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. 

Chapter 3: FIAE

       This chapter focuses on different types of assessments in a differentiated classroom and criteria for what makes a good assessment. Pre-assessments are used to help teachers understand knowledge or basic understandings that students might already possess prior to the unit. This helps teachers maybe add or drop information to a unit depending on the knowledge levels of the classroom. Formative assessment are assessments that occur during learning, such as check points to make sure students are not falling behind, and everyone is where they should be as far as content knowledge goes. Summative assessment are more or less post assessments given to students near the end of a unit to determine the knowledge or mastery they have conceived because of a unit. The chapter also focused on characteristics of good types of assessment, such as it can reveal common misunderstandings. Another idea that makes up good assessment is advancing learning instead of just documenting it. When a teacher conducts a formative assessment, it is important to take action regarding the results, instead of simply entering them in the grade book.

       Chapter 3 provided me with helpful tips that I may use when I am a teacher forming my own assessments. I will use formative assessments in my class to make sure my students are on the same page as my understandings and standards stated in section 1. I also believe that there is real benefits for backwards design, and think its important that stage 2 is all about assessment, because many teacher I have had in the past have completely missed the mark regarding good assessments, and I want to learn from there mistakes while applying my new found knowledge in my classroom.

Chapter 2: FIAE

      Mastery in chapter two is defined as students who can convey and apply six facets of learning to whatever subject they are learning. The six facets of understanding are explanation, interpretation, application, perspective, empathy, and self-knowledge. Mastery is not just regurgitating information on a quiz or assignment. Teachers should be aware that just because students can reciprocate facts on a worksheet does not mean that they are masters in the subject area. Once a student has reached the mastery level in a subject, that knowledge will stay with them for a long time, verses students who memorize the answers to a test, and then completely forget what they have “learned.” 

      I like how the chapter included a list of different ways to test students for knowledge and mastery in the content areas. Yet it reminds teachers that just because a student can create an interactive slide show does not mean that that student has mastered the content. This was helpful because as a teacher, I will be looking for students who present mastery in specific units so I can tailor to both their needs, and the needs of the others in the classroom. I thought it was interesting that the chapter also included tips for first-year teachers for whats important to master. Helpful resources cited included textbook sequence, other colleges, and curriculum guides. These are insightful tools I will use in my classroom. My resources will keep me grounded and remind me what important to my students, and for my curriculum. 

Chapter 1: FIAE

       Throughout the first chapter of “Fair Isn’t Always Equal” differentiated instruction was introduced and applied in many classroom, and real life scenarios. Scientists knowledge of the brains capacity has progressed dramatically and is still in underway. Educators face the task of making sense of new founded research, and finding a way of incorporating it in the classroom. Differentiated instruction is defined as doing whats “fair” for each student. As teachers, it is our job to do right by our students, even if it means pulling a little more weight to find ways that they will receive and interpert information. Differentiated instruction might make the difference between a student who is not interested in learning, and a student who thrives in the classroom. The chapter also deciphers the pros of differentiated instruction in the classroom and in the real world. For a classroom example, students how have experienced differentiated instruction are more prepared for a higher education because they are aware with how they learn material. Differentiated instruction can also be found in the real world, such as the military, or a mechanics shop. 

       This chapter was insightful because it really highlighted the importance of using differentiated instruction in the classroom. As a teacher, I will try to comply to my students different learning levels, and learning styles, to give them an insightful school experience within my classroom. I will use this as a teacher and keep up to date with current scientific research and how it can be applied in my classroom.

Chapter 5: UbD/DI

       Effective assessment is essential for checking for understanding among students. Throughout the chapter, the analogy of snapshots verses photo albums were applied to different types of assessments. Snapshot basically represent a big test that may not completely represent the whole of a students understanding. While a photo album consists of smaller test taken over a period of time that represent understanding through diversity of assessment. An emphasis on various types of assessments at differing times such as pre-assessments, and post-assessments can give specific information about that students content knowledge. Effective assessment also includes making the measures with the goals, or in other words, remembering stage 1 when mapping out stage 2. Also, it is important for teachers to keep in mind there are various assessments to select when deciding, and picking the right one for a specific understanding will capture student understanding more than a assessment that doesn’t well exemplify the understanding.

       As a future educator, I thought it was useful that the book discussed responsive assessment, which included assessing before teaching, providing feedback early and often, and encouraging self assessment and reflection. When students are able to reflect on their own work, it opens a window for a discussion with the teacher. If students graded their own work, and it does not represent the teachers grade, there is a basis for a conversation about that students work. I think this is a very valuable tip, and I will use it in my classroom. These are strategies I can envision using in my own classroom to help students build a comfortable environment while still upholding the meeting of criteria standards through assessments. 

Chapter 4: UbD/DI

       Planning for students success emphases different responsive teaching methods that are imperative to the progress of students academically and personally. The chapter dictates different approaches such as, attitudes of differentiated instruction, accepting responsibility for student learning, reflecting on progress of students and many other techniques. Being in touch with student growth and activeness in learning is easier said than done, but helpful strategies include observing students such as Mrs. Callison does in a scenario of building awareness. It is so beneficial for educators to stay up to date with their students to be able to relate to them personally, because it improves maintaining their focus of a particular subject matter.

       Scenarios through out the chapter made it easy for me to assert myself in the equation and determine what I would do as a teacher in their situations. For example the piece on classroom management I found to be insightful. As a teacher I will probably use the technique of coming up with rules for my class, with my class to make them feel like they have a say in behaviors expected of them. Creating an open dialogue with high schoolers I feel is important because they are old enough to think for themselves, and I would not want them to feel as if they could not express ideas or opinions in my classroom. Another technique I could envision myself using in the classroom is setting up individual conferences for my students, if they feel the need to discuss a piece of their work, their performance in the classroom, or anything. Similarly to Ms. Jacob, in her practice of helping students become effective partners in their own success, I think its crucial for students to understand their strengths and weaknesses, because the sooner they are exposed and accepted, the sooner they can improve and become not only a better student but a better member of society.

Chapter 3: UbD/DI

       Backward planning is an essential part of not overloading students with content, and creating an engaging lesson for your students. Teachers have a difficult time juggling the depth of content they’re teaching, meeting standards, and still engaging their students. Some standards are too strict or too open ended, leaving teachers to decide how to focus their units, and sometimes missing the mark on standards all together. With planning backward, teachers take a step back, and first focus on the big ideas of a particular unit, for example what standards their going to focus on. Then they apply assessments, to know if they have achieved their learning targets, or standards. The last stage is then planning actives and instruction. By backwards planning, it is easier to focus on the bigger picture, and not get swept away with specific content that may easily become irrelevant to the unit altogether. 

       Through this chapter, it was interesting to see how educators can change teaching style and still make sure they are meeting the standards. As a teacher, I think it will be an important part of my job to meet standards. However, I also would like to find creative ways to teach my content to kids who have Individualized Educational Programs, and who are English language learners, etc. It’s imperative that I meet the standards, and can still make my content engaging for students, so that hopefully they will develop a love for history because of my passion for the subject, and for them.

Chapter 4: Multiple Intelligences

       Teaching students about the MI theory could provide an informational and reflectional resource. The MI theory is generally simple to explain with the MI pie, and making sure students are isolated when first deciphering the theory. The chapter goes on to provide many helpful ways that instructors could further their students understanding of the MI theory with assignments, and in class activities. Another way for students to comprehend the theory is by attaching “end-states” to each of the eight intelligences. End-states are famous people or heroes that have one of the multiple intelligence highly developed.

       I may incorporate the MI Theory in my class, but most of the suggestions like MI stories, board games, or scavenger hunts may not be appropriate for a high school level classroom. However, having students apply the MI theory to themselves personally would be an interesting ice breaker on the first day of school, providing an insightful way to get students to better understand themselves, and their class mates. I enjoyed the idea of career day, because students can connect what they are learning inside of the classroom and apply it to everyday life in the real world. Also, biographies on influential people from a slice of the MI pie could be turned into a high school level assignment. If students wrote a simple paragraph, and then shared to the classroom about why the chose that person, and how the MI theory relates to that person, and also themselves, would make for an interesting assignment idea.

Chapter 3: Multiple Intelligences

       Finding different intelligences in students can be found a number of ways. Through observation, picking up on misbehaviors, and deciphering personal records, a teacher can get a sense of what kind of intelligences a student is likely to possess. By reading this chapter, I learned that through permission of the school, teachers can access students academic history. Looking for cues like what subjects students did succeed in, and which they did not, can give prior knowledge to their most developed multiple intelligences. Also, intelligences can be discovered through observations of students misbehaviors; for example, a child who will not sit still may be a kinesthetic learner. Misbehaviors will make themselves known no matter how interesting the subject matter is. If a teacher can shape students misbehaviors by incorporating that students multiple intelligences into a particular lesson, that would be an example of successful instruction, in my opinion. 

       I will use this knowledge of multiple intelligences in my classroom because being in tune with my students learning styles is essential for the achievement of my students. I could find myself asking my class what they like to do in their free time, because students answers can give insight to how they learn most affectively in a classroom. However, I may benefit from also following up with other teachers from different disciplines to see how that student is may be displaying preferred learning styles in their classroom. Parents of my students would also be an insightful resource to use, because they are a prime observer to their child’s multiple intelligences. 

Chapter Two: UbD/DI

         Students personal lives can affect their performance in the classroom. It may be something minor that happened before class, or a reoccurring issue happening at home. As educators, it is important to be able to detect when something is not right with our students, and to be able to offer them, or point them in the right direction of a feasible solution to their problem. Through this chapter, I learned that there are four categories of biology, degree of privilege, positioning for learning, and preferences that can effect students learning within the classroom. The chapter really opened my eyes to how much more complicated teaching can be than just simply preparing and executing a lesson plan. Teaching also requires paying attention to student’s personal lives, as well as their learning styles to create the most successful environment possible.

       As a teacher, I want to have an open door policy with my students. If they are experiencing a personal crisis, I believe it is important that they have a support system whether they agree too or not. To my students, I want to appear as approachable, and if my students do come to me with personal issues, to be able to refer them to where I think is necessary, or simply just to listen to them. 

       I also thought it was interesting how the chapter focused on responsive teaching. I noticed some interesting examples, such as students writing two bullet points on an index card at the end of a class summarizing what they took away from the lesson. I could envision myself definitely using that in my classroom to stay tune with my students, and up to date with their learning progress.

Chapter One: UbD/DI

       Understanding by Design and Differentiated Instruction are two models of teaching that focus on how students learn and what content they are learning. Through this chapter, I learned that when the two models are merged, they create an amazing curriculum for teachers and for students. Understanding by design focuses on the content students learn, which is important because education is determined by students knowledge and growth. Usually the UbD model is used by teachers because it lays out plans for a unit, and connects that unit with the standard learning targets. However, it was interesting that no matter how much time and effort is put into a unit of learning, and how everything is planned perfectly, students from different learning backgrounds may not be on the same page. Differentiated Instruction helps by coming up with different ways to adhere to students learning needs. 

       This all has an impact on me because as a student, I sometimes found myself frustrated in my classes because I did not understand what was happening. Reflecting, my frustration may have been based on how the teacher was presenting the lesson. If they had taken the time to teach the subject or unit differently, I would not have had that feeling of frustration, which ultimately affected my learning and attitude about school. However, looking from a teacher’s perspective, I would never want my students to feel that frustration, or give up because they feel incompetent. So, by implementing UbD and DI within my own classroom, it will drastically limit those potential feeling, and encourage success in my classroom.

Chapter Two: Multiple Intelligences

       Throughout this chapter, it became evident to me that educators understanding their own multiple intelligences is important for every successful classroom. It is possible to build up you lesser of the multiple intelligences, and still maintain your higher intelligences. Both levels however, are affected by activators and deactivators. An example of an activator is someone being positively encouraging when a multiple intelligence is exhibited. The same goes for a deactivator, the exception being that the behavior is associated with a negative emotion usually cause by someone else. Teachers can also use each other as resources to build up their undeveloped intelligences. 

       In my classroom, I think I will use other teachers as a tool to benefit my own classroom. Personally, when I took the multiple intelligences test, I scored low on logical-mathematical, and naturalist intelligences. However, I know many students of mine will have those two intelligences as one of their most developed intelligence, and to help them succeed in my classroom, it is important that I incorporate those two categories into social studies. So, using technology as a resource, and other teachers to come up with a plan for those students, is very important to me. I would be displeased if one of my students was not interested in social studies because of my personal shortcomings. However, there is still time, and it is good not only for myself, but for other educators to be able to admit their underdeveloped multiple intelligences so their students will be successful.

Chapter One: Multiple Intelligences

       Howard Gardner’s theory of multiple intelligences is a tool every educator can benefit from learning about and using in their classroom. Through the reading, I learned many things about Gardner’s theory, such as the eight intelligences and properties of these intelligences. Each person does possess each of the eight intelligences and Gardner believes that a person can develop all eight at moderate or high functioning abilities. However, people usually develop one or two of the intelligences at a high rate, and the rest at lower rates.
       I believe this theory is important for all teachers to be aware of in the classroom because this directly links to how students learn, and student behavior. Satisfying multiple intelligences in the classroom can be a challenging thing to meet; however, I should keep them in mind when planning lessons, or units. To suit many of the intelligences I might incorporate music, videos, physical movements, group discussion, different texts, etc., to satisfy the needs of my students. By supplementing various activities to appease the eight different intelligences, I believe I can capture my students attention, while also teaching them the subject matter at hand. 

       Learning about the multiple intelligences theory, I have a better understanding of student behavior as well. For example, if I had a student who was strongly a bodily-kinesthetic learner, and was pacing around the class, or wouldn’t sit still, I could adjust the lesson to better suit his needs. I might suggest having the class get up to take a stretch, or have student get up and write their answers on the board. There are many different ways to use multiple intelligences in the classroom, and with a basic understanding, I can more easily fulfill of my students.

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