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.