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.
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I liked both links because I thought that they were very informative. I really enjoyed the first one because it gave a definition of the understanding along with ways of "scoring" if a student understood materials; I also really liked how the site showed terms to ask students to get them thinking more.
ReplyDeleteThe other website was also informative because it gave some great ideas on forming rubrics. It is a great idea to use rubrics, but they can be difficult to create; this site does a wonderful job at explaining how to do it and tailor them for higher learning.
I thought both links were very effective and useful. I like the Blooms taxonomy link because it was colorful and visually appealing while giving the information. I thought the second link about rubrics was helpful because as teachers one of our hardest jobs is to create meaningful rubrics and this site helps us incorporate higher order thinking into our rubrics.
ReplyDeleteA great overview of the main points within the chapter. I enjoyed the second link, it was very rich with information. I also found it very interesting to learn what everyone else viewed as to what was important within the chapter. It really forced me to think about what I need to keep in mind when I am in the field and teaching.
ReplyDeleteBoth links that you used were really useful. The second website, which focused on rubrics and evaluating their degree of usefulness, was packed with information and obviously designed by somebody who cares passionately about education. The first website, however, I liked more; the fact that it boiled down the basics of higher-order thinking into six page-and-a-half-long links makes it really helpful for me.
ReplyDeleteI thought that the first site was a great resource for teachers. I loved the skill level expectation and the question cues that teachers should focus upon. I also thought it was great that there were examples of each type of question to meet each question cue. The second site provided a nice definition of critical thinking and the many ways of applying it daily within the classroom. Very interesting!
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