Chapters 11, 12, 13, 14

The thing that these chapters had in common was that they talked about assessments and how to record assignments on report cards and in a grade book.  Chapter 11 introduced the concept of recording 60s in the grade book for missing work instead of zeros which is currently the norm. The reason that we should do this as teachers is because recording zeros make grades inaccurate. The zero also distorts the final  grade since a zero is so devastating. The book as that it isn't cheating since you are still recording an F. It is also better to change it to a 60 especially if it happens only once or in the beginning of the grading period since we should be grading on a trend. This chapter also talks about grading gifted students. In this chapter I learned that the higher grade should always be recorded. A high grade should mean that they mastered the regular level and the advanced level material. If the teacher records the higher grade there should be a comment saying if this grade is for the regular level or the advanced level. If it is for the regular level then a grade for the advanced level should be left in the comment section. If a student is in an honors class then it is best for a teacher to record the grade that goes against the higher standards even if it is not the higher grade. The last thing that I learned from this chapter is about recording grades for late work. What the teacher records as the grade should depend on whether it is occasional or chronic. If a student always hands in work on time then the teacher should work with the student and let the student turn in the work without deducting points. If it is always occurring then a late penalty may be needed. However, in this case the teacher should record one grade for the mastery and another grade with the late penalties. Chapter 12 talked about the difference between the 100 - point scale and the 4.0 - scale. I learned that the smaller the scale the more alike the grade is between teachers and schools. The point values on smaller grading scales are also more directly correlated to the defined criteria and they provide better feedback. Teacher are also less likely to fudge the numbers with small grading scales. I learned that larger scales are more subjective than smaller grading scales. Chapter 13 talked about different ways to organize a grade book. One of the ways was to group assignments by standards, objectives, or benchmarks which means the teacher would have to record the grade more than once if it covered more than one standard. Another way was to list the assignments by dates which I thought would be most useful. Chapter 14 talked about report card formats. The main thing that I got out of this chapter was that the report cards should be responsive to students' experiences and they should reflect the differentiated practices that were provided by the teacher. 

Chapters 7, 8, 9, 10

These four chapters talked about grading and what should be included in final grades. The main focus of chapter 7 was grading policy. I learned that differentiated instruction directly impacts a teacher’s grading policy. I learned that because there is no common benchmarks for an A, B, C, etc. grades are not an accurate indicator of mastery. A suggestion that the book gave is to talk to colleagues and define what exactly makes an A, B, C, etc. Talking about these differences can help inform me as an educator what my colleagues think and will help a team of teachers grade so that the students’ grades are accurate indicators of mastery. Another big idea that I got out of this chapter is that grades are more accurate if they are based on points, not based on an average since averages compare students to each other. Chapter 8 talks about the reason why teachers grade. The most common reason that teachers grade is because as teachers we need to document, provide feedback and guide discussions on a regular basis in order for students to achieve in our class. The big thing that I learned about in this chapter is whether or not behavior, attendance, and participation should be included in grades. The big take away that I learned from this chapter is that these things shouldn’t be included in the final grade. Attendance should not be included because if students aren’t present but are still doing the work then they shouldn’t be penalized for not being able to make it to class. The reason that the book gave for not including behavior is because it is not an accurate indicator of mastery, which is the goal with grades. Participation should only be included in the grade is it is the skill being taught. Chapter 9 gave a list of ten things to avoid when grading. Some of these things were incorporating behavior, attendance, and participation into grades, which was talked about in chapter 8; penalizing students for multiple attempts; grading homework; extra credit and bonus points; and recording zero’s for incomplete work. I learned that these things should not be included in the final grade for the same reason: it’s not an accurate portrayal of what the student knows. Chapter 10 talks about an idea that happens every day in classrooms: makeup work. In this chapter I learned that as a teacher I should give students the change to redo work because different things are happening every day in students’ lives outside the classroom. This chapter talks about the fact that teachers should give full credit for makeups and redo’s. Since the goal is for the students to master the material, it is not fair to penalize the student for redoing the work in order to master the concepts, especially since everyone learns at a different pace.

Chapter 8 UbD and Chapters 8, 11, 12 MI

Chapter 8 in UbD talks about grading and report cards. In this chapter I learned that the primary goal of grading is to give students and parents feedback to support the learning process and to encourage learner success. One way to make grading better is to have descriptions in qualities in student work for each symbol on the grading scale. I also learned that teachers need to eliminate factors that interfere with a student’s ability to show what they learned. The chapter suggests not to grade on a curve and to not score all (or even most) assessments. I learned that it is not a fair to grade formative assessments since their purpose is mainly for feedback. This means that the only assessments that should be graded are summative assessments. The book highly suggested using reporting systems instead of report cards. These systems would give more information than just an A in math C in English etc. The thing that will impact me the most is that the chapter said teachers can even do this when a district uses report cards by having an attachment put into the report card that gives more in depth information about how a student is doing in the course. This chapter can relate to chapter 8 in MI because the MI chapter talks about elements of order in the classroom. Giving reports on how the students are behaving and working in the class can be part of a report system. Reporting how students are behaving can be assessed using MI theory. Chapter 8 (MI) talks about using MI theory to get students attention, to make students aware of transitions, for communicating class rules, and for forming groups. I learned that MI theory can also be used for students with behavior problems. In the case of behavior problems, a teacher can help using the student’s strongest developed MI or the student’s underdeveloped MI. Chapter 11 and 12 talk more about other uses for MI theory. I learned that MI theory can apply to memory. Students that are considered to have poor memories really only have poor memory in one or two MIs. Chapter 11 talks all about how MI theory can be applied to special education. When MI is applied, special education can work better with regular education. Instead of teachers seeing students weaknesses (their learning disability), teachers can instead look at the student’s MIs and see their MI strengths. 

Chapter 7, 9, 13, 14

The seemingly obvious similarities between all these chapters is the fact that they all talk about multiple intelligences and how to use MI theory in the classroom. Chapter 7 talked a lot about classroom environment and the way that a teacher can set up their classroom. The biggest suggestion that this chapter stated was to break the classroom into four different parts. These parts would allow a teacher to organize the classroom in a way where there was certain areas of the classroom designated to each one of the multiple intelligences. The first area that the chapter talked about was the permanent open-ended activity center. In this area there were suggestions for each intelligence. The next activity center is the temporary topic-specific activity center. This area changes frequently and is geared towards a specific theme or subject. The third area that is in the classroom is the permanent topic-specific activity centers. In this activity center, each center exists year-round and has material and resources that never change. Part of this center is revolving explorations that change with monthly components or weekly topics. The last activity center is the temporary open-ended activity center. This center is supposed to be set up and taken down easily. I am not sure how any of this will impact my classroom. Most of the suggestions that it gave were elementary. I could see having the four activity centers in an elementary school classroom since the students stay with the same teacher and in the same room most of the day. For a middle or high school classroom, I find this to be impossible. Teachers often change rooms during the day and students are in different classrooms all day. If teachers are lucky enough to have one classroom to call home for the day, they are often teaching multiple different subjects under one content area. I also thought that it would be difficult to fit all these things in a classroom. My big question with this is if these are the four sections in the classroom, where is the section where the teacher teaches the content? Chapter 9 gave specifics for what should be inside a MI classroom and even a MI school. The information in this chapter will impact how I teach because I will try to teach in a way that involves all eight intelligences. Chapter 13 talked about how MI can be used in places other than traditional classrooms. I learned that MI can be used in computer technology, cultural diversity and career counseling. Chapter 14 talked about a possible ninth intelligence called existential intelligence.

Chapter 5,6 MI and 6,7 UbD

The main idea that I got out of all these chapters was how to teach. The two MI chapters talked about how to teach in a way that incorporates all the multiple intelligences. In chapter 5 of MI I learned about how much classroom time is typically spent on teachers talking at students, such as giving directions and lecturing. This chapter also had a big emphasize on hands-on learning, self-reflection, and pictures/video clips being incorporated into lessons. Chapter 6 in MI will have a big impact on me when I am teaching in the classroom and when I am planning out my lessons. Chapter 6 gave 5 examples of teaching strategies for each multiply intelligence. Some of the ideas for each intelligence could work for more than one MI. These are the strategies that will have the biggest impact on me when I am teaching and planning lessons since they will help me reach more students. Some of the strategies I think will work for multiple MIs are journal writing, classifications, Socratic questioning, color cues, hands-on thinking, mood music, personal connections, and window learning. One of the main things that I got out of UbD chapter 6 was that students should always see the immediate connection. I feel like a lot of students ask the question “when will this be useful in real life?” and most of the time there is no answer or the answer applies to something that is so far in the future that the teacher basically said nothing. The idea that students should see the immediate connection to their lives or their futures will change the way that students view the material that the teacher is presenting. This idea will impact the way that I answer that question. I will try to answer that question when planning my lessons and I will try to make sure that I can answer that question with an answer that will immediately connect to my students’ lives not just an answer that will apply 5-10 years down the road. The biggest idea that I got out of chapter 7 of UbD was WHERETO. I learned what each letter means and how it will affect the next stage of making lesson plans and creating a unit. 

Chapter 6

This chapter mainly talked about tests and what makes up a good test. I learned about mixing traditional and non-traditional questions in a test and about mixing forced choice and constructed response questions in a test. I learned what is considered traditional and not traditional. Traditional questions tend to be true/false, matching, fill-in-the-blank, multiple choice, definitions, essays, and short answers. Non-traditional questions tend to be questions that incorporate analogies, drawings, diagrams, demonstrations/performances, more than one topic, and brainstorming. I learned the difference between forced choice and constructed response questions. Forced choice questions are questions and prompts that require students to choose from the responses provided by the teacher. Constructed response questions are questions or prompts for which students must generate the information themselves and apply it in the manner requested by the teacher. Some key points that the chapter pointed out about tests were the less students have to guess, the more they can achieve; and students appreciate meaty tasks more than drudgery tasks. Some tips that the chapter gave teachers were to give smaller more frequent tests, to list the standards at the top of the test, and to arrange challenge level of the problems either by starting easy and getting progressively harder or to mix the level throughout the test. The tips and suggestions that this chapter gave will impact me when making lesson plans and when creating tests. Knowing what makes a good test will help me evaluate tests that I will create and see if I have incorporated the things that make a good test into my tests. 

Chapter 5

The big idea in this chapter is tiering. For the purpose of the book and the chapter the author states that tiering emphasizes the adjustments teachers make in assessment according to students’ readiness levels. In this chapter I learned that it is important to start tiering by expecting every student to demonstrate full proficiency with the standard this way the minimum expectation is the standard or the benchmark performance. I also learned that it is helpful to list every skill or bit of information a student must use in order to meet the need of the task or assignment successfully. As teachers we can do this since most of the material we teach has subsets of skills and content that we can break down for students. This chapter talked about learning contracts and why they were beneficial for some students to have. I learned that they allow students to work at their own pace and that they are teacher and student designed tasks that fulfill the expectations of the unit. I also learned that checkpoints are listed on most contracts. The checkpoint listed help the teacher assess student progress and possibly change the instruction as a result and they keep students dedicated to the tasks and learning. Other things can be helpful when tiering are tic-tac-toe boards, cubing, summarization pyramid. Two other important ideas in this chapter which majorly impacted me were Frank William’s Taxonomy of Creativity and RAFT(S). Using tiering when making my lesson plans will be helpful down the road when I need it instead of having to go back and incorporate them into my lessons and assessments later.  

Chapter 4

This chapter outlines three important choices for assessments. The chapter starts by talking about the benefits of portfolios. One of the benefits that the book highlights is the fact that teachers can collect work and examine it over time which means that teachers don’t have to make as many inferences about a student’s mastery based on single samplings. Another important thing that I learned about portfolios is that they are a wonderful mirror for students to see their own development and take charge of their learning. The biggest benefit that portfolios have is that they promote the ideals of differentiated classes. The next choice the book highlighted was rubrics. I learned that they can be difficult to make and that there are many things that need to be considered when creating rubrics such as what the task requires, what consists as proficiency in the task, and whether the criteria is clear for the person who is performing the task. The chapter also tells the reader how to create a rubric. This will have a big impact on me in this class. Since we will eventually have to create rubrics, the tips that this chapter gives will help me create one. The last thing that the chapter talks about is self- assessment. This is extremely important because it provides feedback and helps the student and the teacher set individual goals. Knowing that these three methods of assessment work well in a differentiated classroom will impact me when I am creating lesson plans and making sure that my class is a differentiated classroom. 

Chapter 10

This chapter talked about assessment and the MI theory of assessment. I learned that the MI theory of assessment is close to the perspective of a growing number of educators who have argued that authentic measures of assessment probe students’ understandings of material more thoroughly than multiple choice or fill-in-the-blank tests. One of the reoccurring things I noticed in this chapter was the importance of authentic assessment. The book states that authentic measures allow students to show what they learned in context- meaning that they are showing what they learned in the same environment they learned it in. I also learned that MI theory supports the belief that students should be able to show competence in subject, skill, context area, or domain in any one of a variety of ways. The biggest thing that I got out of the chapter that will greatly impact my classroom and my lesson plans is that any subject can be assessed in at least eight ways. MI theory talks about teaching in eight ways but it also believes that a teacher should be able to assess students in eight ways. There is a need to provide students with assessment experiences that include access to a variety of methods of presentation and means of expression. The fact that as teachers we need to be thinking of assessing students that satisfy each of the eight intelligences will impact the way I design my lessons and the way that I design my assessments, whether they be formative or summative. 

Chapter 3

This chapter talked a lot about assessments and how to plan assessments. One of the main points in the chapter was that students achieve more when they have a clear picture of the expectations. This chapter also related a lot to stage one of creating a unit. It talked about in what order a teacher should plan assessments. The order that the book suggests is to first plan summative assessments, then pre-assessments. The last step is to plan formative assessments. The book also suggests that a teacher should plan for frequent formative assessments. The author says that the important thing is that the students learned the material. This is where the chapter connects to stage 1. The chapter talks about essential questions and understandings. The chapter then goes on to talk about making assessments authentic. I learned that there is two steps in this process. The first is to make sure that the assessment is close to how students will apply their learning in real world applications. The second is that the assessment needs to be authentic to how students are learning. One of the things in this chapter that really stood out to me is that in order for an assessment to be valid it must be varied and done over time. This chapter on assessment will definitely impact the way that I make lesson plans. I know that it is good to write out the assessments when I am making lessons plans. This chapter will also influence my formative assessments. I will incorporate them often into my lesson plans this way my students and I know how they are doing during the process of learning the new material.  

Chapter 2

This chapter talked about what exactly mastery is. One of the things that I learned was that not everyone has the same definition of what mastery is which makes it difficult to determine if a student has mastered a subject. One of the things that the author suggested was to talk to the school district and colleagues to see what their idea of mastery is and to come up with a common definition of mastery. The author also suggests looking at the curriculum and the standards to see what exactly mastery should mean to us as teachers and what it should mean in the classroom. One of the big ideas that I got out of this chapter was that it is important for you, your colleagues, and school district to have the same definition or general idea of what mastery means so that you can determine if your students have mastered the material or not. One of the things that the author said was that the curriculum is subject teacher’s interpretation. This will impact the way that I teach the standards and the curriculum because it is nice to know that I have some say in the way that I teach the standards and the material that has to be covered instead of the curriculum saying “say this and then say that”.  In this chapter the book says “to demonstrate sophisticated mastery, we’d like students to make an inference and elaborate on how they arrived at their conclusion in writing, orally, or some other way”. This will impact how I determine mastery in each of my student’s in the classroom.

Chapter 1

In this chapter the author introduces the idea that differentiated instruction is doing what is fair for students. He also brings up the point that is does not mean teachers are making learning easier for students but that it provides an appropriate challenge for students to thrive. The author talks about how people are concerned that when teachers do this they are making future not differentiated experiences more difficult for students. He addresses this by saying that when teachers differentiate, they give students the tools to handle whatever comes their way whether it is differentiated or not. I really liked that the author said “our goal as teachers is to be fair and developmental appropriate, not one-size-fits-all equal”. This statement confirmed what I believe teachers should be, fair. The goal he states is basically the title of the book. Fair isn't always equal. Most importantly, I feel, a teacher’s job is to be fair to all students. Equal comes with it because as a teacher you are giving each student an equal opportunity to succeed in your class.   The concept of fair but equal will impact the way that I teach and the way I treat my students. Grading tests in a math class is a good example of this, some students may get more points off on a problem than other students when they originally made the same mistake. If a student calculates a number wrong but gets the problem correct for the number they calculated, they wouldn't get as many points off as a student who calculated the wrong number and got the problem wrong for the number they calculated. 

Chapter 5

I learned a couple of extremely important terms and ideas in this chapter. This chapter introduced three different types of knowledge and gave the definition for each one. The three types of knowledge are declarative, procedural, and dispositions. The three types of knowledge were listed as the three types of educational goals. I also learned about the three different types of assessment. The chapter gave the definition and examples for each one. The three different types of assessment are summative, diagnostic, and formative. I learned about the concept of GRASPS and what each letter stands for. Some of the big ideas that I got from the chapter talked about evidence. Three of the important messages that I got out of this chapter are: 1) reliable assessment demands multiple sources of evidence, 2) a variety of classroom assessments may be used to gather evidence of mastery, and most importantly 3) a single test at the end of instruction is less likely to provide a complete picture of a student’s learning than a collection of diverse sources of evidence is. I also learned about the important of feedback. The book says that feedback should be timely, specific, understandable, and should allow for adjustment. All of these concepts impacted me and they will all impact the way that I teach. Instead of giving a test at the end of a unit, I know now that it is best to give diagnostic assessments before I begin the unit, formative assessments during the unit, and then to give a summative assessment at the end of the unit.

Chapter 4

Some of the main points I got out of this chapter is that learning has more to do with a student’s ability to use skills to address problems than with retaining data. I also learned that to teach for understanding is to provide an intellectual diet that yields thoughtful, capable, and confident learners and therefore citizens. The book said “the more powerful the curriculum the greater the possibilities for the classroom, the teacher, and the students. One of the things that impacted me the most from this chapter is that in order to be an effective teacher, I must continually attend to the quality of the curriculum and instruction. This was discussed in Dr. Theresa’s class when we talked about PCK. The chapter introduced the idea that if a student isn't growing then the teacher isn't teaching that student. This statement will greatly impact my philosophy of teaching. I feel like a lot of teachers blame the students for not learning but the idea that is the teacher’s fault that the child isn't growing will impact the individual attention that I give to the growth of my students. At the end of the chapter three questions were asked that will greatly impact me as a teacher and therefore my classroom. The three questions were: Do we have the will and skill to accept the responsibility for the diverse individuals we teach? Do we have a vision of the power of high-quality learning to help young people build lives? Are we willing to do the work of building bridges of possibility between what we teach and the diverse learners we teach? I feel I can be a good and responsive teacher if every day I can answer these three questions with a confident yes. 

Chapter 3

In this chapter I learned about the backward design process. It says to first consider the big picture by considering goals, examining content standards, and reviewing curriculum expectations. The next thing to do is to narrow it down by considering in advance the assessment evidence that is needed to document the targeted learning has been achieved. The final step in the process is to completely narrow down what you are doing. In the last step, as the teacher you figure out what instructional activities are the most appropriate. The big thing that this design plan provides is the structure to support flexibility in teaching and assessments while honoring the integrity of the content but also respecting the individuality of the students learning processes. This impacts me in a big way. Since I will have to write lesson plans and the plan for a unit, I have a way of doing so that will first make sure that I have reached the content standards and curriculum expectations. Using this process I can look at the big picture first and then begin breaking the unit into parts. This process will make it easier to see where I am headed before I plan a lesson or unit instead of planning a lesson and not knowing where I am going with it or if it meets the curriculum or content standards. This method of making lesson plans will majorly impact my classroom because I can teach the curriculum and satisfy the standards while satisfying each student’s individual learning process and style. 

Chapter 4

In this chapter I learned that children benefit from instructional approaches that help them reflect upon their own learning experiences. They can reflect on their own learning experiences and relate them to multiple intelligences. To have students do this, a teacher has to introduce multiple intelligences by explaining it. I also learned that it is best to describe the intelligences using simple terms and by being inclusive, for example by saying who likes reading? I learned that as a teacher I should strive to teach students the multiple intelligences using all eight intelligences. This chapter impacted the way that I would teach the meaning behind multiple intelligences. I would think more about how I was going to introduce each one that would be inclusive since it would be easy to say something like “who is good at math? If yes you have logical intelligence” but that would leave out students that aren't good at math or who feel as though they are bad at math. I would also have to do a lot of planning to make sure that besides being inclusive, I am also introducing each intelligence in a way that students with different intelligences understand. I have to introduce each intelligence using all eight intelligences which will not be an easy task. I would have to plan a time to introduce the multiple intelligences instead of introducing them when I felt it was necessary or when there was extra time at the end of a class period, for example on a test day. 

Chapter 3

I learned that the single best tool for figuring out a student’s multiple intelligences is observation. The book said that sometime the best way is to see how they misbehave because misbehaviors are usually a cry for help, saying “I need to be taught this way”. Another way to observe students is to see what they do during their free time in school. The big take away I got from the chapter was that a teacher can set up activities for each intelligences and see what students chose to do. Also that parents are helpful in telling you what multiple intelligences are prominent in their children. You can get input from parents by introducing the idea of MI at back to school night and then by asking them about their observations during parent teacher conferences. What I learned in the chapter will impact my classroom more than it will impact me personally. During back to school night I can introduce the idea of multiple intelligences and then if I have “problem students” I can call a parent teacher conference and ask for the parents input as to why their child is acting in a certain way. I can also pose a solution that will incorporate the student’s multiple intelligences and see what the parent(s) think of the solution. As a first day or first week activity I can set up different stations around the room and have students look at the activities and then have them go to their first choice activity. To see more than one intelligence, I can have students go to their second choice activity after they complete their first choice activity. I can write down the first and second choices of my students this way I know their learning styles for the rest of the year. 

Chapter 2

Central to teaching is what we as teachers ought to teach, meaning what we want students to know, understand, and be able to do. The second element that is central to teaching is who we teach. The two elements that are central to teaching means that as a teacher students should be what I am thinking of first when I am make, implement, and reflect on my professional plans. I learned that students come to the classroom to make sense of the world and of their place in the world. They also come looking for affirmation, partnership, accomplishment, and freedom. Because students are looking for freedom, I learned that students are better learners when their way of learning is accepted. This is important for me to include in my classroom. By allowing students to have freedom and allowing them to learn in their own way, I can fulfill the needs of my students. I learned that it is a teacher’s job to make the link between the basic needs of students and the curriculum. By allowing students to learn the material in their own way, I am making the link between the curriculum and the students’ need of freedom. In this chapter I learned about responsive teaching and how it means that a teacher is attuned to a students varied learning needs as much as the requirements of the curriculum. Teachers can benefit more students by implementing patterns of instruction that serve multiple needs. One way I can do this in my classroom is by teaching in multiple ways and by giving students the option to work alone or work in pairs. 

Chapter 1

Understanding by Design is the model that educators need because it acknowledges the core of standards. But also because it demonstrates how meaning and understanding can not only originate from, but also frame content standards so that students develop power of minds as well as gain an information base. Differentiated Instruction offers a framework for addressing learner variance as a critical element of instructional planning. Both of them together address two of the greatest contemporary challenges for teachers. The first of which is crafting a powerful curriculum in a standards dominated time period. The second greatest challenge is ensuring academic success for a full spectrum of learners that compose today’s schools. The partnership of the two models is essential where teachers aim to help each and every student to develop to their maximum capacity. Understanding by Design’s primary goal is to define and guide the application of principles of curriculum design. It is primarily a curriculum design model. Differentiated Instruction on the other hand, is primarily an instructional design model. Its primary goal is to ensure that teachers focus on the processes and procedures that provide effective learning for varied individuals. The big take away that I got from this chapter is that a quality classroom requires quality curriculum and quality instruction which is why Understanding by Design and Differentiated Instruction go together. It’s not enough for a teacher to teach in a way that satisfies a variety of learning styles if there isn't a good curriculum. In the same way it is not enough for there to be a good curriculum if the teacher can’t help all individuals learn. 

Chapter 2

As an educator chapter 2 tells me that I should first apply a model of learning to myself before I apply it in my classroom. This means that I need to determine the nature and quality of my own multiple intelligences and seek ways to develop them in my own life. I learned that the purpose of the multiple intelligence inventory is to begin to connect my life experiences with the eight intelligences. In order to accomplish this I need to look back in my experiences with the eight intelligences. As a teacher I will have to know how to tap resources in the intelligences that I would typical shy away from in classroom use. One of the best ways to do this is to draw on colleague’s expertise. In this chapter I also learned that there is 3 factors that an intelligence’s development depends on. The first is biological meaning that genetic factors or brain damage can influence an intelligence’s development. The second is an individual’s personal life history meaning experiences with parents, teachers, peers, and friends who either awaken an intelligence or keep it from developing by actively repressing the individual. The third factor is an individual’s cultural and historical background, in other words the time and place in which someone was born and raised. The second factor is particularly important to know as a teacher because as a teacher you wouldn’t want to repress a student from developing any of the intelligences. The other two important things that I learned about in this chapter where crystallizing experiences and paralyzing experiences. As a teacher I want to provide crystallizing experiences so that a spark is created that can help a student develop talents and abilities that develop one of the eight intelligences. 

Chapter 1

In chapter 1 I learned about Gardner’s eight intelligences and how he came to thinking of multiple intelligences. I learned that he questioned the validity of determining intelligence through the practice of taking students out their natural learning environment and asking them to do isolated tasks that they had never done before and would never do again. Gardner believed that intelligence has more to do with an individual’s capacity for solving problems and “fashioning products” in a natural setting. Even though we learned about some of the characteristics of each of the intelligences in class, I felt that the way the book described them helped me learn more about each intelligence. Linguistic has to do with a person’s ability to use words effectively in writing or verbally. People with linguistic intelligence tend to have the ability to manipulate the structure of language, the sounds of languages, the meanings of language, and the practical uses of language. In a math classroom, I could give word problems or give students the option to explain what they did to solve a problem to their classmates. Word problems that require explanation in the answer would satisfy the students that can use words effectively in writing. Explaining the method that was used to solve a problem would satisfy a student who can effectively use words verbally. I also learned that everyone has all eight intelligences and have the possibility for all eight to be adequately developed. By implementing ways to satisfy all the eight intelligences in my classroom, some students would be further developing their intelligences.