the accomplishments they’ve made in various intelligences, which can help boost confidence and understanding of a particular intelligence. Finally, I think the most important way to teach multiple intelligences, although it isn’t specifically mentioned in the book, is giving students the options on how to complete certain assignments. 

MI Chapter 3

The third chapter in Multiple Intelligences in the Classroom helps explain ways to learn more about students’ multiple intelligences, through a variety of ways.

            I personally liked how this chapter, while encouraging a you to hone in on a student’s strength intelligence, was careful to remind you that every student has many strengths and focusing more on one than another can put them at a disadvantage. I also like how this chapter looks at multiple intelligences in students and targets helpful ideas, but doesn’t pretend that there is one specific way to discover a student’s intelligences.

            Through the many suggestions that were mentioned for assessing a student’s intelligences, there were a few that seemed particularly helpful tips. I like how they recognize that no teacher could possibly be assessing and observing all the time, and, therefore, focusing on a few select students who seem to be struggling in some way, is probably best. I also really liked the suggestion to work with other teachers. There were many times in high school that a student would be failing one class and not another. Once all of their teachers met to dissect the problem, a solution was usually found.

The idea of talking to the students themselves about multiple intelligences was probably my favorite idea. I believe thoroughly in treating students like adults, especially when making decisions about themselves. I think allowing the student to assess their own strengths and weaknesses can help build confidence, give them a better understanding of their peers, help them understand the thought behind some lesson plans, and allow them to potentially work on what they consider their weaknesses. I definitely plan on introducing this to my students to help guide them through self-driven learning, which, I consider to be a major goal in teaching. 

UbD/DI Chapter 2

In the second chapter of Integrating Differentiated Instruction and Understanding by Design, I feel like I’ve learned how this relates to the most important point of teaching; the students.

            Although I feel like most of the things in this chapter are just reiterating things I’ve learned simply from being a student, I feel like it goes beyond those basic understandings to explain how to apply these ideas as a teacher. For example, to me, it is obvious that any teacher who is obviously working to create a connection with their students is likely to have more enthusiasm from the students toward their subject. I even feel like I know some ways on how to incorporate that with my teaching methods. This chapter, however, focuses on explaining some of the more beneficial ways of doing that while tying it into the curriculum. This chapter also realistically points out that outside factors are huge disruptors in many students’ education. The examples of students in various situations are all too likely to occur, and in half of them remained mostly unresolved. This is critical in understanding the models because it is important to understand that even following all the model offers won’t prevent barriers from appearing.

            The fact that barriers are unpreventable, and in some cases unmanageable is a frustrating concept to grasp, but the chapter does well at explaining various techniques that can help diminish these appearing in, at least, the classroom. One of the most commonly mentioned techniques is simply finding things that interest the majority of the students, because interest in the subject is key to getting students to learn. In short, this chapter explains that, as teachers, it is our job to help the students reach their own understanding of themselves and their world through the knowledge we give them, not our understanding of the content through a variety of techniques.

UbD/DI Chapter 1

After reading the first chapter in Integrating Differentiated Instruction and Understanding by Design, I feel like I have a better understanding of, not only the separate models, but also how and why they work together.

            It becomes obvious in the first few paragraphs how much work and thought has been put into combining these two models to help benefit educators and students. There is a thorough understanding of the difficulties that many educators face when trying to teach required curriculum and work with the individual and varied needs of each student. This chapter really seems to indicate that no matter how elaborate the lesson plan, it isn’t as helpful as teaching the big ideas in a variety of ways. I found this surprising and relatable at the same time. Looking back on school I feel like most of my lessons were pretty generic, and I still managed to excel. But when I continue to reflect, I realize that in subjects I was less interested in, a variety of techniques that focused on the same big ideas really did improve my understanding because I was then able to understand them in more than one way.

            Keeping in mind the mentioned four elements of effective teaching and the various examples used, I now have a better understanding of how easy it can be to use the two models together to create an ideal classroom. I also understand how this fits in with the understanding of each students learning styles or individual intelligences, and how using these models can help expand my own intelligences to help support my students.

MI Chapter 2

            In this chapter of Multiple Intelligences in the Classroom I feel like I have a better understanding of how it pertains to me as an individual and a teacher.

As the beginning of the chapter states, without applying the content to oneself it is unlikely to see the full depth of its uses when applying it to students. I feel like this is very true in my own personal goals as a teacher because after my first introduction to the theory I was already able to picture ways it would help me in the classroom. For example, I am well aware that I am not as well versed in kinesthetic intelligence as I am in linguistic. This could put my students with kinesthetic intelligence at a disadvantage if I do not learn how to use this as a teaching style. Because I agree with Gardner’s theory that everyone possesses some of each of the intelligences, I was then able to tap into my own past and find examples of where I potentially have kinesthetic intelligence. From there I reasoned how I would use similar techniques to teach. Not only did this help uncover my own intelligence, but it also helped me become a more conscious teacher to kinesthetic learners.

            Another aspect that I found new and important was how factors outside of the classroom can limit or extend an individual’s intelligence. When thinking of the factors, biological, personal and cultural, it seems unlikely that a teacher can do much to cultivate the intelligences of a student. However, as the book points out, part of the MI theory is that nurturing any intelligence can help anyone grow, because everyone has the potential.

            Finally the concept of crystallizing and paralyzing experiences helps me understand that in order to properly motivate students into intelligence development, it is important to understand the individual’s past experiences.

MI Chapter 1

After reading the first chapter in Multiple Intelligences in the Classroom by Thomas Armstrong, I feel like I have reached a better understanding of how broad these intelligences actually are. Through most of my previous experiences with this material I’ve been exposed to a very limited view of the ranges each of the intelligences can have, the importance of the different combinations of intelligence, and how to appreciate and nurture these intelligences in the classroom.

            Being introduced again to the eight intelligences, most of it was review, but through the use of specific examples Armstrong points out examples for each individual intelligence that commonly, and in my experience, aren’t associated. Some of those specific examples helped broaden my understanding of the many ways to appreciate a student and guide them using their strengths. For example, now that I understand naturalist can also be considered to be very tuned into their environment, I can use that strength and have activities that relate to discrimination and identification of objects to help that particular intelligence and also work on enhancing it for those who aren’t as intelligent naturalist.

            This chapter also helped explain that the different combinations of intelligence are significant in the way the individual handles things. For example having a student who can’t read well, but has a large vocabulary. In understanding that, I can now learn how to nurture the individual, keeping in mind that Gardner also suggests that, “everyone has the capacity to develop all eight intelligences to a reasonably high level.” This way I can work with students strengths and help improve their weaknesses using a variety of teaching techniques.