Chapter 14

Chapter 14: progress reports and report cards are big deals to some students and other couldn’t care less about them. I think that finding a balance for students in this is key. Progress reports are important as they let students and their parents know how they are mastering the material throughout the semester and year. I like the idea of keeping an online grading system so students can check their overall progress whenever they want or need. The chapter also discusses how it is important to have comments and suggestions on the report card and not just a letter grade. Receiving just a letter grade is not sufficient feedback.

Chapter 13

Chapter 13: Having and efficient and effective grade book is important as a teacher. In this chapter multiple options of organizations are suggested. I liked the idea of color coding in my grade book. It would help me be visually organized and to create a better grading system to use in my classroom. The chapter also mentions the grade book in a differentiated classroom. Obviously every teacher will have their own system and create their own form of organization. There is no right way to have a grade book as long as it works for you.

Chapter 12

Chapter 12: This chapter talks about the different ways of grading. It highlights on the use of grading rubrics. The use of rubrics are good as students are given the criteria on which they will be graded ahead of time and can continue to check their work as they go. The downside to using rubrics is that you have to create them very specifically. If there are any loopholes, students will find them and use them. I do like to use rubrics though because it tells the students exactly what you are looking for in their final product. This also builds the student-teacher relationship.

Chapter 11

Chapter 11: In this chapter, the grading of student work is discussed as a difficult topic. One of the biggest issue or topic of the chapter was how incomplete work or late work should be graded. Should students receive a zero or a sixty for the work that they did or did not do. Both would be a failing grade, but giving a zero would have less of an impact on students’ final grade. I think that this is an interesting issue. In my class I think that I will give sixties instead of zeros because I do not want the focus of my class to be on the homework. That way if students have a less supportive home life after school then they still have the chance to make up the ten points instead of seventy.

Fair Isn't Always Equal: Chapter 10

Chapter 10: This chapter discusses how students should be allowed a chance to redo their work. Some people learn best from their mistakes. Giving students a second chance to complete the assessment to their satisfaction and the teachers’ satisfaction will help the student learn the material and master it. I think it is important to allow students to redo their work as not all students learn at the same speed and this will allow for students who need extra time to have that time. The challenge will be to make sure that students who are not redoing an assignment become overwhelmed by other assignments.

Fair Isn't Always Equal: Chapter 9

Chapter 9: This chapter discusses ways to differentiate assessments. The chapter discussed ten major areas that students should be graded on. Surprisingly enough, homework is not one of them. I support this statement as I think that homework is another form of learning and teachers need to be grading their students on the mastery of the material not how they learn. I think that as a teacher I will not assign homework very often as it is just as important to give students a break from school as it is to learn and master the material.

Fair Isn't Always Equal: Chapter 8

Chapter 8: This chapter continues to talk about grading. Not necessarily the actually letter or number grade but what is being graded. In the book, grading a student’s participation, attendance and effort is not supported. Students should be grades should focus on the mastery of the subject. I think that this is important because mastery of the subject is the goal of teaching a student. If a student has mastered the material then they have put some effort into the subject.

Fair Isn't Always Equal: Chapter 7

Chapter 7: This chapter discussed assessments and how important it is to have consistent grading. When students are given a letter grade, it symbolizes how well they learned the material. If no feedback is given then this system of assessing is useless to the student. Students strive to have good grades and it is important that teachers support them and their work by giving feedback, whether it is through formative assessment or written feedback on a final product. I think that this is very important as students learn from their own mistakes. I will try to provide feedback early and often so my students will know how they are doing and any improvements that could be made.

Multiple Intelligence: Chapter 12

Chapter 12: This chapter relates how students think and what they think. It is important to understand that with multiple intelligences students learn, relate and retain differently. By using the multiple intelligences to your advantage students will learn more, relate their understandings to meaningful examples and retain more. Students solve differently because to their strengths and weaknesses of the different intelligences. It is important that as a teach you give them the time, resources and knowledge to be able to solve real-world examples and retain the knowledge.

Multiple Intelligence: Chapter 11

Chapter 11: In this chapter we recognize that everyone has strengths and weaknesses including those with special needs. Every student shows strength in different multiple intelligences. It is important as a teacher to be able to recognize these strengths and use them to aid your students understanding and learning. I am going to see my students’ success and achievements and congratulate them on such. This is also important as all students should be given an opportunity to succeed. By doing this, students will feel that they are at the same level of understanding and learning as others no matter the weakness.

Multiple Intelligence: Chapter 8

Chapter 8: This chapter was about using the multiple intelligences to aid you in classroom management. There were several examples that were given in the text that gets students attention, help prepare transitions, communicate class rules, form groups and manage individuals. It is important to me to use multiple intelligences in every aspect of the classroom including classroom management. This will help students remember groups or rules. This is important as students will learn more even when the context does not directly apply to the unit.

Integrating Chapter 8:

Chapter 8: In this chapter grading accurately in a differentiated classroom is discussed. Students should be graded on their own achievements and learning and not to be compared with the rest of the class. The book mentions that students should e graded on achievement of goals, progression of goals and work habits. By grading progressively, a student can see their actual progress and know that they are learning the material correctly and in a timely fashion. I think this is important to let students know how they are doing as they work towards their final product so they are fully prepared and are not surprised. The book also advises teachers to stay away from grading averages and curves as this is not an accurate representation of how and what students have learned.

Multiple Intelligence: Chapter 14

Chapter 14: In this chapter, a ninth intelligence is uncovered. This intelligence, existential intelligence, focuses on ultimate life issues. I feel that this is very relevant to science as many scientific theories are deep and meaningful questions that do not have a simple answer. I also think that there are other intelligences besides this possible ninth intelligence that have not been categorized yet. This is important to keep in mind as students may fit into an intelligence but it may not be their true intelligence.

Multiple Intelligence: Chapter 13

Chapter 13: In this chapter there were three major ideas discussed. The first is how to use technology with the multiple intelligences. The second is using the multiple intelligences and relating them to cultural diversity. The third idea was multiple intelligences and career counseling. I think that it is really important to incorporate both technology and the multiple intelligences into the classroom, so combing the two into one activity really helps with lesson planning to bring both into the classroom. I also think that it is important to broaden students awareness of different cultures and the different ways that these cultures are learning. We could really learn a lot by examining a different culture and their teaching styles.

Multiple Intelligence: Chapter 7

Chapter 7: The classroom environment is discussed and is very important in the learning experience of students. Setting and keeping a comfortable learning environment will help students fell less pressured and will up learning potential. It is also important to incorporate a different learning activity for each intelligence. This chapter introduces an activity center that has four major components. By using this activity center in the classroom will allow students to pick what activities to do an will help future their learning. If I were to use this model in my classroom I would have to make the activities appropriate to the age group and topic.

Integrating: Chapter 9

Chapter 9: This chapter is an overview of what we have read about so far on understanding by design and differentiated instruction. Backwards planning was emphasized as well as differentiated learning. Teachers should understand that not every strategy can be used for every lesson. The chapter also went into detail about planning a unit by starting with the big idea and then formulating lessons from that. This will help maximize learning and resources. It is important for me to keep tis in mind when planning a lesson as this seems to be what I am struggling with. Keeping the big picture and overall goal in mind will help make my lessons clearer.

Multiple Intelligence: Chapter 5

Chapter 5: Incorporating different learning styles into the classroom is important as there are many styles of learners. In order for your students to learn you must transform these strengths and weaknesses into varying lesson plans. The chapter gives specific examples of the different intelligences for each concentration. This will become a useful tool when planning lessons and units. The chapter also gives resources for teachers and offers ways to help them brainstorm different activities. This is also a useful tool to consult when planning your lessons as it could open up a whole new way of teaching.

Multiple Intelligence: Chapter 6

Chapter 6: This chapter was a lot like the last chapter. It expanded more on the different intelligences and gave five specific examples for each. The examples provide many ways in which students can be successful in your classroom. This is a helpful tool and resource as a future teacher as these examples provide a base line or act as a set of guidelines for your lessons. As a teacher I will most likely use these as building blocks for my curriculum. This will help make sure that everyone’s learning style is covered.

Integrating: Chapter 7

Chapter 7: In this chapter there were three main concepts were discussed. The first topic was about asking essential questions. Asking these questions at the beginning of a lesson will spark students’ interest in the topic. The next main idea is using the six facets (explain, interpret, apply, perspective, empathy and self-knowledge) to create individualized lessons. The last concept was the WHERETO model. Incorporating all of these into your classroom and lessons helps “uncover” content. By using these in my classroom I will be able to keep the content in mind and clear to students and actively engage them in their learning.

Integrating: Chapter 6

Chapter 6: Responsive teaching is key to creating a differentiated learning environment. As a teacher you must be flexible in your lesson plans to allow room for other activities or slightly altered activities. This flexibility allows for your students to be fully engaged throughout the lesson/ unit. This flexibility can mean a multitude of things; extended due dates, providing resources for students and background activities for those students who finish faster. This is crucial as a teacher to be flexible in the classroom as it will help you in classroom management. Allowing students to move around and do different activities will also help cover different learning styles.