MI Chapter 12 Synthesis

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Jen- Abstract

This chapter mostly focused on student learning and how they learn. This is important because how students are "learning" may mean that in fact they aren't actually learning anything at all but their just retaining the information. Memory is what it comes down to, are students capable of memorizing it. This is why it is so hard for teachers to understand why they thought they taught something one day and the students didn't actually get it, because it wasn't being taught to the students, they were just retaining what was said. Bloom's Taxonomy has said that one can understand a students mindset by evaluating the multiple intelligence criteria.

Most of us discussed how teachers are focused on what the student is thinking instead of spending their time trying to determine how they are thinking. As any of us pointed out this all goes back to Multiple Intelligences and the way a student thinks is crucial to their learning style and most students are unable do think about how they think because they are too preoccupied with trying to memorize the content. Many people also discussed Bloom's Taxonomy which is seems to be helpful especially when working in other content. Basically it all refers back to the students Multiple Intelligence and how that works in with their learning and how they learn, etc.

additional webpage-http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

FIAE Chapter 14

I have always wondered why report cards just had simply a letter grade and did not have the format they did when we were younger, say in middle school where there was a specific area for comments from each teacher. That I think would be helpful to students because they would see along with their parents what they need to improve on. To parents, it's been awhile since they were in school. Trying to evaluate exactly how their child is doing in school based off of seeing a letter in school is difficult. Especially, because what was considered a C to them has completely changed it's meaning now in today's education system. I feel like comments would provide the parents an understanding of their child's mastery of the topic and what they need to  work on, especially if it's that the child knows the content but does not hand in the assignments than that is essential that the parent knows that it's not that the student needs additional help on the content but that their attention needs to be focused more on getting things in on time.

FIAE Chapter 13

   In this chapter Wormelli seems to focus on having the gradebook illustrate mastery and differentiated instruction. In terms of my own personal formatting of a grade book I like when all the assignments are listed in boxes at the top and the number or the grade goes in the single box below. A major thing that I don't seem to agree with is when Wormelli says that it is ok to change the weight of indidivdal students assignments for the quarter. I understand the title of this book is Fair isn't always equal, but in schools giving certain students different weights because of their individual learning styles is not fair to all the other students. Maybe I just misunderstand what he is saying, but in this chapter as well as chapter 11 I feel like he focuses too much on helping the students on the one end of the spectrum and not the other. I don't think it's fair to all the other kids just as I didn't think it was fair to give a student who did absolutely nothing a 60. I am focused on the students who are engaged who it seems that teachers don't need to focus on because they have the concept of school down.

FIAE Chapter 12

Wormelli discusses using a 4.0 scale vs. a 100 scale gradng system. As much as I really like the 100 grading scale because that's what I am used to doesn't mean it is necessarily the best way. I do see how in ways a 4.0 scale can be more beneficial over a 100 scale because when assessing a student based off a rubric it is easy to determine which catergory they fit into rather than trying to assess whether the student is deserving of an 80 vs. an 85. See but what I don't agree with is that on page 157 when they say that if a "student makes one careless mistake they may receive a 3.5 or a 3.0" That is where I don't agree. If a student makes one mistake their grade shouldn't be penalized so much that on the 100 scale a 3.0 is equivalent to 84-89 or a 3.5 which equals 90-93. I feel like in that case it's not fair because a student is being penalized a significant amount for one mistake.

FIAE Chapter 11

This Chapter set me off on such a tangent and a rant it was ridiculous! I feel very strongly about this chapter more specifically changing the 0 to a 60. I know that most people, if not all of them student in block one agree that it should be the way their preparing us.

You didn’t do it and you got a 0 that’s it!

But those who got a 60, yeah its failing but they failed and tried not not those who didn’t do it and got a 0. They don’t deserve it. 

I believe that when you sign up for classes and on the first day you are given the expectations of the teacher and on the syllabus it will say if you don’t do the assignment u get a zero. So they KNOW what to expect!!!

 Well I say they made the choice to go into all AP classes. There was a time senior year that I said no to AP class because I didn’t think I could handle it. I made that choice because I knew my abilities.

I have my night class and practicum and at the end of the night my choice is sleep or hw and I CHOOSE sleep because I chose to go into these classes. AND yes I didn't understand HOW hard it would be but I got myself into this position so I have to deal with it and get through. I feel like those students who do actually care and do the work but just get a poor grade are suffering now.

Yes it might discourage them, but don’t they know the expectations ahead of time?

I would have late points for a week and then it would  be a zero.

Yea it doesn’t show every other time but UGGHH they would have known that ahead of time. They would know the affect it has. Now yea there will be certain exceptions but the general rule would be that they know the expectations from Day one when they walk in and they can choose to do it or not but everything has consequences. In life every action has a consequence, whether good or bad it has a consequence. School should help you with preparing for life as well as giving you the knowledge you need.

I understand that life will have consequences because of the ways I was taught in school. I understand life is hard and that people aren’t going to say oh well you tried, no there are deadlines, etc. and some things you can't turn in late in life. If you don’t pay car payments or mortgage or whatever oh well. If you don’t have money for tolls- its life your EXPCETED to know there are tolls, the guy or girl at the booth wont say oh its ok I know you are having a bad day. They won’t care

But why do we NEED to hold their hands? and I don't emphasize WE because that is the job you sign up for when you want to be a teacher. But why cant students and people just be responsible and understand that’s life. Why? Why do we need to hold their hand? See I feel like that is unfair to the students who just do what is expected because they know it’s expected. They do it because its what is expected- and yet they don’t require us to hold their hand? I understand people are different. But why should the others need more of our help?

FIAE Chapter 10

   The idea of redoing work to me seems like it would only occur in my classroom if the student had an extenuating circumstance, if the grade was really bad and I saw legitimate reasoning or concern from the student, and or the fact that the whole entire class did poorly. Redoing assignments shouldn't become a frequent thing because it's not only good work habit but there's not enough time in the schedule to have students be wasting time redoing assignments when its important to start moving on to other things. As far as helping prepare students for tests or retakes is not a big concern for me and I don't quite understand why teachers feel they need to hide the information from their students or keep it secret. I feel they need to be open and honest with them and tell them exactly what to expect from the test. School shouldn't be a test as to how well they can recall everything discussed throughout the whole unit but rather that they have an understanding of the concepts from that unit. I also agree that allowing students to be redoing work during the last week of the grading period is not only add more stress for the teacher but it also seems really frustrating because it's like the student didn't care about the work until they realized it would impact their grade significantly.

FIAE Chapter 9

  Grades are expected to emphasize a students mastery so it's hard to think about the concept of full credit versus half credit in terms of mastery. Does the student only understand half of the content so they only get half the credit? No, in our education system it's whether or not they do it fully correctly the first time is what gets them the full credit. Even if the student does it perfectly the second time around because of their flaws the first time they won't receive full credit it. Is that fair? Well before reading all of this and being in practicum I would have had a different opinion and would have said they should've known the answer but that's unfair to expect that from them because they are humans to and it's completely unfair to expect that from them. If school is about the learning process then how correct is it for us to expect students to get it right the first time? If they did they wouldn't need to be at school and our profession would die.

    The idea of avoiding grading practice work such as homework seems like a ridiculous concept, because why would we have students do something were not going to grade but at the same time if it's practice and students need clarification on the assignment it's unfair to grade them over their uncertainty. Another idea of teachers saying that students should just be able to look at the assignment and the students will understand after they look at it. As a student that was always really frustrating because it distracted me the whole rest of class worrying whether or not I would understand the assignment. I never understood why the teachers just couldn't explain the directions because it is their job.

    The idea if teachers don't grade the students homework they are more likely not to do it seems like a double sided issue. I kind of agree that if they don't grade it the students are going to say it's not worth their time but my other opinion is let the student not do the work and if they do poorly on a test then its their own fault for not doing the homework. However, the down fall to that is if there are students who know the material well enough to not have to do the homework than they will do just fine on the test and it is unfair to the other students who do do the homework.

FIAE Chapter 8

    In this chapter the authors discuss students absence and whether or not teachers should penalize them for being absent. The discussion of grades is an essential question in this chapter. It really puts into perspective the challenges of teaching and the intense process of grading. It never seemed like a problem or a situation to have 180 papers to grade but in this chapter it really made clear the time commitment that comes along with these papers and this is for one assignment alone. When the chapter mentioned that low grades are what cause students to do badly because they don't feel driven it kind of irritated me because what do they expect teachers to do not give bad grades because it will discourage students even if that's the grade the legitimately deserve. A big question is whether or not we as teachers should incorporate behavior, attendance, and participation in the students grades. I always thought it should be included, but now I have mixed feelings. Part of me believes it should because it is a part of the students "work" in the classroom but really on the other hand it should be expected so why should I recognize a student for doing what's required. Also, it doesn't accurately demonstrate the students understanding of the content but rather their character or personality traits that are what enables them to get through school.

FIAE Chapter 7

   Grading as discussed in this chapter has many factors to it. Should it be adjusted to each individuals ability? Does it accurately show mastery? How does diversity play a role in grading?And as stated in the reading teachers unfortunately do make exceptions on grading based on a students socioeconomic background. (96). That's not morally correct but it's done and what does the education system do about it? Do we just let these student get by? Grading should be mostly based on the mastery of the content because that seems to be the best way to do it. That doesn't mean the grades should be limited to an A-F scale but some sort of grading system that the teacher agrees with and fits their curriculum should be used. All through my years of secondary education teachers weighed classroom participation, attendance and completing the homework as a major factor of the students grade, and this did not help me at all because I received good grades but I don't know a lot of content so this grading scale was very ineffective.
   
     Another thing that came up in the book was the grading scale potentially being changed to A-I, I standing for "Incomplete." (98). I don't agree with this at all. I can see why some would think that F for failure is too harsh or hurts students self esteem but I do not think incomplete is the right approach. It sugar coats things for students so they think it's ok it's only incomplete. No. Students need to understand that going to school is a responsibility just as parents have a responsibility to go to work. Students need to work at school in order to achieve and not settle for incompletes!

Multiple Intelligence Chapter 12

      The most important and significant thing that I got out of this chapter was the discussion about how we evaluate "how students think almost as much as what they think about." (161). This was an important point because in today's society we do try and figure out how students think and why versus what their actually thinking about. It seems to be that teachers are questioning why students don't remember things that they have taught them but I think what the real issue is that the students never really learned it in the first place. Students may have memorized it or retained it long enough but clearly that isn't even accurate because by the next day the students can't engage themselves in what they discussed the day before. This really has to be part of the system that needs to get worked out. Teachers need to find a way to engage their students in the curriculum and students need to start understanding the importance of their education. They discuss students "poor memories" (162) and the reason for that probably is because in the society we live in today we don't have to ask students to remember things because they have all the technology at the tip of their fingertips to access it freeing up space to remember information and that needs to be something that we change.

Multiple Intelligence Chapter 11

    This chapter really focus' on the needs of students with special needs and how it's important for teachers to focus on their strengths and recognize them for that. Focusing on these strengths allows the students to gain a new sense of self esteem because they are focusing on the positive. This is important because it's the first time we are really hearing about integrating special needs students into the multiple intelligence and getting them to work together with the other students. This really is important to teachers because as the book discusses the teachers really need to take into account the students intelligences and use that to help them make the curriculum for the classroom. That is when it is crucial to understand the students learning style. The book really discusses how the teachers need to use their energy to direct their time on those having difficulties in schools and this is an important point and maybe a way for them to involve students with special needs into their curriculum more accurately.

Multiple Intelligence Chapter 8

    Students are all different from one another and so this chapter discusses similarly what all the other chapters have talked about the importance of the multiple intelligences of one's students. There are effective ways for teachers to address their students collectively despite the differences among the students and then there are just unacceptable ways and the book really gives a shocking way that a teacher tried to catch the attention of the students. She screamed at the students to "SHUT UP." (113). This is obviously one of the most ineffective ways to catch students attention because it really has a negative impact on them. Yes, there will be many times when students will be talking and routy and we need to redirect them and get them interested in the curriculum but yelling at them just seems to make more trouble because students get angry and shut down. This is where it seems like redirecting students in a way that is related to their learning style is helpful because it will engage them back into the content and allow them to refocus.

UBD Chapter 8

    This chapter deals with the grading aspects of teaching. It discusses the role of the teacher and the grading aspect of teaching but also the way the student responds to the grades. Grades should reflect on the students work but most students take grades to a different level and take it personally or foucs too much on the grades. Teachers understand that grades don't accurately explain a students understanding of the content or represent their knowledge to the best of their ability. This is where the struggle occurs. Also another struggle is what considered an "A" by one teacher may be rated completely different to another teacher. (129). Grades can be very frustrating, especially when students only focus on getting an A and not on learning the content. That is when it becomes aggravating for both the teacher and the student because the student is receiving the grade they want because they are just focused on the grade and not on the content, and the teacher is aggravating because the student isn't even trying to fully understand the information for long term, but rather just enough to pass the assessment. The authors also make a very valid point, grades are not just understanding the content but now it factors in various other elements such as participation, attendance, etc. which may not or should not necessarily be combined into one grade because it doesn't address how much a student know, it just evaluates a student's level of proficiency in logistical things.

Multiple Intelligence Chapter 14

    This chapter discusses the multiple intelligences in the classroom and the feelings the teachers have on them. I thought it was really interesting that the teachers did not find it particularly helpful or beneficial to use the intelligences in assessments or in making it a major part of the objectives of their classroom. It seems like it would make things more difficult and cause more stress and problems in the classroom. Teachers feel that assessing students on their intelligences would limit their grading and I would agree that I think it would be challenging to do because it would seem like criteria would have to be more specific to various learning styles and that would separate out the students and the way each of them was evaluated. (185).

Multiple Intelligence Chapter 13

    This chapter discussed the importance of the multiple intelligences in technology, with potential careers, various cultures, etc. It is said that multiple intelligence are what influence people to be who and what they are and that it is a multi cultural idea. It discusses how many of the intelligences relate to the various multiple intelligences. What really caught my attention in this chapter was the fact that in the career counseling section the authors discussed how certain things that students are good at help influence them to decide what they want to do in life. I guess that was something I had to really think about and question. Should adults and teachers be conveying to students that because they are good at something that should be something they pursue? Well maybe yes, but maybe no. I think it's up to the student and they should be aware of their multiple intelligence and understand their learning style but not make that their main focus.

Multiple Intelligence Chapter 7

    This chapter discusses many of the multiple intelligences in the classroom and different activities that can be done with each intelligence. It also breaks down the intelligences and the components that attract them the most. What is specific to a linguistic learner vs. a bodily learner? This chapter also suggests that learners are split up based on their multiple intelligences. There was discussion on various quadrants and the debate as to whether or not students should have choice as to whether or not they go into a specific quadrant.

    What was really surprising to me was the fact that the book suggested that students who are linguistic learners should read books and write about what they've read. That obviously relates directly to that type of learning style but it seems like that would be more of a punishment to those students because other intelligences are able to listen to songs and make their own songs, or design a new house, etc. more fun things. I also didn't think it was right for us as teachers to split these students up into groups based off intelligences because that would single people out and make certain intelligences negative toward one another. I think that the teacher should be aware of the various intelligence but that the class shouldn't be divided based among them.

UBD Chapter 9

    In this chapter the main focus was on differentiated instruction and backwards design and how all of that fit into specific learners and the classroom. The chapter discusses the importance of identifying whether or not the student has understood the concepts. Using the differentiated instruction is a way for the teachers to address various learners in a way that best fits their needs. Also it is important for the teacher to decide what is considered "evidence of a students understanding." And does that mean it is different for each student based on their MI? This chapter states that "those teachers who use the backward learning design and differentiated instruction are concerned about the various learners in the classrooms and how much they understand"(142). However, that does not mean teachers who do not use differentiated instruction as a major component of their classroom don't care about the students, but it may just mean they aren't going to individualize all of the work in the classroom to a certain MI.

    Maybe it's that times have changed in education, even within the past few years since I've been out of high school but students are not always going to be given assignments that best fit their learning style and as much as it seems like it would benefit each student if every lesson or assignment related to how they learn that isn't always going to be possible in education. Yes, it is us up to the teacher to present the information and curriculum in a way that the students understand it but I don't feel that differentiated instruction is always a realistic strategy. Our generation and generations before us were all taught the same thing one way, our generation was given more of a choice, but nonetheless it is a lot more different even in the few years that I have been out of the school. Now technology is the major component in schools and it seems less helpful than if we just ran our classrooms the way we used to. Technology has become a distraction to students that doesn't benefit their understanding, unless you the teacher can you it effectively and even then it's not always possible. Students are more focused on checking their phone and iming their friends, etc. that while their at school it's more of a socialization time rather than being used to learn. This is where I feel like maybe with differentiated instruction may help students focus however, it shouldn't have to be this way. Students should just focus because it's their job. They are required to go to school for six hours a day, five days a week for a one hundred and eighty days. That's just how it is. Sometimes I perceive differentiated instruction as a way of getting away from school work and making everything fun. School should be fun, yes, but I think your only teaching students that they will be able to do things in a fun way or they will choose not to do it and ultimately that is not sending them a good message or preparing them for life.

MI Chapter 6

    This chapter provided strategies to teaching for each of the multiple intelligences. One that was really interesting to me was the journal because it could be considered maybe an assessment of the student's learning but it could also be a means of a reflection on the teaching style the teacher used for that intelligence group. Armstrong states "Making choices is like lifting weights. The more frequently students choose from a group of options, the thicker the "responsibility muscles" become (92). This seems essential to the way students learn because it allows students to become more familiar with their learning styles and techniques and the freedom and experiences of their choices gives them a better fulfilling academic experience. Autonomy doesn't seem as much of a negative concept as it did before when we first started the chapters, however, when I am out in the field I still think that things are too directed toward students choice and that we should be incorporating more of a traditional dynamic. Incorporating students various intelligences are an essential part of the process of education because of it's positive impact on student's but with that being said it's just as important that there are limits to that too.

MI Chapter 5

   This chapter discusses the fact that students really take on the role of doing a lot of the learning on their own through their particular learning style. "The child must learn not through words but through experience, not through books but through "the book of life" (55). This seems to explain that students learn through experience and that these experiences are what help them for life. When the teacher allows the students to use their learning styles as a way to understand the content it's what really helps them learn more efficiently. Connecting lessons to the students various multiple intelligences is what gives the students the motivation and is what really makes the dynamic of the classroom more effective. Asking key questions is essential for the student's growth.

UBD Chapter 7

    This chapter of UBD/DI really emphasizes on the teachers approach to "assessing" students. It's crucial that the essential questions teachers pose engages students in the process of "understanding." It's important for teachers to teach in a way that helps students understand the content and really absorb and learn the material. The question that struck me right from the beginning that really made me take a step back and think about how I would handle the situation if I were the teacher is: "What about those students who haven't mastered the basics?" (108). Then what? Do we go back to the beginning and explain the missing pieces, well of course. Students can't gain new knowledge, or they can't understand new knowledge if they don't even know the basics. This brings us to the title of the chapter, "Teaching for Understanding in Academically Diverse Classrooms." So what do you do as a teacher if some of your students are way behind the other students? Do you split them up and give them different tasks? And how would that make the dynamic of your classroom? And wouldn't that cause the students to always be in different "levels" the whole year. These are all factors that are important in teaching to diverse learners. Students are all encouraged to learn, question, grow and expand, but as the teacher it's important to figure out how to do that effectively without holding anyone back or leaving anyone behind, maybe that's where the idea of differentiated instruction derived from.

UBD Chapter 6

    This chapter really had some important facts in it that while I was reading I had to make a significant note to go back to them. First off in this chapter I believe that the author's have the right idea, explaining the goals of the unit to students prior to starting it so they are aware of what to expect. The first thing I thought of when I read this part was our first activity that we did and how I am a clipboard and how this is a crucial component for clipboards. It was a perfect way to help those "clipboards" in the classroom feel more connected and feel as if there is a "safe" classroom environment because there is structure. This could also help those puppies who really feel it's important to have a safe environment. Also showing how the unit will end and how each assessment will connect to part of the unit was also another major component. It seemed as if these idea's that were presented very quickly jumped out at me because they fit the differentiation of students. The chapter also discusses how it's our "goal to provide students with essential questions and knowledge" and I think that is really important. Yes, I do believe teachers need to be the one's to steer the students in a direction to help further their learning but I also thought this was interesting because students are also becoming responsible for their own education as well. It also discusses being an "efficient" and "effective" teacher, and this is really essential because that is exactly true. Teacher's jobs are nothing but being being an effective teacher because without that students won't grow and learn the skills that is essential for success and for their educational growth. Being an efficient teacher is important, not because it means that you are the "best" teacher but because you are using your knowledge of your students to get your students to learn the content of the unit that will best fit their learning style needs.

Abstract and Synthesis

Abstract-

   Differentiated Instruction is making learning equal to all students and providing them with the tools to make that happen. It requires meeting the needs of various learning styles in a classroom and still having a handle on the classroom management with students at various levels. Differentiated Instruction is the process of challenging students but in a way that allows them to be engaged in the material. Teachers who use this feel proud because they know that students are learning the content of the material because they are more interested because they were given choices. It's all about having the teacher continue to explain things to students in various ways until they have an accurate understanding and everyone is on the same page, until everyone is equal.

Synthesis-

    All of us focused on how positive differentiation can be and how it really helps engage students in the classroom. Differentiated Instruction is about giving all students a fair and equal chance to achieve. It's all about providing student's with the tools they need to succeed and another essential point that seemed to come up was that autonomy is what makes students more willing to put in the effort and work because they are more engaged and can connect to the material. A teacher can simply just provide a student with a tool they lack and they will be able to achieve as much as the rest of the class. (For instance: the example with the student with poor eye sight and how moving them to the front of the classroom allows them to have all the possibilities the other students have.) Treating students fairly is an essential component to have in the classroom and differentiated instruction allows students to be both treated fairly but "get what they need" even if it is based off their various learning styles.

MI Chapter 10

    Chapter ten of Multiple Intelligences discusses how we can use what we learned about the various intelligences and take it to the next step and connect it to assessment. This technique allows teachers to provide a way for each student to illustrate to the best of their ability the content in the unit they are learning. This seems to be like it could be difficult at first to assess a different type of product for each student and having various rubrics but in fact it may make things better because the teacher could generate one generic rubric that fits the needs of the various products and the shows the students the expectations. This will also allow students to be more interested in the assignment (or at least that's the goal) so that they can participate rather than feel as if their not included. I really feel like this type of teaching style is really connecting to the 21st century teaching/learning style where the needs of the individual are meant rather than addressing the class and hoping others "catch on." This seems like it could be a beneficial aspect for the educational system.

Fair Isn't Always Equal Chapter 6

    As teachers our jobs seem difficult enough but when it comes to testing it can get a whole lot more difficult. It's important for us as future teachers to include questions that we really want to give students the opportunity to think and push further into the next level of thinking but also to make sure students aren't "bored" or feel like they are just reiterating the same information throughout the whole test, that's why I agree that it's important to have a variety of different questions. In the book it says we don't need so many of the same question, and I believe that to be true except for when it comes to math. I always feel like math is the subject where teachers should give more problems then they think they should because as as student I really needed the extra practice and it really would have helped me better. Another thing that struck me as the most important thing in this chapter was when students ask to get the test before they forget the information. I can relate because I was that student many times, I was a very good student, but I was also a memorizer and I don't know as much content of the academics because I memorized it long enough to transfer it onto the test and then I forgot it. This is the first sign that students aren't learning the material and I wish someone had caught that because by the time I really understood this and how "serious"it was it was too late. It's one of the most essential things that teachers need to focus on is connecting with all the students so that they are able to understand the material not just "remember" it for a test.

Fair Isn't Always Equal Chapter 5

    As teachers we base our lessons off "the standards", but what we don't understand is that students aren't always up to par with the standards. What we really need to do is some pre-assessments to determine where are students are in terms of the curriculum and then come up with expectations for them. I would be the first to say that students should be at their grade level but I've learned that trying to base a classroom off of the attitude "you should have learned this before so I am not going to teach it to you" isn't going to get you very far and you will have a lot of discipline problems. We as future teachers, as much as I hate to say it may have to go back and cover the grounds of what is missing and figuring out all of this through assessments is the best way to do it. They don't even have to be formal "standardized tests," but rather surveys or such that allow the students an informal and "safe" and comfortable way to explain what they know and what they need to work on and their concerns. RAFT(S) addresses a point that I am sure has been made a number of times before, this provides students with choices and that is the most essential aspect for students. I know for some teachers, maybe even myself, that it shouldn't always be based off of what the students want but rather what they need but maybe in this "structured"process it allows students to explore their opportunities in a safe way.

Fair Isn't Always Equal Chapter 4

    It's really important that you present some essential points or questions that students should be focusing on because it helps students get a better understanding of what is up and coming and it helps them focus their learning more efficiently. Assessing students with rubrics are important and giving them the expectations ahead of time is critical because as they are producing whatever product or assignment they are doing they are able to have a layout of exactly what is expected from them. I feel like these expectations are what really put things into perspective for students and this may even allow them to answer the most common question "what is the purpose of this?"I feel like both holistic and analytical rubrics are beneficial depending on what your motives are in terms of feedback but in terms of students gaining a significant understanding of how they did it's important to focus on the analytical feedback. In high school I really feel that feedback was the biggest thing that teacher's needed to work on, they needed to give it back in a timely manner and they needed to give more detail on the feedback. Some teachers did really well with this but others not so much and it's the feedback that was really important to me as a student in order for me to grow.

Fair Isn't Always Equal Chapter 3

    The different types of assessments seem to be very effective in their own respective, or instance: pre-assessments could be used at the beginning of the unit to determine where the students are at. Formative and summative assessments really seem to be beneficial because they help the students get a better understanding of how much they really did know. For instance: in the formative assessments I do agree that  a teacher's feedback is very important for the students to help them understand what they need to work on.
Another thing that really struck as essential was that teachers tend to focus too much on preparing students for life that they don't focus on what the students need to gain from the curriculum. I feel like I can relate to that because I always said I would be that teacher who is preparing them for life and using school as an example of the difficulties that life will present, but I do realize that as much as that holds importance for students you really do need to focus on what they need to learn and help them with what's essential academically. There will be plenty of opportunities for life to present them with challenges and even though being prepared is helpful, also knowing you have support is equally helpful and that's what I really learned we need to focus on.

Fair Isn't Always Equal Chapter 2

Mastery is one of the most essential aspects of school because students need to actually retain the information and I could relate to the fact that new teachers may have difficulty figuring out what's essential for their students to learn. How much do you as a new teacher stick to the curriculum if you really feel that something is really important that is not a priority for the school board? These are all issues that need to be addressed and that we will be presented with in our career that are of significant importance. After reading this chapter I really began to think about the education system in today's society and how teachers really need to focus on having students actually "master" more of the information. This chapter really emphasized a point that I have made many times when I was in high school, which is that I am very good at memorizing the material but not so good at "mastering" it. At least that's what I thought at the time but I found since I've been in Practicum that I am able to master the information if it is provided in a way that fits my particular learning style, (i.e. repetition of the information.)  Learning all of this and reading all of this has really given me a different perspective and allowed me to understand that connecting with each student and finding a way to determine if each student really has a handle on the content is essential.

Fair Isn't Always Equal Chapter 1

     What I really learned from this chapter was a little bit of a clearer picture of the reasoning and what's gained from differentiated instruction. As the book does discuss, differentiated instruction isn't making the work easier for students but it's just giving them a different way of looking at things and showing the teacher that they understand the material. It really helped emphasize individuality and how important that is and that in the classroom the teacher doesn't need to be so particular on having each assignment done a specific way. I think it really showed me that students choice really helps them be more in-tuned and focused on the project. It's interesting to look back on my past school experiences and see how much differentiated instruction was used in our classrooms and how that impacted how much we learned. I can see how my high school did use in in various ways but we also had teachers who stuck to the standard tests and exams as an evaluation. I can see how those teachers who used projects and gave students choice did help each student feel better about the assignment and helps them stay engaged in the material.

UBD/DI Chapter 5

    What I found most interesting and important in this chapter is how teachers have to create assessments that both fit the various learning styles of their students in the classroom and also make the assessments effective. The various assessments due seem to serve a purpose but what I found most important was that the assessments really need to show a "purpose." Students hate when they have to just take tests just because they haven't had one in awhile or because it's required to give tests. It seems like these assessments really need to emphasize how they correlate with the material that the students just learned or are learning. How does the teacher use this particular assessment to help all the students in the class as well as address all the material? I thought this was an interesting task because it all relates back to Differentiated Instruction and giving students choices on how they are going to illustrate their understanding of the material.

   I really do believe my in field experience has given me a better understanding of what differentiated instruction is, as well as how effectively it can work for students. Reading the book and learning about this, I think I would have had a completely different view point such as "students should all do things the same way because it's how it's always been and it's worked and students need to stop complaining about not wanting to do typical work rather than all the assignments being fun." However, now though I still have that view point I do see how choice helps the students and motivates them to want to do better on the assignment and that is really important to get an accurate picture of how well the student knows the content of the material taught.

UBD/DI Chapter 4

     This chapter had a significant impact on me because there were many ideas in this chapter that I felt were important and had felt "bad" or not as good of a teacher for thinking these ways. I think thing that struck me as most comforting was the fact that I was not the only one who thought it was not just the teachers responsibility to help the students gain the knowledge they need to be successful, but also the students responsibility. It seems to me that within the last week we have read a lot about how it is the teachers responsibility that students understand all these concepts and that students feel welcomed and safe, but it also seems as if the students were expecting the teachers to take the blame if they were unsuccessful. I learned the importance of balance and the student/teacher relationship as a dynamic that would work most efficiently if both parties worked together in providing the best academic experience possible for the student. This chapter also made it evident to me that in the beginning of the year I have to make it clear to my students why I feel it is important for them to work together and how that will make an effective learning environment for everyone.

    Many things I learned in this chapter such as getting students to understand why it is important to work together, to get students to set personal goals for themselves, and to have them take responsibility for themselves are all things I feel are necessary to incorporate into my future classroom because it will allow the students to be better off and have a better understanding of themselves.

UBD/DI Chapter 3

    This chapter really seemed to strike me as most interesting because it was based on the important questions and ideas of what is important for the students to learn and it seemed ton include the ideas of why many teachers become teachers. I thought the Backward Design process was made in the students best interest and I feel like that is why it is so remarkable about it is that it was made to help the students and that right there makes me feel it is so important. This chapter really had an impact on me because it really made me understand how caring teachers are and how they really do care about the success of their students. For instance, stage two of the backward design I thought was such a great idea because teachers really thought about how this would be impacting students and trying to plan ahead to help students obtain the best results. One thing this chapter helped me feel is important enough to help my students understand is that education should be about gathering knowledge and that school shouldn't be about the grades because when the grade becomes more important then the information suddenly learning doesn't seem to be enjoyable anymore. I want my students to remember that being challenged in their academics is a good thing and that teachers are their mentors and are always looking out for the students best interest.

MI Chapter 4

      I found it really interesting that in this chapter the teachers actually took the time to explain the MI theory to students. To me this showed how much the teachers cared about the students because they took the time to explain the theory rather then assuming the students wouldn't understand or that they didn't need to know about it. I also found it remarkable how the teachers asked questions in such a way that made the students really feel more confident in themselves and not feel "less intelligent" then other students. To me this chapter illustrated what it really meant to be a teacher and how much teachers actually care about the students and how much knowledge the students gain and the personal growth rather then worrying about test scores and assessments. I really thought it was unique and surprising how many different ways teachers could creatively incorporate the different learning styles. I also felt so impressed that teachers put in this much effort to connect with their students because in today's world teachers are conveyed as "not caring" and that they are constantly blamed for the faults in the education system. I feel like this really had an impact on how I run my classroom because I understand how important it is for students to feel comfortable with the methods and techniques they use to learn and that if they are more comfortable maybe they won't be so reluctant to learn new information. I definitely feel like some of these options that were mentioned are potential choices for my future students that can engage them in the learning process in a fun and interactive way.

MI Chapter 3

      In this chapter one of the things that struck me most interestingly was that teachers really made such a significant effort to determine what learning styles best fit them. This definitely was an eye opener because the teachers main focus wasn't on how much content they completed over the year, but rather helping students gain personal growth. I think it was really refreshing because it brought me back to the heart of teaching and took me away from the stereotypes placed on teachers these days that all they care about is assessments and scores rather than the individual students. Having the student understand what type of learner they are seems even more important then it ever had before. Before reading this I didn't necessarily completely connect a students progress or "failures" with their learning style, but rather that they were unwilling to try. However, now I see that is not always the case, that not every student who does poorly is not willing to put in the effort, but rather that the material being taught to them is not being taught in a way that they can understand it.

     I learned though that routine isn't the most essential aspect of a classroom. In fact, students may even gain something from change and it may really help them develop into successful adults because they know what techniques work best for them. This will really impact my classroom in the future because it will remind me to "mix it u" a little bit. Without reading this I may have been the teacher who stuck to the same few ways of assessing students progress, but now it seems that understanding how much students benefit from knowing more about how they learn will allow me to give them choices and hopefully this will also keep them more interested in the topics.

UBD/DI Chapter 2

    One of the most significant elements of Chapter two that struck me as most important was the ability to have flexibility in your classroom and in your lessons. Students will gain more knowledge and understanding if they do not feel rushed through the material, but rather can absorb it in various ways that fit their specific learning styles. This chapter also provided me with insight that every teacher should know and that will definitely shape how I teach and that is the students are the most important elements of the classroom, not the teacher. This right here brought me back to the heart of why I have such a strong passion for teaching; it is about helping shape students and play a role in their academic experience that will hopefully impact them in positive ways. With the understanding of flexibility in mind, I feel that will help me become a better teacher in the future and make my classroom a “safe” environment where learning can be more then simple how much my students were able to accomplish. This chapter definitely encouraged me as a future teacher to make my classroom about interacting with my students as individuals and allowing them to learn more then just what’s written in the books we read, but to be able to connect with the material. That was a powerful tactic that I feel definitely will allow me to encourage students. 

UBD/DI Chapter 1

      In Chapter one I really began to understand the difference between Understanding by Design and Differentiated Instruction. From this chapter I gained a better view of how teachers must try and meet the needs of their students while also being obligated to meet the needs of the curriculum also. The discussion of the curriculum and teaching students in the most effective way for each student allowed me to realize the complexity of a teacher’s job. This reading allowed me to take myself out of the students’ frame of mind and allowed me to experience the role of a teacher, which clarifies the various aspects of my chosen profession. Through the process of understanding Understanding by Design and Differentiated Instruction more clearly it showed me the importance of using these techniques in my future classroom and how important it is to engage students of various learning styles. These techniques also enhanced my ability to see what is most important for these students to gain from their academic experience in my classroom and how as a teacher I am supposed to find the best way to teach the curriculum and meet the students’ individual needs.

MI Chapter 2

       Chapter two had a similar impact on me as did the chapter in the Understanding by Design and Differentiated Instruction book in terms of trying to uncover each students talents or interests. Understanding that my students know their strengths is an important element of teaching, but also helping them discover talents they didn’t know they had is also a part of my career. Providing my students with the opportunities to challenge themselves and try new ways of learning may increase their confidence and make school more interesting, along with having them learn more about themselves. So far, while reading I have gained more knowledge about how to be an effective teacher then I ever thought I would, and one important aspect that I found really helpful for my future classroom is that I need to have confidence in my own learning techniques. As a teacher I have to remember that I am setting the stage for these students, showing them how to behave and helping them discover them selves. The best way to do that is by illustrating to them that I am comfortable with my learning styles and myself, and that I am open to trying new things. Hopefully this experience will allow them to be less reluctant to trying new things in the future, and maybe they might actually find another technique and learning style they are good at.

MI Chapter 1

        In Chapter one, Howard Gardner’s idea of the “intelligence tests” being an inaccurate approach to determining a students’ intelligence is an idea that many teachers and students struggle with today. Many school systems, more specifically colleges weigh heavily on accepting a student based off of their “SAT” scores as an indication of how “smart” they are and what type of student they are. In all actuality, it may only prove what type of learner they are. Test scores should not be the major determining factor of whether a student is intelligent because that discriminates among those students who do not test well. Before reading this chapter I thought I would be a teacher who gave mostly tests, with a few projects here or there, but now after learning about the eight types of learning styles I realize the importance of meeting every students needs. Low-test scores are discouraging to those students who do not test well, and that may put those students in a position where they feel they don’t want to learn anymore. Now with this knowledge, I can make my future assignments have choices or mix things up a little bit and give tests but have alternate ways of assessing my students as well, and this may also make it less boring and less traditional and allow my students to stay interested in the subject matter.