Chapter 4 Teaching Students about MI Theory

It is important for a teacher who embraces the multiple intelligences theory to understand it well enough to explain it to his or her students. This chapter explained some ways that teachers can go about presenting the theory. I found displaying it on a pie chart and describing the different intelligences to be the most direct way. If I was going to present this theory to my students I would use it to help them to understand themselves and others better, and it would come in handy when putting people in groups. Giving students this knowledge could be very helpful for student interaction and would give them confidence that each one has an intelligence of their own.

Chapter 3 Describing Intelligences in Students

It is important for teachers to take notice of their students’ intelligences and to analyze them. A teacher should be aware of the ways in which his or her students learn, and gather that information for various sources. This chapter gave me many helpful hints on ways to find out what my students’ intelligences are. Knowing what kinds of things the students get into when they are not paying attention and during free time can be a great indicator of what intelligence a learner has. It was also pointed out that school records and discussions with parents and other teachers, can be a great resource. When I begin teaching, I plan to take the time to notice the strengths of my students, so that I can better help them to learn.

Chapter 4 What Really Matters in Planning for Student Success?

All students are different and they have varying skills. The teacher’s goal should be to help his or her students to develop a hunger for the learning process. An effective teacher will encourage each of his or her students to understand the usefulness of a subject to them within their skills. Throughout this chapter, the authors encouraged teachers to look for ways to include each student in their own learning. It was emphasized that students should be given roles in managing their own progress. As a teacher it will be important for me to help my students to realize their own academic goals and for them to take an active role in seeing those goals accomplished.

Chapter 3 What Really Matters in Learning? (Content)

Teachers need to know what they are going to teach and what goals they want for their students to reach. Doing this is not an easy task. There is so much material that can be covered, and it must be narrowed down. This chapter was helpful in breaking apart how a subject matter should be approached in order for a teacher to introduce it to his or her students. The first step is to determine what the main ideas are that the student needs to learn and some questions that they should be able to answer. Secondly, a teacher must know how they are going to assess whether the students have learned what they desire for them to understand. Once the evaluation is determined, than the individual lessons and how they are going to be approached can be developed. This chapter had so much information, however, it is important that a teacher know how to go about generating lessons and units for his or her class.

Chapter 2 MI Theory and Personal Development

Two main points stuck out to me when reading this chapter on multiple intelligences. The first was the emphasis on using the ideas of multiple intelligences on our own lives. I believe it will be very helpful if I can use the tools available to me in order to enhance my own intelligence in various areas, so that I will be better equipped to relate to them with my students. The second point I found helpful was the point on crystallizing experiences and paralyzing experiences. It is critical that I recognize those things that may be paralyzing for adolescence intelligence, and that I seek to avoid such instances in my classroom. Also, it is equally important that I seek to provide crystallizing experiences that will allow my students to develop in their intelligence throughout their time in my classroom.

Chapter 1 The Foundations of MI Theory

Before reading this book I had never heard of multiple intelligences. I learned that Gardner’s idea centered on the concept that intelligence is not one measurable construct, but rather a spectrum of human possibilities. Understanding this view allows me to see the potential in all my students and to look for their intelligence so it can be capitalized on. I should always be mindful that there are no standards set for intelligence and that each student has potential. Gardner also talked about the encouragement of cultural values and how they affect a person’s intelligence. If I can provide an environment where my students can develop their intelligence through the things that I teach and the way they are presented, than they will be better able to approach the world around them. Being mindful of Gardner’s ideas will help me to be more aware of the potential in my students.

Chapter 2 What Really Matters in Teaching?

There were a few key concepts I learned when reading this chapter. The influence of the students and their lives on the curriculum that is being used was emphasized. This really struck me as I had never really thought about how that will effect what I do in the classroom. I am going to need to be mindful of the students I have, their strengths and weaknesses, and the personal situations I may be aware of, when I seek to develop a useful curriculum for them. However, as the book pointed out, this does not mean that I have to gear my lessons toward each individual student. I need to be mindful of the tools that can be used to allow me to ensure each student is reached. These may include small group learning, offering differentiated instruction, allowing alone work, informal assessments, and other teaching devices at my disposal.

Chapter 1 UbD and DI: An Essential Partnership

Three things stood out to me in the first chapter of Integrating Differentiated Instruction and Understanding by Design. The first was the discussion in the beginning concerning content standards and accountability tests. This section made me think about the traditional way of evaluating a student and how ineffective it may be. I realize that evaluation of students needs to include more than test scores. Secondly, I learned what Understanding by Design and Differentiated instruction is and how they relate. Understanding by Design focuses on what is being taught and how it is assessed, while Differentiated Instruction is concerned with who is being taught, where they are being taught, and how the teaching occurs. It will be important and useful for me to recognize how these interact when dealing with my own classroom. Lastly, one of the points that were made was that students don’t have to master the basics before being able to think through concepts. Students can come to understand through interaction with ideas.