The main goal of differentiated curriculum is to take each student further in their knowledge of a topic or concept. This means that no matter what amount of knowledge on a topic a student enters the curriculum with, they will leave with a better understanding and more information. To accomplish this, offering different assignments to students who are at different levels of previous knowledge on the subject at hand. The idea is to give different kinds of assignment or extra help to patch the holes of those who are at a lower understanding and providing more detailed material those who have already achieved or obtained at or above the curriculum requirements. A good way to determine what level a student is at is through a pre-assessment or basing off of past work the student has achieved in other parts of your curriculum. And if there is any doubt or concern about where to place a student, discussing the issue with the student themselves is not a bad idea either.
Something else that is important, is keeping the way you're teaching differentiated as well. This way, students won't feel as though they're transforming your information into a totally different thing if it's presented through one intelligence, but you ask them to explain it using another. And even if a student doesn't directly connect to your form of teaching, you have to look at it from the perspective of eating at a restaurant that only served two or three dishes. Yes, the dishes could be amazing but if you're served the same time and time again, eventually you're going to get bored and stop taking as much from the experience.
Thursday, January 31, 2013
Wednesday, January 30, 2013
MI - Chapter 4: Teaching Students about MI Theory
One of the best things about multiple intelligences is that it can give students a confidence boost! In realizing that there is more than one kind of intelligence, kids see themselves each as smart, though perhaps in a different way from their peers. If you treat each of the multiple intelligences as equal, and all important, then they will feel that they're important. This is imperative as it seems the classic school set-up is made to cater linguistic, and logical students mostly and the other kids who possess other talents and needs are often left bereft of curriculum that interests them.
This chapter offers many ways in order to make your students feel like their strengths are meaningful and valued. One of the suggestions was something that I'd thought of as well, which was to put posters all over the room of famous people who display the various intelligences (preferably an equal amount of each so as not to show favoritism). Another suggestion was to have kids do a sort of scavenger hunt where they must find a student to perform an action relevant to one of the multiple intelligences. By the end they should have eight unique signatures and be more aware of their fellow students abilities. A way to accomplish a similar task would be by displaying the work of students in the halls or around the room, showing that all different projects are well done and worth appreciation. And a final way to really bring home the idea of each person's important and various skills is by having a sort of "career day" where people using their specific abilities and intelligences out in the real world (and making a living from it!).
This chapter offers many ways in order to make your students feel like their strengths are meaningful and valued. One of the suggestions was something that I'd thought of as well, which was to put posters all over the room of famous people who display the various intelligences (preferably an equal amount of each so as not to show favoritism). Another suggestion was to have kids do a sort of scavenger hunt where they must find a student to perform an action relevant to one of the multiple intelligences. By the end they should have eight unique signatures and be more aware of their fellow students abilities. A way to accomplish a similar task would be by displaying the work of students in the halls or around the room, showing that all different projects are well done and worth appreciation. And a final way to really bring home the idea of each person's important and various skills is by having a sort of "career day" where people using their specific abilities and intelligences out in the real world (and making a living from it!).
MI - Chapter 3: Describing Intelligences in Students
One way to tell which kind of intelligence may be most prevalent within a student, is by watching what they do when they misbehave. How are they misbehaving? Are they talking too much? Won't take their headphones off? Can't sit still? These are all indicators of students returning to their natural state when they are bored or disinterested. They are returning to what is most comfortable for them, and teachers can use that information in order to better guide their lesson plans. The same sort of phenomenon often occurs if you give a class "choice time" in which varying activities are available, they are more likely to choose something they feel comfortable working with and enjoy doing over something they may struggle with or not understand.
It's a good idea to look back at a students school records to get an idea of what subject they show the most proclivity for. This is especially helpful if you work in a classroom where it is difficult to get away from a couple intelligences which the subject is most associated with, because if you can't see a student succeeding or enjoying something, you'll probably never know that that part of them exists. Talking to their other teachers and parents is helpful as well if you're trying especially hard to figure out what a child may be needing from you and your class. Something I found interesting was that it was suggested you look at a student's kindergarten records, as this is the time in which students are most likely to work with, and put on display, all of the intelligences equally. Then again, you could always just ask the student. After all, who spends more time with them than themselves?
It's a good idea to look back at a students school records to get an idea of what subject they show the most proclivity for. This is especially helpful if you work in a classroom where it is difficult to get away from a couple intelligences which the subject is most associated with, because if you can't see a student succeeding or enjoying something, you'll probably never know that that part of them exists. Talking to their other teachers and parents is helpful as well if you're trying especially hard to figure out what a child may be needing from you and your class. Something I found interesting was that it was suggested you look at a student's kindergarten records, as this is the time in which students are most likely to work with, and put on display, all of the intelligences equally. Then again, you could always just ask the student. After all, who spends more time with them than themselves?
UbD - Chapter 3: What Really Matters in Learning (Content)
One of the largest issues facing educators today is finding time in the curriculum to teach all of the content that is available to them, or considered to be necessary. The best a teacher can do is follow the curriculum standards set by their state or school and try to find the "big ideas" behind them. Once you've found these you can break down the standards into more digestible parts, which will start you off on the right foot for backward planning.
Once you have the ideas you want to hit you, or identify desired results, you then determine what is acceptable evidence that these students have accomplished what you've asked of them? How do you know that they "get" it? The final stage is planning learning experiences and instruction. So basically, what are you going to do to make sure that your students can do what you need them to in order to show that they understand the curriculum and are meeting standards.
Backward design has a few good qualities to it. One being that you are working from the big goal, not towards it, which makes you more focused on it. The second being that you can avoid the "twin sins", which are using activity-oriented instruction that lacks real evidence of learning, and the second sin is leaning on the textbook too much when really it's not the textbook that you're going to have to answer to in the end, and if you don't hit your content points, the textbook is not to blame. A teacher is also responsible for distinguishing between "knowing" and "identifying", and "applying", "analyzing" or "explaining". The first two could be evaluated through multiple-choice answers, but the second would need a deeper understanding that could be for example, written about in depth.
Once you have the ideas you want to hit you, or identify desired results, you then determine what is acceptable evidence that these students have accomplished what you've asked of them? How do you know that they "get" it? The final stage is planning learning experiences and instruction. So basically, what are you going to do to make sure that your students can do what you need them to in order to show that they understand the curriculum and are meeting standards.
Backward design has a few good qualities to it. One being that you are working from the big goal, not towards it, which makes you more focused on it. The second being that you can avoid the "twin sins", which are using activity-oriented instruction that lacks real evidence of learning, and the second sin is leaning on the textbook too much when really it's not the textbook that you're going to have to answer to in the end, and if you don't hit your content points, the textbook is not to blame. A teacher is also responsible for distinguishing between "knowing" and "identifying", and "applying", "analyzing" or "explaining". The first two could be evaluated through multiple-choice answers, but the second would need a deeper understanding that could be for example, written about in depth.
Tuesday, January 29, 2013
Integrating Differentiated Instruction + Understanding by Design — Ch. 2: What Really Matters in Teaching? (The Students)
Chapter two of this book put an emphasis on reasons why students may be having a difficult time in the classroom, and gives examples of "responsive teaching" as to how to do what you can to remedy the situation. There were examples of students with undiagnosed learning disabilities, problems at home, and issues with peer pressure.
The thing to realize is that all of your students are different. Biology, degree of privilege, position for learning, and preferences are all listed as reasons for student variance and implications for learning. But at the same time, many students are incredibly similar. On page 16, it says students are going to school "for affirmation, affiliation, accomplishment, and autonomy". It also mentions that students look to school for quality adult role models who will accept, value, and guide them. These needs come in varying forms, and how students show that they need these things varies. It is hoped that a teacher will be able to spot when a student needs help, and will be able to get it for them academically, mentally, or physically.
One of my favorite quotes from the book thus far is on page 22, and says: "Learning happens within students, not to them." What that means, is that if a student is dealing with something in their personal life, it can feel as though you're talking to a wall. The best you can do is identify the barrier, and try to help them deal with it. When they can get over the barrier it will be easier for them to achieve in your classroom, and also allow you to better cater to them as a student, such as knowing if they need extra time to finish assignments, some one-on-one time with you, or just someone to talk to. I will strive to do this in my classroom; to notice and help when I can.
The thing to realize is that all of your students are different. Biology, degree of privilege, position for learning, and preferences are all listed as reasons for student variance and implications for learning. But at the same time, many students are incredibly similar. On page 16, it says students are going to school "for affirmation, affiliation, accomplishment, and autonomy". It also mentions that students look to school for quality adult role models who will accept, value, and guide them. These needs come in varying forms, and how students show that they need these things varies. It is hoped that a teacher will be able to spot when a student needs help, and will be able to get it for them academically, mentally, or physically.
One of my favorite quotes from the book thus far is on page 22, and says: "Learning happens within students, not to them." What that means, is that if a student is dealing with something in their personal life, it can feel as though you're talking to a wall. The best you can do is identify the barrier, and try to help them deal with it. When they can get over the barrier it will be easier for them to achieve in your classroom, and also allow you to better cater to them as a student, such as knowing if they need extra time to finish assignments, some one-on-one time with you, or just someone to talk to. I will strive to do this in my classroom; to notice and help when I can.
Integrating Differentiated Instruction + Understanding by Design UbD and DI — Ch. 1: An Essential Partnership
It's interesting to read about "understanding by design" and "differentiated instruction" because (and I'm sure my fellow future educators would agree) we never realized how much work goes into a single lesson plan. It seems to me that understanding by design and differentiated instruction are two superior ways of looking at, making, and teaching a lesson plan because they cater to students more specifically. The fact that they flow so well together is just a bonus.
In chapter one of "Integrating Differentiated Instruction + Understanding by Design" we're given different "axioms" of what a teacher was trying to accomplish, the third of which discussed how the teacher Mr. Axelt was going about developing a curriculum on the Constitution. He gave students who are at different understanding levels of varying aspects different materials, which seemed strange at first— like the playing field wasn't level— but in fact, it was allowing everyone in the group to learn the same amount of new things based on their prior knowledge.
One of the points which people can forget about differentiated curriculum, is that even though group discussions may be different at each table, each person may choose or be assigned a different book, or anything similar, that the goals of the work assigned are to focus on the unit's understandings and skills. If these remain constant, then the curriculum is doing what it needs to. This is why it's best to plan what you want to achieve before making the actual lesson plan, which is where understanding by design comes in. Because of this, and my feeling that differentiated curriculum is actually more fair to the class as a group here to learn, I think that differentiating assignments slightly or simply suggesting alternatives will be something I will take part apply to my curriculum.
In chapter one of "Integrating Differentiated Instruction + Understanding by Design" we're given different "axioms" of what a teacher was trying to accomplish, the third of which discussed how the teacher Mr. Axelt was going about developing a curriculum on the Constitution. He gave students who are at different understanding levels of varying aspects different materials, which seemed strange at first— like the playing field wasn't level— but in fact, it was allowing everyone in the group to learn the same amount of new things based on their prior knowledge.
One of the points which people can forget about differentiated curriculum, is that even though group discussions may be different at each table, each person may choose or be assigned a different book, or anything similar, that the goals of the work assigned are to focus on the unit's understandings and skills. If these remain constant, then the curriculum is doing what it needs to. This is why it's best to plan what you want to achieve before making the actual lesson plan, which is where understanding by design comes in. Because of this, and my feeling that differentiated curriculum is actually more fair to the class as a group here to learn, I think that differentiating assignments slightly or simply suggesting alternatives will be something I will take part apply to my curriculum.
Multiple Intelligences in the Classroom — Ch. 2: MI Theory and Personal Development
Intelligences can be developed for years. At age five you may not be much of a reader, but if your mother finally lands the librarian job of her dreams, or your father purchases a beautiful house furnished (books and all) perhaps that would change. Events such as these are called "crystalizing experiences", as they put a certain intelligence in a positive light by striking an interest or simply have it's tools or ideas available. The same could go oppositely as well. If you had illiterate parents and your friends from the neighborhood laughed at a story they found you trying to write, you may not succeed in your literacy. When you are biologically endowed, have a personal life history, and cultural background of positive interaction or attainment of an intelligence, you are more likely to possess it.
In order to teach students who possess a certain intelligence, it would be helpful to have some sort of understanding of it yourself so that you can suggest project ideas, or find a part of a lesson which can connect to multiple students superior knowledges or abilities in particular. This isn't to say that you have to be a savant in every way, that would be impossible! The idea is to recognize your strengths and weaknesses, and figure out how to work with them so as to help your students. For instance, if you're very musical, write them a song about nouns or a particular character in a book. I know for me, I'm not very high in my bodily- kinesthetic area, but if I knew my students were, I could use my fellow teachers as resources for ideas of how to apply more physical things to my lessons.
In order to teach students who possess a certain intelligence, it would be helpful to have some sort of understanding of it yourself so that you can suggest project ideas, or find a part of a lesson which can connect to multiple students superior knowledges or abilities in particular. This isn't to say that you have to be a savant in every way, that would be impossible! The idea is to recognize your strengths and weaknesses, and figure out how to work with them so as to help your students. For instance, if you're very musical, write them a song about nouns or a particular character in a book. I know for me, I'm not very high in my bodily- kinesthetic area, but if I knew my students were, I could use my fellow teachers as resources for ideas of how to apply more physical things to my lessons.
Multiple Intelligences in the Classroom— Ch. 1: The Foundations of MI Theory
The first chapter of "Multiple Intelligences in the Classroom" gives you a basis of what the theory of various kinds of intelligences are. It is stressed that the idea behind these is that even if you may be very low in one area of intelligence doesn't mean that you can't be smart, or even brilliant in other categories. For many years it was thought that intelligence was one thing, that you were smart, and that people with higher IQ's were all-over superior. It wasn't until 1933 that Howard Gardner contested this common idea with his theory that there were seven forms of intelligence, which he later widened to eight and even hinted at the possibility of a ninth. The eight currently accepted forms of intelligence include: linguistic, logical-mathematical, spatial, bodily-kinesthetic , musical, interpersonal, interpersonal, and naturalist.
There are eight rules for determining if something was a true kind of "intelligence". It has been argued that there may be more intelligences which fit the eight rules, such as spiritual, culinary ability, and even humor. Some may point out that these forms of intelligence seem very similar to different learning styles, and while it's possible they're related, they are not the same thing. On page 17, Gardner is quoted as saying: "The concept of style designates a general approach that an individual can apply equally to every conceivable content. In contrast, an intelligence is a capacity".
One of my favorite quotes is "Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid." If I can tie differentiated curriculum into my teaching, I think that will allow students to flex their intelligences, and share them proudly.
There are eight rules for determining if something was a true kind of "intelligence". It has been argued that there may be more intelligences which fit the eight rules, such as spiritual, culinary ability, and even humor. Some may point out that these forms of intelligence seem very similar to different learning styles, and while it's possible they're related, they are not the same thing. On page 17, Gardner is quoted as saying: "The concept of style designates a general approach that an individual can apply equally to every conceivable content. In contrast, an intelligence is a capacity".
One of my favorite quotes is "Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid." If I can tie differentiated curriculum into my teaching, I think that will allow students to flex their intelligences, and share them proudly.
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