FIAE: Ch. 7,8,9,10

The combined chapters in Fair Isn’t Always Equal discussed the different grading methods and the associated risks and effects that may or may not be implicated within the classroom. Chapter 7 set the tone summarizing the relative nature of grades and their meanings. Some teachers, such as Mr. Shah, a middle school science teacher believes that and A gives an answer to the why question of the prompt, a B is reciting information, and a C is a grade that should always be revised. It is difficult for teachers to grade student mastery through assignments, and I believe a better indicator of understanding among students is through discussions and not assessments.

Chapter 8 focuses on why educators deicide, or are sometimes required to grade effort, attendance, and behavior. Although I do understand why this happens, teachers need to keep track of student attendance to “inform instructional decisions" and more easily document student progress. However, I believe that taking attendance can also have some negative effects on students that teachers need to be aware of. First, if a student misses school, and is completely disregarded by that teacher, it sometimes pushes students who are already far away, out further. Also, teachers must keep in mind a student’s life outside of the classroom. In other words, that student may be accountable for taking care of a three year old sister after school, leaving little or no time for completing homework. Attendance, and basing off behavior and effort is very much a two sided issue, and although they may be necessary, it provides many ways that take away from students wanting to learn. 

Chapter 9 focuses on strategies and processes teachers should avoid when differentiating assessment and grading. Some of them include, avoid grading homework for accuracy, avoid extra credit and bonus points, avoid group grades, grading on a curve, and avoid giving zeros for homework. Most of these methods are self explanatory. I think these practices should be incorporated into every classroom. However, today I see many of these still dictating classrooms today, which is a shame, and these teachers should be enlightened. For example, I have witnessed a teacher who will record zeros in the grade book for students to “motivate” them into completing their work. Not only does the zero become an inaccurate representation of that student’s grade, but once a student is failing in a class, there is no reason for a teacher to further deflate that students grade, decreasing any motivation that they may or may not have.

Lastly, chapter 10 discusses the importance of whether students should redo work for full credit. Just like every other grading method discussed above, this is also very controversial to many teachers today. In my classroom, if students have a good reason and can provide a first and second copy of their new and improved mastery, I don’t see why they shouldn’t be allowed to make up grades, and reach their full academic potential. 

UbD 8, MI 8, 11, 12

Chapter 8 from Understanding by Design emphasized how easily a teacher can incorporate differentiated instruction with grading and reporting achievement. Many of the tips in this chapter I found useful and could envision myself using these tips in my own classroom. Grading and reporting achievements for students can be easily produced if an educator adheres to the following advice: grades should be based on standards, not everything needs a grade, grade by established criteria, focus on achievement, and avoid grading based on mean averages because they do not represent a students progression of understanding over time. I want grades to represent a students best work, personal growth, and their work ethic.

Chapter 8 from Multiple Intelligences focuses on how the MI theory can be used regarding classroom management. I thought the tips in this chapter were very useful. As a teacher, it can be hard to establish a relationship with all of your students. However, if teachers tune into their students multiple intelligences, it is a step in the right direction of establishing a relationship, and respect so class time is not wasted by distracted or uninterested students. MI can be used when transitioning from activities or getting the attention of students at the beginning of a class.

Chapter 11 from Multiple Inteligences applies the MI theory to special education. MI can benefit students who take part in the special education program because it can be converted into a growth paradigm. Growth paradigms focus on the positive aspects of students with cognitive or physical disabilities, instead of a deficit paradigm which concentrates solely on backtracks, errors, and personal weaknesses. The MI theory can also be used to inspire special needs students. There are many famous intelligent people who had overcome many different obstacles, and giving students with special needs hope and inspiration regarding the world of academics could improve their lives indefinitely. I really enjoyed reading the boarder implications for MI theory in special education because as a future teacher, I am going to want students in my class who may have a special need, because diversity in the classroom should be celebrated, not isolated.

Chapter 12 of Multiple Intelligences focuses on the relation between cognitive skills and the MI theory. Bloom’s taxonomy is related as a checklist for how students would learn in an MI school or classroom. The chapter key ideas are students possess multiple intelligences, no two students are going to be the same, and a teacher like myself should account for those scenarios in the classroom.

Combination of MI, UbD, FIAE Books

Chapters 5, and 6 of MI and 6, and 7 of UbD/DI 

        Chapter 5 discusses the importance of applying the MI theory inside the classroom and offers many different activities that engage each of the eight intelligences. Since the beginning of educators, philosophers such as Jean Jacques believe that, “students should learn not through words but through experience” and these notions still hold meaning and should be applied within our classrooms. Chapter 5 also suggests focusing on a topic, adjusting it to fit the intelligences by selecting appropriate activities, and then setting a plan in motion. Chapter 6 goes more in depth about different activities for the eight intelligences. I think I would be inclined to use most of them, some examples I found very useful for appealing to intelligences that I myself do not have a good sense of. For example, logical-mathematical intelligences, the chapter offered the an activity of science thinking. Science thinking could be applied to social studies to further students understandings of technological advances made throughout the WW2 era and how this affected the outcomes and causalities of war. Combined with Chapter 5, Chapter 6 offered many interesting ways on how to incorporate the MI theory and differing intelligences inside the class room.

        UbD/DI explains the importance of implementing backwards design when planning a unit, and gives a brief over view of the stages. The chapter then goes on to explain important traits teachers should use in their class rooms such as flexibility. Flexibility, a part of responsive teaching, is important when designing units because it allows for teachers to adjust to students understanding. Chapter 6 focused on breaking the old model of teaching, and reaching towards inspiring students, and new habits becoming familiar and less daunting for older, or newer teachers. Chapter 7 in UbD/DI focuses on teaching for understanding in an academically diverse classroom. Making sure students understand the content is a necessity for the success of all classrooms, and teaching for understanding should include multiple differing approaches such as “whole-class, small-group, and individual approaches” Putting all the stages, and focusing on stage 3, teachers refer to the WHERETO model, that pulls together understandings for students. I found the WHERETO model very thought provoking and a tool that I will use when planning the activities for my unit.

All these chapters had a common idea of how to use different activities when conveying understandings of a unit. There are many different ways, to compensate for different learning levels and intelligences teachers will encounter in the classroom.

Chapter !0: MI

       Chapter 10 discusses the importance of assessing through the multiple intelligences. Unlike standardize tests that take a student out of their normal learning element, standardize test should be more focused on what would “happen in real life” which would cover many of the facets of the MI theory. The book offers ways in which educators can provide their students with authentic assessment, such as samples of work, photographs, or informal assessments. I learned that by using the MI theory, their becomes eight ways in assessment. This allows students to show their learning and understandings in ways that they are comfortable with and most likely suited for success. These types of learning translate into MI portfolios, which teachers argue should be a representation of the students learning. Portfolios are marked with the “5 C’s” of celebration, cognition, communication, cooperation, and competency which are determined by the teacher and their knowledge of the MI theory, and thats students specific learning abilities.

       I think this chapter was very insightful and I could imagine using MI assessments in my classroom to help students increase their motivation. MI goes to show that every student is going to express themselves and their knowledge in a way that they see fit, however, if a teacher can respond to that and provide them with actual reflection, and assessment on what they are expressing, students and teachers will create a more productive communication among each other. It would be interesting to see how results of content knowledge vary from MI assessment to regular assessment.

Chapter 6: FIAE

        Creating good test questions is key to not only creating a good rapport with your students,  and creating an environment where students don’t completely dread test taking in your class. I had a teacher who would completely mess up tests, quizzes, anything graded because she would either not add the score up correctly, or she would mess up on a couple of the questions, throwing students off of what was being asked. I do not want to create that kind of environment in my classroom, so as a teacher, I will use many of the steps listed throughout this chapter. Some suggestions include, avoiding confusing negatives, making clear prompts, keeping it short, including special questions, and making questions authentic to instruction.
        Another category that was included was using a variety of questions and prompts on a test or exam. I know as a student I tend to zone out if I am taking a 80 question multiple choice exam, which consequently will derail my grade sometimes. I want my students to not completely dread taking my test, and one way I can do that is making them visual stimulating and not having 80 fill in the bubble questions. Another way I can make my assessments interesting is creating a couple of bonus questions at the end. Bonus questions gives kids the chance to make back points if they completely missed just one question. As a teacher, I understand that students will have their days, and I am not going to penalize them if they miss one question, so I might as well give them a chance to redeem themselves while taking an assessment.

Chapter 5: FIAE

        Chapter 5 discusses the topic of tiering. Tiering is changing assignments difficulty level, either making it harder, or easier, for an individual student that is designed for students success. Similar to Differentiated Instruction because teachers are changing plans based on results for the betterment of their students. When educators make an assignment, they should not make it maximized to full difficulty for their students. Tasks should be focused more specifically on what that grade recommends and then tiered upward to meet the needs of advanced students. The chapter goes on to provide a plethora of examples on how to upscale a lesson, or understanding for a student who has essentially, already mastered that learning target. By adding more or extending the concept to different or other areas, or allowing the students to analyze of defend their completed work, students will be further immersed in their work, and their level of thinking will be evaluated. 

       RAFT(S) are an important tool that can be used to as a tiering technique, and the social studies version I could see myself using in a classroom. RAFT stands for role, audience, format, and time. It is a table of different situations and can be tiered because the choices in the table can be switched to accommodate a more elevated style of thinking. I think tiering is an important part of adjusting after assessments in the classroom, and will most definitely have to use it in mine because of the projected different levels and styles of learning, but also what students prior knowledge to the content subject is.

Chapter 4: FIAE

       Portfolios, rubrics, and student self-assessment are three types of assessment that are important to a curriculum for varying reasons. Portfolios are a great sample of student work because it shows progress and the evolution of their knowledge over a period of time. It can also give insight to their own thoughts about their work if they are asked to explained why they picked certain pieces. Portfolios are cool because they vary within themselves whether its the amount of work, how much time has past through this portfolio, or what type of media it is. Another type of assessments are rubrics. Rubrics are great for students and teachers because both become aware of expectations of whatever is being graded. Students have something to refer to when working, and teachers can personalize the rubric to capture what big ideas they are trying to achieve through their students. Lastly is student self-assessment, which gets students in touch with their own work because they are easily able to reflect on it when assessing themselves, it also creates a common dialogue between teacher and student about that assignment. 

       As a student, I have had all of these assessments and have learned thoroughly through my assignments and assessments. As a teacher, based on my experience, I think I will try to incorporate all three in my classroom because I would not want to solely focus on one way to test students knowledge. Similarly to Chapter 5 in Multiple Intelligences, when teachers offer different types of assessments, students will be able to express their knowledge proficiently in hopefully all, but if not, at least one type of assessment.