Chapter 12 Abstract and Synthesis

Abstract- Jenna
The majority of the class has come up with the following main point of chapter twelve of Multiple Intelligences in the Classroom: this chapter discusses how teachers can incorporate the eight intelligences into cognitive thinking skills and problem solving so that students can think deeply about a topic and actually remember it. Many students also drew a distinct line between merely memorizing facts and truly understanding content. The class agreed that students learn differently- some learn through visual aids while other learn through listening. One student can learn by physically participating in a hands-on activity while another student learns through the musical intelligence. If a teacher is able to incorporate all of the intelligences within the classroom, then the problem of students superficially learning material will disappear. A higher order of thinking will be seen within classrooms across the United States.

Synthesis- Jenna
The class believes that differentiated instruction should be exercised in classrooms throughout the United States to ensure that there is evidence of higher order thinking. Students across the country are merely memorizing superficial facts and do not fully understand why they are learning particular subjects. Students today just want to get to the answers and are not putting enough time into understanding how to get to the solutions. This poses a great problem because students have great memorization skills, but little to no application capabilities. However, if teachers are able to incorporate all of the intelligences into the classroom, then varied learners will be able to truly comprehend the material and knowledge will become more meaningful.

Chapter Fourteen: Responsive Report Card Formats

Chapter fourteen of Fair Isn't Always Equal explains about responsive report card formats and the numerous methods of depicting students' final grades. The report cards must always reflect the differentiated instruction that the educator provided to the students during the year. Because students vary from one another, this must be shown on the report card because students will not have the same curriculum as other students. The first grade on the report card must reflect the students' grade (it will be a letter). The second symbol seen on the report card is the progression against the standards set for every student. The chapter also mentioned the use of progress reports. This is a phenomenal way of showing the students' progress in a formulative manner. It can be a good reference to the teachers, students, and parents to see where the student is, what the student needs to work on, and the student's strengths. I really loved this chapter because I've always thought that report cards had to be set in stone and very traditional. To the contrary, report cards do not have to be this way. I can incorporate my differentiated instruction into the grading so that I can truly give students more than a mere, meaningless grade. The grades will represent the students' understanding and hard efforts exerted throughout the semester and year.

Chapter Thirteen: Gradebook Formats for the Differentiated Classroom

Chapter thirteen of Fair Isn't Always Equal describes the grade book that will best serve a differentiated classroom. Usually, all forms of grade books are effective because it is only recording the final performances and achievements. The examples of grade book formats were grouping assignments by standards, objectives, or benchmarks, weight or category, listing examples by date, or topic-based. I found every one of these suggestions to be very helpful methods to exercise in differentiated classrooms. My mentor teacher uses his grade book format categorized to tests, quizzes, and homework grades. I noticed that this was very effective for him. I personally love weight grading because it allows each assignment to have worth and meaning to the students. Because there are so many points that a student can receive for the assignment, I can take off less points when they have a emergency and have to turn in the assignment a day or two late. This way, I will not be misrepresenting the student's mastery of the content.

Chapter Twelve: Grading Scales

Chapter twelve of Fair Isn't Always Equal explained grading scales and how to use the best indicator, which would be a 4.0 scale using a rubric. Rubrics enable the students to fully understand the directions and requirements of assignments given to them by their teachers. They know exactly what the rubrics want them to do and they know exactly how to do it. It was so confusing in high school when teachers would use the 100 point grading scale and they would give me a 93, but in another class a 94 was a passing A, while in the class that I received the 93 it was considered to be an A. This is why I find that the rubrics are so effective for both students and teachers when grading work. The rubrics take out the subjectivity and they also specifically tell the students what exactly is required of them.

Chapter Eleven: Six Burning Grade Issues

Chapter eleven of Fair Isn't Always Equal deals with the ever-lasting issue of grading and how teachers should handle late work and work that never gets passed in. I learned that it is always better to give a grade on a late assignment than to just give the student a zero. This way, the student is receiving a better representation of what they really know of the material. I also loved the idea of taking off a few points off of a late assignment, instead of marking it down a whole letter grade. I remember when I injured my leg during junior year and I was on pain medications that made me drowsy. I would pass in my homework late and I had this one teacher who would mark me down a whole letter grade because of it, even though she knew that I understood the materials and subject content. It was so frustrating and it made me never want to pass in anything else in her class. However, when I am a teacher, I will not accept a late homework assignment every week. A couple of late assignments a month is acceptable, because I know that students have issues every now and then. But there is no excuse for not having their homework assignment every day. Grading is a very touchy issue and it is important for me to remember that I have to be fair in my grading because I do not want to misrepresent a student's mastery of the content.

Chapter Ten: Conditions for Redoing Work for Full Credit

Chapter ten of Fair Isn't Always Equal tackles the difficult issue of redoing assignments. The chapter explains many things an educator can do in order to make redoing work more manageable. The first method is requiring the redone work to be completed at the teacher's discretion. Reserving the right to rescind a retake brings up the opportunity to discuss the problem with the student and make sure that they get back on track. If a retake is necessary, then the teacher should allow the student to do so. However, teachers should have the parents of the child sign the original work, in order to ensure that the families are involved in their child's academic careers, as well as hold the students accountable for their work. The second method suggests that teachers need to keep in mind that the students want to be treated like adults. I remember that when I was a student, I disliked when teachers always treated us like little kids. They never made us take responsibility and when we tried to, they would sometimes put us down for not passing in the assignment on time due to us trying to complete the work correctly. In the "real world", adults are given more time and second chances all the time, as long as it is not a chronic incident. The third method is for teachers to change the format for redone work and assessments. By changing the task, students will be more responsible for thier learning- there is a greater chance of deep-seeded learning. Above all, teachers must always communicate with their students. I found this to be very valuable because I want to help my students figure out what they can do to catch up without making them feel that they have to learn at a certain pace.

Chapter Nine: Ten Approaches To Avoid When Differentiating Assessment and Grading

Chapter ten of Fair Isn't Always Equal discussed ten different things to avoid when differentiating assessments and grading. Approach number one spoke about avoiding the mistake of incorporating nonacademic factors such as behavior, attendance, and effort into the final grade of the student. Teachers should avoid penalizing students' attempts at trying to master the content. If a teacher penalizes a student for trying to learn in a different intelligence, then that teacher is denying them the opportunity to learn. The chapter also suggests to the teacher that (s)he should avoid grading homework. Homework is meant to serve as practice. The content is new to the students, so if they do not fully understand the new content, and it is evident in the homework that they do not comprehend the material, then the teacher should seize this opportunity to teach them what they do not understand while providing the students with a non-threatening environment (a place where the students can have the opportunity to learn at their own pace and revise their work). The point of homework is to help the students become comfortable with the new content and new ideas, not for them to perfect it on the first try. Teachers should withhold assistance with learning when it is needed. Teachers should help their students understand the content, differentiate and tier assignments. Teachers should never assess their students in ways that do not depict the children's mastery. Teachers should avoid using extra credit and bonus points. If grades are about mastery of content, then using methods that alter grades to encourage motivation and participation are not being constructive to the students' knowledge. Teachers should avoid group grading because every student works differently. Teachers should also avoid grading on a curve (similar to what Dr. Grace was talking about in class with a positive alternative of teaching with the J curve). Teachers should avoid handing out zeros for unaccomplished work. Students should be given an opportunity to attempt the content. The last suggestion warns the teachers to avoid using norm-referenced terms to describe criterion referenced attributes. Teachers simply cannot use a grade that shows a student's average in order to demonstrate a mastery of a standard. This chapter was extremely valuable to me as a teacher because it displayed the many negative aspects of grading in a classroom. I can use this information to remind myself that it was used ineffictively in other classrooms and that I should not practice these questionable methods in my own classroom.

Chapter Eight: Why Do We Grade, and What About Effort, Attendance, and Behavior?

Chapter eight of Fair Isn't Always Equal describes why grades exist and how sometimes they are unnecessary. The idea that grades are unnecessary stems from the fact that grades should be derived from student mastery, as in, if the student understands the content, then they have to receive full credit. Therefore, there should be no grades, because knowledge should not be a race. However, the topic of attendance, effort, and participation comes into the picture. If we eliminate grading, then how do we gauge these things? Should we incorporate them into grades? Should we simply let students behave the way that they do and not have it reflect in their grade? Should we base content on attendance so that missing class sets you back with knowledge and not a grade? These are all questions that are posed in this chapter. The chapter finally concluded with the idea that no matter what feedback a teacher provides to a student, they need to tell the children how they are performing in their schoolwork. This is beneficial to me as a teacher because I want my grades to represent genuine student learning... but is learning something you can measure? Knowledge should not be a race. My students will be allowed to learn what they have to at their own pace and capacity, without worrying about being penalized for having learning differences in the classroom.

Chapter Seven: The Relative Nature of Grades and their Definitions

Chapter seven on Fair Isn't Always Equal explained how to grade effectively and that the way teachers teach (differentiated) is the way that teachers will assess their students. Sometimes this makes it hard for teachers to grade because there is no unified form of assessing a student. The chapter also explained that although teachers make adjustments to students' grades, it does not mean that they are weakening the curriculum and students' mastery of the content. If teachers did not adjust grades, then students will not obtain the larger picture in learning. They will be forced to learn something all on their own. Teachers need to remember that grades are very fragile and vary. If teachers keep communicating with one another about what constitutes as an A, B, C, D, or F, then students as well as teachers will have a clear and fair idea of how to grade children. The chapter also reminded teachers to never draw faces next to the grade and to never tell students that they are starting out with an A. Drawing the students faces to the grade discourages them and is unfair. By telling a student that they are starting out with an A, that sends off the message to the student that they only have one way to go: down. This information was very valuable to me as a teacher because I do not want to give my students one option. I want to provide my students with the opportunity to learn as much as they can, revise their work so that they can succeed, and be able to feel confident in my class without worrying about a letter grade. If my students are able to focus on trying their hardest, then their hard work will be noticed and the letter grade will truly depict the students' mastery of the content because they will always be learning and revising.

Chapter Twelve: MI and Cognitive Skills

Chapter twelve of Multiple Intelligences in the Classroom addressed one of the largest and most threatening problems that the U.S. education systems are facing today: students' inability to have higher thinking and problem solving. Students today do not understand why they are learning something, nor do they understand why something happens. Rote learning and memorization is the primary way that students think and learn. Because all students are doing is memorizing, they learn nothing and can remember nothing after they have taken a test. Students do not truly learn the information. If students are promoted by their teachers to uncover why they are learning certain materials, children will construct meaningful information. As a teacher, I need to be able to encourage my students to use the intelligences as guides to uncovering meaningful knowledge that does have an influence in their everyday lives. If students do not know why they are learning something and do not understand the importance of it, they will ask themselves, "Why should I do this? What's the point? I'm not ever going to use it again." I want my students to be able to construct meaning in their knowledge so that after a test is taken, they can come away from it with the ability to apply the material in different situations. If teachers are unable to ask thought-provoking questions that inspire students to go deeper into their thinking, then our education system will keep breeding learners who are unable to apply knowledge because they're too busy attempting to memorize information.

Chapter Eleven: MI and Special Education

Chapter eleven of Multiple Intelligences in the Classroom explained how over the history of special education in the U.S., educators have had the tendency to work from a deficit paradigm. This has proven to be an ineffective method of teaching because it focuses on the students' inabilities and weaknesses. The MI theory provides a growth paradigm as an alternative because it allows educators to regard special-need students as healthy individuals with strengths and talents. The chapter also suggests that there are learning disabilities that occur in all eight intelligences. Although the deficits can occur within any of the intelligences, they operate independently from the learner's strengths and learning profiles. This means that teachers can reroute a child's learning to exploit the more highly developed intelligences. I was amazed by the examples given of how a child can learn differently with another developed intelligence. For example, I had no idea that "reading-disabled" children used Chinese characters as sight words. The examples of the alternative symbol system, instructional strategies, and alternative technology will provide excellent resources that I will certainly use in my classrooms. This chapter was definitely beneficial to me as a teacher because I know that I will always have a special needs child in my class. The child's IEP should always focus on the child's strengths and I always need to be able to adapt and transform my planning to ensure that every child is succeeding in my classroom. By shedding light on my students' strengths, I am able to incorporate every intelligence into the classroom. I also loved the idea of special education teachers functioning more as a special MI consultant in my classroom. I never want to pull a student out of my classroom because the child cannot conform to one specific style of learning. I want the MI consultant who can give me ideas on MI curriculum, help me with identifying strongest intelligences, etc. The cooperation between regular education classes and special education classes definitely will help improve the classroom's strengths, self-esteem, and understanding.

Chapter Eight: MI and Classroom Management

Chapter eight of Multiple Intelligences in the Classroom explained how teachers can incorporate the multiple intelligences into the rules, routines, regulations, and procedures of a classroom infrastructure. A situation was presented in the chapter where a teacher was trying to gain the attention of her class. She repeatedly had to call to the class and tell them to shut up. However, the use of mere words to quiet the class (a linguistic approach) is proven to be the least effective method to gain students' attention. The chapter gave numerous examples of how to gain class attention through the eight intelligences. I found these examples to be extremely valuable to me because as a teacher, I will be able to guide my students into connecting and linking these specific symbols to specific commands and behaviors. The chapter also provided useful ways for me to communicate class rules. I especially liked the methods of the interpersonal and intrapersonal intelligences. However, instead of assigning a group of students to each rule, I would tell them to create a contract individually. Once they complete the rules separately, I will assign them to groups where the students can combine the rules that they deem most essential. Asking the students to help create the classroom rules is a fantastic way of gaining their support. The chapter also provided useful (and fun) ways to form groups in the classroom by using the intelligences. I have always been nervous about how to address and manage individual behaviors, but the chapter gave me excellent ways in which I can help improve students' difficulties. I loved the idea of the student drawing out the arrows as the negatives because it allows the student to reflect on the problems and find ways to "dodge" the arrows. I also understand now that as a teacher, I should try to match students up with their strong intelligences and at other times I should match the students up with their weak intelligences. I need to be aware of the situation, however, in which I should match a student to a poorly developed intelligence. I definitely plan on incorporating the intelligences into my classroom infrastructure so my students will be able to thrive socially as well as academically.

Chapter Eight: Grading and Reporting Achievement

Chapter eight of Integrating Differentiated Instruction and Understanding by Design explains the enduring, problematic system of report cards and how effective differentiated (and/or backwards design) classes can transform grading into an authentic form of communicating to important audiences, giving high-quality feedback to support the learning process, and encouraging learner success. The chapter described that there are six key principles in effectively grading and reporting students' learning achievements. I found all six principles to be extremely valuable and they definitely helped in addressing my questions of how I could grade in a differentiated classroom. One of the principles stressed that teachers should use valid evidence when grading their students. This is very important for me to remember because I do not want my students' grades to be unfair because I allowed extraneous and insignificant details to influence their knowledge of the subject. For instance, just because a student forgot to put their name on a paper does not mean that the student has not mastered a subject and therefore deserves a "F". Principle three pointed out the flaws of norm-based grading and offered the alternative J curve. I found this to be extremely valuable to me as a teacher because the J curve will ensure that all of my students have the possibility of earning high grades based on achievement. Principle four explained the differences between grading and assessing. I need to remember that it is inappropriate to hold learners accountable for what they knew or didn't know before my instruction. Diagnostic and formative assessments should never be graded; they provide feedback about the progress of a student. Principle five described the problems of grading based on mean averages. I never liked this system as a student because I always felt like I knew the material; but just because I didn't learn at the same rate as my peers, I was punished. The final principle reminded teachers that factors such as effort, completing work on time, class participation, etc. should be reported separately from grading. I really liked this idea because as a student, I saw kids coast by with nothing but their intelligence. They never had to study for tests and they never paid attention in class. When factors such as these ones are taken into account seperately, not only is the issue addressed, but it can be improved upon with taking away the credit of the students' intelligence. All six factors, when exercised in a classroom, not only ensure the success of grading all students fairly in a differentiated class, but also motivate students to learn. I never want my students to have the impression that effort is not a precursor to success. If my students are willing to put in their effort, then I will certainly exert all of my effort to ensure that each and every child is graded fairly and is able to succeed in my classroom.

Chapter Fourteen: MI and Existential Intelligence

Chapter fourteen of Multiple Intelligences in the Classroom discussed Howard Gardner's belief that there is a ninth intelligence: existentialism. Existentialism is not aiming towards a spiritual, religious, or moral intelligence, but it is more about addressing humanity's long-standing ultimate questions of life. The existential intelligence fits into the criteria through cultural value, developmental history, symbol systems, exceptional individuals (savants) psychometric studies, evolutionary plausibility, and brain research. While there are many controversial issues when it comes to the possibilities of integrating the existential intelligence into classrooms, there are ways in which it is possible. If teachers and school administrations ensure that the curriculum focuses not on religion but on world meaning, then existentialism can be tied into every subject! This will be useful to me as a teacher because I will be able to help students construct deeper meaning in content and their own lives. If I can enable students to understand why they are learning the material in class, then the students will have a deeper meaning and appreciation for learning. Existentialism is definitely a possible intelligence that the future should consider integrating into the classroom.

Chapter Thirteen: Other Applications of MI Theory

Chapter thirteen of Multiple Intelligences in the Classroom explained three different ways of incorporating MI into classrooms: computer technology, cultural diversity, and career counseling. I have always been a person who believed that computers were for others who had strengths in mathematical/logical intelligences. However, this chapter shed a new perspective on computer technology, along with my experiences in practicum. Computers are intelligent-neutral mechanisms. There are so many intelligences that I can incorporate into computer technologies and activities. For example, the chapter reminded me that Word processing software calls forth from its users a certain level of linguistic intelligence. An example that I was able to correlate with computer technology being incorporated into MI based classrooms was my Comic Life presentation. Comic Life was a software on my computer that allowed me to incorporate my visual, artistic, and linguistic skills into my final presentation. It was also useful to see Figure 13.1 because it gave many suggestions for computer programs that encompassed every intelligence. Cultural diversity is another way of integrating multiple intelligences into the classroom. I do not want to force my students to memorize facts and repeat them back to me, because that is not what diverse cultures pass onto younger generations. They pass on important knowledge that can be used in the real world. As a teacher, I need to do the same to ensure the success of my students. The last and final component of integrating MI into the classrooms was career counseling. I also found this part of the chapter very useful because if my students are exposed to a variety of adults demonstrating real-life skills in all eight intelligences, then they will have a firm basis on which to launch a career once they leave school. I also have to remember that I can never attempt to match children's proclivities to specific careers; the students need to make that journey of self-discovery. However, the chapter gave helpful suggestions on how to assist my students in teaching them the multiplicity of intelligents required for each job.

Chapter Seven: MI and the Classroom Environment

Chapter seven of Multiple Intelligences in the Classroom describes the critical need for incorporating the multiple intelligences into the classroom ecology. If children enter a classroom environment where a teacher is not accomodating to the needs of the different learners, then the overall learning experience will be shot. Students' motivation to learn will diminish. This chapter gave effective and ineffective ways of teaching. For example, the one that caught my attention was the musical intelligence question: "How does the teacher use her voice? Does it vary in intensity, inflection, and emphasis, or does it have a dull monotone quality that puts students to sleep? (Armstrong, 68)" I remember when I had teachers who completely turned me off to learning in their classrooms because of this exact problem. They never seemed interested in what they were teaching themselves, so I consistently would think to myself, "Why should I be interested if my teacher isn't?" These examples were very valuable to me because when I am a teacher, I want to consistently evaluate the progress I am making in incorporating all of the intelligences in my classroom. I also found the multiple learning centers to be useful and beneficial knowledge for me to use in my classroom. I specifically liked the permanent and temporary topic-specific centers because as a teacher, I would like all of my students to start out in their area of strength, but then rotate to other intelligences. This way, my students are experiencing all aspects and intelligences of learning that enable the children to create and construct their own meaning and knowledge.

Chapter Nine: Bringing It All Together- Curriculum and Instruction through the Lens of UbD and DI

Chapter nine of Integrating Differentiated Instruction and Understanding by Design explains how an educator can actually apply the backwards design model. The chapter walked through the essential steps of the backwards design model and it was extremely helpful to see that the chapter advised the teachers to first create goal clarity in the desired content in all stages of the unit. Once a teacher has created clear goals, then they can examine the options for differentiating the unit. The nutritional unit model was extremely useful because it allowed me to see what the bigger picture would be like in the end and how all of the stages would tie together. Once I clarify what is essential for students to know, understand and be able to do at the end of the unit, what will constitute evidence that students know, understand and can do, and discover the steps necessary to guide the students to the desired outcome without "handing" the answers to them, then I will be able to differentiate. My initial ideas of differentiation will evolve through my unit as I discover students' weaknesses, strengths, etc. Once I discover the learning variance among my students, then I will have to plan countless methods of differentiated instruction in my classroom. This method of creating differentiated instruction is excellent because it is exposing the students to the "real" unit and not just the experiments of the unit created by the teacher. This chapter was beneficial to me because it suggested many ways and methods in which I could exercise differentiated instruction. It provided many useful strategies that could help me to adjust an assignment, help a student who does not speak English, provide options for varied ways to express the desired outcomes, etc.

Educational Opportunity: Low Income, first generation students and Upward Bound

The session I attended was hosted and presented by Elyse Pratt Ronco and her panel. During the session, the panel explained that for first generation college students and students with low income/socioeconomic status, it is harder for them to get into college and succeed. High school students have difficulties in traveling to visit colleges, attaining college applications and college information, find academic support, etc. In Maine, 14 to 16% of the poor. So, to assist these kinds of people, a program was formed called Upper Bounds. Upper Bounds is funded by the Department of Education in Washington, DC. The program grants money and and financial support (stipends) to students in high school that live under these circumstances. With the program, students join a summer program that includes academics, personal support, college information, college visits, cultural events, etc. The program ensures that high students are being motivated and supported in their pursuit of a better education. I definitely thought that this session was helpful because I began to think of how schools could improve so that programs such as Upper Bound do not have to make up for the lack in our school system. I also thought that by giving students these opportunities, we are allowing our students to go beyond just successing... we are providing academically diverse students to live through meaningful experiences.

Chapter Six: MI and Teaching Strategies

Chapter six of Multiple Intelligences in the Classroom discusses how the multiple intelligence theory opens the door for countless opportunities for differentiated teaching strategies. The chapter provides examples for strategies within each intelligence. For example, with linguistic, a teacher could use story-telling and journaling. With logical, a teacher could use calculations and scientific thought. With spatial, a teacher could use visualizations and idea-sketching. With bodily/kinesthetic, a teacher could role play and use hands-on learning. With musical, a teacher could use mood music and performance. With interpersonal, a teacher could have peer-sharing groups and sharing simulations. With intrapersonal, teachers could use personal connections and freedom of choice. With naturalistic, a teacher could bring the class on nature walks and they could have a pet plant in the classroom. I thought this chapter greatly contributed to my success of a teacher, because now I have many helpful ideas of how I could apapt my learning and my students' learning. I can use these many resources in my classroom to ensure that my students are able to succeed in mastering the content taught in my classroom.

Chapter Five: MI and Curriculum Development

Chapter five of Multiple Intelligences in the Classroom explains how to integrate the multiple intelligences into a teacher's curriculum. There are direct examples for what a teacher could do with the intelligences, the eight of them being: linguistic, logical, spatial, bodily/kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The chapter discusses methods for how to create a MI observant lesson. The chapter also suggests to focus on the subjective, ask yourself what you want to get out of it, consider how to carry it out, brainstorm the possibilities, select an appropriate plan, setup an alternative, and then implement the plan in the classroom. When a teacher has to teach a unit on a specific concept or unit, they should write out a graph with the objective in mind and areas for brainstorming ideas for all of the intelligences. This chapter was a perfect resource that taught me how to draft lessons. I really enjoyed the plethora of examples the chapter gave for each of the multiple intelligences. I will be able to tap into the intellectual abilities of my students. And although drafting effective MI units are difficult, the chapter provided me ways that it can become easier. This will help me because when I am finally a teacher, I will already be differentiating and drafting units according to the various multiple intelligences.

Chapter Seven: Teaching for Understanding in Academically Diverse Classrooms

Chapter seven of Integrating Differentiated Instruction and Understanding by Design described the problem of teachers spending too much time teaching the students to understand the basics. Once the students understand the basics, the teachers move onto the next subject, instead of engrossing the students in the information. The chapter also explained the importance of having the students "uncover" the knowledge, instead of covering it. Teachers should not just focus on the little things. In the famous words of Dr. Theresa, "It is better to cover information an inch-wide, mile-deep formula than an mile-wide, inch-deep philosophy!" Too many teachers have their students memorize facts, definitions, and vocabulary. Students are made to repetitiously write it over and over again on tests and notes. The problem with this method is that later on, the students forget the material they had previously learned! Time limits were also a problem within this chapter. When time constraints a subject, it is unfair. The WHERETO model is a perfect guide to help me avoid having these problems in my classroom. My students will not only be remembering the information in class, but they will also be diving deeper into the knowledge to uncover it. I will do my best to not conform my lessons and units into a time frame. Because when students have more time, the deeper the knowledge is uncovered. Because I am teaching history, I am not going to be like my previous history teachers. I would rather have students who know what happened instead of when. Uncovering the bigger picture of history is more important than filling my students' heads with useless and repetitious facts.

Chapter Six: Responsive Teaching with UbD in Academically Diverse Classrooms

Chapter six of Integrating Differentiated Instruction and Understanding by Design discussed how teachers should educate academically diverse students. The chapter also explained four core beliefs about curriculum and diverse student populations: (1) all students should consistently experience curriculum that requires them to make meaning of the information and think at high levels, (2) all students need the opportunity to learn the basics before having the opportunity to apply them in meaningful ways, (3) there is a need for balance between the students construction of meaning and teacher guidance, and (4) all students need to know the learning goals of a unit or lesson for successfully demonstrating proficiency with the goals. There are too many instances in which teachers can get wrapped up in teaching the students the "basics". When a teacher gets caught up in the basic skills, they are never giving the students the opportunity to use the skills in applying them to real world situations. When students are not applying the knowledge of using the skills in the real world, there is an uneven balance. The teacher is guiding the student to the point where the students can never fully construct meaning for themselves. A way to help students avoid this situation is for teachers to educate all of their students on the learning goals of the unit. In differentiating, a teacher can use class elements (time, space, resources, and student groupings) in a flexible way to reach all of their students. This chapter was extremely helpful to me because I can take on the role in the classroom as the direct instructor, facilitator, and coach. If I start using differentiation as my method of teaching, then I will not have to change over down the road. My students will attain a deeper knowledge of the curriculum and use that knowledge to become successful.

FIAE Chapter One Abstract and Reflection

Abstract

The majority of the class has come up with the following main point of Chapter one of Fair Isn’t Always Equal: this chapter discusses the idea of differentiated instruction. Differentiated instruction is a fairly new teaching strategy that was discovered in the 1990’s (known as “The Decade of the Brain”). Neurological research showed that the brain absorbed knowledge differently in multiple ways. Differentiated instruction is “the collection of best practices strategically employed to maximize students’ learning at every turn, including giving them the tools to handle anything that is undifferentiated” (Wormeli, 3). This is a highly effective method of teaching because it ensures that every student is receiving a fair chance of succeeding in the classroom. The chapter also addressed the issue of differentiated instruction being a crutch. This is simply not the case. Differentiated instruction allows the students to become highly competent and independent thinkers. The students are more willing to take risks and be creative, as well as being tolerant towards their peers. Differentiated instruction does not mean that the teachers make learning easier for the students… Instead, it provides the appropriate challenge that enables students to succeed. Many people in the class view differentiated instruction as a fair and realistic approach to teaching. They understand that differentiated instruction can be found in the outside world (the military, surgeons, etc.) as well as the classroom. Every person in the class came to the conclusion that to be a successful teacher and to have successful students, they must implement differentiated instruction in their classrooms so that every child’s specific and individual needs are being met.

Reflection

The class believes that differentiated instruction should be exercised within a classroom to ensure every child’s success. It was interesting to see that everyone in the class agreed that there were multiple forms of differentiating in a classroom. Whether a teacher is rephrasing a question, moving seats according to interest, giving a choice for assignments, etc., that teacher is differentiating for a student. By allowing students to learn through their strengths, teachers are ensuring that the students are able to depict their mastery of the content. The “one size fits all” method of teaching is proven to be ineffective because not every child learns the same. When a teacher differentiates for the students, that teacher is taking half of the responsibility of the students’ success. The class agreed that responsive teaching and differentiated instruction enables students to be creative, take risks, and become autonomous learners. It was also interesting to observe that the class was able to recognize the fact that differentiation can be found outside of the classroom as well.

Chapter Six: Creating Good Test Questions

Chapter six of Fair isn't Always Equal explained to teachers how to ask the right questions in assessments. It defined the right question as the one that tests a student on the understanding of the topic. The question should dive into the depth of the content and not just skim the surface of it. A teacher needs to be very clear with their expectations when they are assessing because it helps diffuse dissonance. When dissonance is eliminated, students are more likely to succeed. Timely feedback is also essential in motivating students. I really like how the chapter taught me that when I am a teacher, I have to assess the abilties of my students. Testing should not be a guessing game... it should be an accountable example of a student's understanding. All too often, when I was a student, I found myself confused about unclear assessments. It was extremely frustrating and I found this chapter useful is providing me the means to, as a teacher, change this common way of testing. Although I agree that questions should not be unbelievably hard to answer, I also think that I should not be handing the students the answers and making them obvious. I want to challenge the students to do the work to uncover the answer. I also should give the students timely feedback. Feedback will provide my students the motivation to work on their weaknesses and expand their strengths.

Chapter Five: Tiering Assessments

Chapter five of Fair Isn't Always Equal was about tiering assessments and adjusting them to fit the cognitive needs of students. Sometimes students are not able to accomplish assigned tasks because of their intellectual capacities. Other times, the students can excel with the task at hand and probably need to be more challenged. In cases similar to these, an educator should tier the assessment to meet the necessary needs of the students. The chapter gave numerous examples and scenarios for how a teacher could tier. For example, one teacher could use a learning menu, a tic-tac-toe board, cubing, RAFT(s), and a summarization pyramid. All of the following tools can help a teacher tier assignments for students. Educators should always bounce ideas off of their colleagues to get a new perspective. I found this chapter extremely valuable in giving me new ideas on how to tier my assessments for my students. Actually, tiering assessments is quite similar to actually giving the students authentic assessments. The chapter did a great job using examples and scenarios to put the content into a real-world perspective and I know that I will use this chapter as a reference very often.

Chapter Four: Three Important Types of Assessment

Chapter four of Fair Isn't Always Equal is about the three most essential types of assessment: portfolios, rubrics, and self-evaluation. Portfolios are an excellent form of testing because they cover multiple ways of assessing. A portfolio can be a tool of differentiation that can be extremely flexible in the content that it assesses and how. Rubrics are always a good form of testing because they are clear and concise with their expectations. Self-evaluation is critical because the student can reflect (via a journal or writing an entry) on how they performed; the student is his or her own critic. Students are more apt to retain concepts if they have assessed themselves adequately. I loved this chapter because it explained many concepts that I was once confused about. For example, I never completely understood the logistics of maintaining a portfolio. I have always been confused by them, but that was because I never fully realized how well they can be implemented in a classroom. I love rubrics- it is an effective assessment tool which always manages to remain direct, literal, and concise. However, self-evaluation is definitely my favorite. I believe that if a student assesses themselves, that they are more apt to learn because they will care more; they are focusing on themselves. By reflecting on what task they've completed, the purpose of the task, what they did like, what they did not like, what challenged them, etc, I am allowing my students to discover themselves and who they are. I will not only notice their strengths and weaknesses, but they will too! I want my students to self-evaluate themselves so that they know themselves and how they learn, which hopefully would inspire the children to dive deeper into the curriculum with enthusiasm.

Chapter Ten: MI and Assessment

Chapter ten of Multiple Intelligences in the Classroom suggested that teachers use a system based less upon formal standardized or norm-referenced tests, and more upon authentic measures that are "criterion-referenced, benchmarked, or ipsative (i.e., that compare a student to his own past performances" (Armstrong, 88). Authentic testing allows students to show what they've learned in context, which means that they would show their learning in real world situations. There are two very important prerequisites to implement authentic tests in the classroom: observation and documentation. Teachers are recommended to keep journals, work samples, videotapes, photography, student journals, student interviews, etc. to be able to target a child's specific learning styles and needs. When the intelligences are located and specified, a teacher is then able to effectively assess a student without having to worry about whether or not the child is truly depicting what (s)he has learned. With authentic testing, students are able to have the opportunities to use their multiple intelligences to help articulate their understanding. When a child takes a standardized test, the student is forced to show their comprehension through one intelligence that may be his or her weakness. This is why authentic testing is essential to implement in my classroom when I am a teacher. Students already place such a negative connotation with the standardized tests... and why shouldn't they? Standardized tests are biased to what the test-maker is looking for in understanding. I never want my students to feel as if they never were able to have a fair chance of showing me that they truly comprehend the material that I have taught. I would never know that my students had mastered a skill if I force them to show it through one intelligence. It has already been proven that every child learns differently, so it makes perfect sense that every child should be assessed differently. If I give my students a variety of assessments, I will truly being giving the children a fair chance of succeeding and proving to me that they have mastered a skill or subject content.

Chapter Three: Principles of Successful Assessment in the Differentiated Classroom

Chapter three of Fair Isn't Always Equal emphasized the meaning of assessment. Assessment means "to sit beside" or "coach". Teachers need to have goals in mind (the goals can be created through breaking down the standards) to be capable of properly assessing the progress of students. Assessing children does not work if a teacher decides to test the students' mastery at the very end of a unit or year. It is essential that the educator assesses students at the beginning, middle, and end of a unit. The main idea of formative (ongoing) testing is that the educator can use the results to take action and change certain aspects of the unit to fit students' needs. This particular idea impacts me as a teacher because if I assess my students, notice that there are problems and/or difficulties, and I do not take any action to change it, I am wasting time to teach my students valuable material that they could potentially retain. Modifying my lessons is a skill that I can obtain through the proper use of assessing my students. I also need to break down the standards into what is essential, what is highly desirable, and what is desirable. Having these certain priorities of what I should teach will keep me focused on the final and desired goals. Assessments should always be clear and understandable so that my students will know the goals set for them. Assessments also serve the purpose of showing me what my students know and are able to do. If I know what my students are capable of and if I know what my students need to work on, it gives me the opportunity to give them instructive feedback on how they can improve. When my students fix the problems, they will be able to perform successfully on the next assessment.

Chapter Two: Mastery

Chapter two of Fair Isn't Always Equal explains how an educator can measure the students' mastery of material. According to the chapter, there are two ways in which teachers can obtain evidence of mastery: multiple assignments and tracking the progress of a few works over time. In order for educators to truly assess whether or not students understand the curriculum, teachers need to know the important objectives, essential understandings, and enduring knowledge. If teachers are clear in their objectives before they assess the students, then the assessments will result in more accurate depictions of whether or not the students mastered the material. To determine whether or not a student does have mastery of a subject, they must be able to perform the six facets of true understanding. Always keeping the end in mind and always making sure that my goals are clear will ensure that I will assess my students' mastery accurately. This chapter was valuable to me because as a first-year teacher, I am going to have difficulty in determining what is important for the students to master. I could attempt to determine this by myself, however, I will not be as effective. The most effective way to check what is important would be to look at the state's standards. I could also consult with my colleagues, check the curriculum guides, observe other teachers' tests and assessments, etc. If I keep the standards in mind, then my students will come away with not only meeting the standards, but also mastering the material.

Chapter One: The Differentiated Instruction Mindset: Rationale and Definition

Chapter one of Fair Isn't Always Equal explained discoveries of the brain that were not available to past generations of people and teachers. Tests and discoveries showed that the individuals' brains processed information differently. Therefore, differentiated instruction is a highly effective form of teaching. When an educator differentiates for a student, that teacher is giving the child a fair chance of succeeding. Differentiation does not mean that teachers are giving certain students an advantage not available to other students. Differentiation ensures that a student who struggles with one way of learning has the opportunity to depict understanding through a different method of learning. By giving the child the chance to use their strengths to process information, teachers are encouraging self-growth and understanding. The teachers are also giving a fair amount of responsibility to the learner. The student is held accountable for using the differentiated instructions provided to them. There is a common misunderstanding that differentiation is a crutch. However, this is simply not the case. Instead, differentiated instruction provides necessary and appropriate challenges that enables students to thrive. The chapter also mentioned that nobody cared what teachers taught. If students came away with knowledge and understanding, that was all that mattered. My differentiated instruction will be very valuable to my students. Students will be able to see that I am making a conscious effort to take responsibility in making the environment a fair place to learn. If I am making a noticeable effort, my students will hopefully become motivated and take the other half of the responsibility to make an effort to learn.

Chapter Five: Considering Evidence of Learning in Diverse Classrooms

Chapter five of Integrating Differentiated Instruction and Understanding by Design addressed principles of effective assessments. Assessments are essential to educators because it is a guideline to ensure that the students learn the material and it also measures the extent of the students' comprehension. Teachers are also able to adjust teaching styles to be more effective for learners with varying needs. The chapter highly recommended using multiple sources of assessment evidence to measure a student's understanding. Educators cannot take one "snapshot out of a photo album" to fully be able to decide whether or not a student is learning the material. It is important to remember that the assessments should address the essential and enduring goals of the curriculum. There are three types of educational goals: declarative knowledge, procedural knowledge, and dispositions. When a student is capable of not only knowing the information but implementing it in the real world, then educators are truly able to know whether or not a student understands the material. Therefore, it makes sense to implement different and multiple forms of assessments. I found that this chapter was extremely valuable to me in my pursuit of become a teacher because I understand that I am not going to change the curriculum for each student, but I will change the way I assess their understanding of the materials. This chapter also gave me an insight to the many forms and choices of multiple assessments (rubrics, diagnostic tests, etc.) By giving my students multiple forms of assessments, I am giving them a fair and equal chance to succeed. My feedback will also be timely, encouraging, and clear.

Chapter Four: Teaching Students About MI Theory

Chapter four of Multiple Intelligences in the Classroom gives an inside view to teachers about how they can teach the MI theory to students. Children will attain more knowledge if they themselves understand how their minds work. When explaining the MI theory, the teacher should keep the lesson short and simple. If it is too confusing, the students will get lost. The best way to show students how they learn is to connect the lesson to their personal lives and experiences. The teacher can even give the students examples of lessons created to target a specific intelligence or learning style. I found this highly beneficial to me because when I was a student, I would have loved for my teacher to ask me how I liked best to learn. When I become a teacher, I will be able to teach my students about the MI theory. Once I teach the students about the theory and once they understand it, I will not be the only one who is aware of my students' learning styles; they will discover their own learning style as well. The students will understand what exactly it is that they need to work on (different learning styles, etc.) and what strengths that they can further improve with my assistance and guidance.

Chapter Three: Describing Intelligences in Students

Chapter three of Multiple Intelligences in the Classroom stated that implementing assessments to figure out how students learn could only go so far. The best way to discover a child's learning style is simply to observe them. Their misbehavior are the best indicators of students needing assistance with learning in the classroom. The chapter suggested that the teacher should create student portfolios. In addition to observing how a student behaves in and out of the classroom, teachers are advised to look at the student's records, ask the child's parents and the child themselves. Creating special activities for the students also contribute to assisting teachers discover students' different learning styles and intelligences. I loved this chapter because I was extremely anxious whenever I thought about how I would ever manage to assess students' intelligence and dive into depth when learning about my students. The chapter helped me become aware of students' needs and what I can do to effectively meet them.

Chapter Four: What Really Matters in Planning for Student Success

Chapter four of Integrating Differentiated Instruction and Understanding by Design expressed the dire importance of being a teacher not only of curriculum, but being a teacher of students. Both responsibilities are equally necessary and essential in educating students. Teachers have the obligation to know their students, their lives, cultures, learning styles, and interests. As a teacher, I also need to know how to create a curriculum that reaches out to my students and captures their interest while creating personal meaning. I was also extremely comforted by the thought that teaching does not aim for perfection. Persistence and perseverance in improving the students' curriculum, learning, etc. is the true goal. I will affect my students' lives in a positive way because they will be able to see that I am reaching out and working my hardest to meet their individual needs. If the students know that I am going the extra mile, hopefully they will become motivated to go the extra mile and meet me in the middle.

Chapter Three: What Really Matters In Learning (Content)

Chapter three of Integrating Differentiated Instruction and Understanding by Design presented the three-step backwards design process. This process proves to be a guide in how to successfully plan courses,units, and individual lessons. Planning backwards results in more clearly defined goals, more appropriate assessments, and more purposeful teaching. The backwards design process also helps teachers avoid the "twin sins". This will be quite beneficial for me as a teacher because I do not want to obsess over coverage of a text book, and I certainly do not want to become lost in "content overload". Planning activities that hold no clear goal or hold little long-term effectiveness is not going to help my students come away with the essential questions. For my students to be successful, I need to plan ahead with the end in mind, clarify content priorities, and assess students' understanding of the "big picture". Chapter three also clarified that when I plan backwards, stage one should never be differentiated. I need to use the same criteria in judging the response of students' assessments. Finding the practical balance between completely individualized assessments and standardized, "one fits all" measures is crucial. Enduring understandings, essential knowledge, and essential skills should be a steady focus for the majority of my learners, but how the students demonstrate proficiency can be differentiated.

Chapter Two: MI and Personal Development

Chapter two of Multiple Intelligences in the Classroom explains that nature, nurture, and personal experiences help shape the multiple intelligences of different individuals. From my personal experience, I have become a multimodal learner. However, teachers can gain an insight to their multiple intelligences by taking surveys or asking their own students what intelligence they most exercise within the classroom. If educators find themselves focusing on a particular intelligence, the teacher can make a conscious effort to incorporate other intelligences into the curriculum. As a teacher, I can learn how to strengthen my weak intelligences by partnering with a colleague, ask a student to demonstrate the way he/she likes to learn, and I could use the school resources. I would like to be able to crystallize students' once-paralyzed intelligence through discovering and understanding why students had shut themselves off from that particular learning style.

Chapter One: The Foundations of the Theory of Multiple Intelligences

Chapter one of Multiple Intelligences in the Classroom depicted the cognitive theory of multiple intelligences, which describe how individuals use their intelligence(s) to solve problems and how the brain perceives the contents of the world. The most important message underlying this chapter, I believe, is that Gardner labels the categories of learning as "intelligences" because he believes society puts one emphasis on a particular variety. However, each multiple intelligence is interconnected to the other. Therefore, educators should aim to incorporate all intelligences into their curriculum to ensure that every student has a fair chance of succeeding. Similar to the readings from Fires in the Bathroom, giving the students a fair chance is a necessary tool I will implement in the classroom to gain my students' respect, trust, and attention. I do not want to force any student to mask their dominant intelligence and use their secondary intelligence. I want to see the student's strengths and weaknesses, so when I use every intelligence in the classroom, I can assist the child in further developing his/her strength while managing to improve their weaknesses.

Chapter Two: What Really Matters In Teaching? (The Students)

Chapter two of Integrating Differentiated Instruction and Understanding by Design describes how important it is for educators to link the basic human needs of students and curriculum. High school students struggle with personal barriers to learning, identity crises, and learning disabilities. Therefore, students need teachers to have the skills to adapt to varying individuals. To be a successful teacher, I will have to adapt to learning needs and work constantly to establish positive relationships with my students. Positive relationships will be able to contribute to students' energy for learning. However, although I will exercise differentiation, I will make sure that my teaching strategies will work to the benefit of many students by using different instructions likely to serve multiple needs in one single lesson.

Chapter One: UbD and DI- An Essential Partnership

Chapter one of Integrating Differentiated Instruction and Understanding by Design claimed that because of diversity within student population (differences in culture, race, language, experience, disability, learning preferences, etc.), the education system needs integration of DI and UbD. The two cannot exist sufficiently without the other. Axioms provide goals for certain aspects and expectations for teaching. Corollaries ensure that every student will have access to the axioms. For example, in my classroom there will be the axiom (or expectation) to provide opportunities for my students to explore, interpret, apply, shift perspectives, empathize, and self-assess. I will provide a constructivist environment to ensure that students will create their own meaningful experiences.