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.
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