Chapter 14: Existential Intelligence

Chapter 14 of Multiple Intelligences discusses the possibility of a ninth intelligence called existentialism. Normally this word would bring about conflict with religious or spiritual beliefs, but Gardiner explains it is just asking questions about the world around you. This new intelligence is similar to the other eight, which makes it hard to confirm as an intelligence. The idea of existentialism is to get students to ask ultimate questions.

Some people in Block one had a hard to grasping what Gardiner was trying to explain. He was not completely straight forward like he was in the other eight. Other students saw it as a way to teach outside of the box and open the classroom up as more of a cognitive forum. The heartbeat of the class had controversial feelings towards it with questions about issues arising when teaching towards this intelligence and overall ways to incorporate something they didn't understand themselves into a lesson.

Chapter 13: Other applications of MI Theory

Multiple Intelligences chapter 13 targeted three different areas which multiple intelligences can be used such as computer technology, cultural diversity, and career counseling. The computers incorporate the different intelligences in many different ways such as linguistic with word processor. The cultural diversity is very challenging because in order for the intelligence to be considered as a true intelligence it has to be valued by the culture. It is very important that students are exposed to working adults who use the different intelligences, these exposures help students to figure out what they intend to do as they grow up. Students need to be given the opportunity to explore different careers using the different intelligences.

Many students in out class felt that this chapter was far behind time and that some of the uses towards the different cultures were not very good. However, some people felt that this chapter offered great insight and that it is very important to connect student’s skills with real world activity or jobs. Career counseling is amazing because it shows the students that their intelligence can bring them to careers and this counseling can show them which careers and which intelligence lines up with different careers.

Chapter 9: Bringing it all Together: Curriculum and Instruction Through the Lens of UbD and DI

Chapter nine was about putting differentiation and backwards design together in the classroom. It gave a complete unit, guided by nine principles, that uses both differentiated integration and understanding by design together and showed how/what it would look like in the classroom. There are also examples of how to differentiate the lesson to tailor to needs of your students. The chapter stresses how important it is for teachers to differentiate for students when it is needed and to constantly give feedback, because that is how students learn and grow. There are several indicators that show a true UbD/DI classroom: a comfortable learning environment, a curriculum that integrates big ideas with all the multiple intelligences, peer and student evaluations, and a caring teacher that teaches and connects the big ideas while hooking and keeping the attention of students. The end of the chapter discussed how teaching UbD is no easy feat, but the trick is to keep on keeping on and it will become easier and the teacher will become more adept at it.

Most of the class said that this chapter was really helpful and appreciated how all the loose ends were tied together. We enjoyed looking at the unit and how it was broken down into easy, manageable pieces. The indicators were nice because a teacher can look around the classroom at the students and the environment to how to things are going and not have to give an evaluation. The example of how to differentiate was really nice because it shows exactly what to do, especially since we all know that we will have to do this on the spur of the moment, eventually. I think my favorite part was at the end, because it was encouraging us to keep persevering even though this was going to be difficult, because it will get easier and when we help those students learn, it will be well worth it.

Chapter 7: MI and Classroom Environment

This chapter explored the impact that changes in the classroom ecology would have on the teaching of multiple intelligences. The proper environment is crucial for the type of learning the students are doing. The chapter demonstrates plenty of questions that the teacher could use to assess their classroom for each intelligence. One suggestion is for the teacher to create activity centers for the students that would address specific intelligences. These activity centers could be temporary or permanent, all depending on the learners' needs. Giving students multiple activity choices will help them grow in their favorite intelligence, and at the same time, expand their less used intelligences. Along with activity centers, a more in depth lesson involving different intelligences may help the students' learning diversities. These types of lesson plans may or may not be executed through learning centers, but will still give students a variety of activities and learning styles while incorporating all their favorite subjects.

We all seemed to feel like we wanted our students to be comfortable in their learning environment. It is understood that if a student is comfortable, he or she will also be more confident and more likely to continue learning. By understanding and incorporating each intelligence in our classrooms, we will be achieving that comfort level for our students.

Chapter 4: What Really Matters in Planning for Student Success

Chapter four of DI/UbD emphasises the importance of strong curriculum that is geared towards multiple learning styles, therefore reaching every student. The important information is not just the jargon, but the stuff that leads to a true understanding of the material covered. This requires the teacher to do more than merely scratch the surface, but to go deep using several different learning styles, giving the student a multi-dimentional scaffold to build their ideas and understandings. It would be much easier if teachers simply needed to put certain information out in the classrooms, and it was the students' responsibility to learn it, but as teachers, we are reminded that this is not the case. Flexible routines must be used to accomodate the bouquet of learners that is the classroom, which will create a community environment.

Block 1 had a lot of varied opinions on chapter four DI/UbD. A common thread was that we all want to adapt to our student's needs and don't want to be the teachers who want regurgitation. Using differentiated instruction will be an important tool that we employ to keep ourselves and our students sane with our expectations and goals. Another commonality with chapter four was that a lot of people are concerning themselves with their approachability or perception as a real person. We have the goal to make a lasting impression and teach our students something that they will never forget, and part of that is having the trust and respect of the entire classroom. A strong curriculum that engages every learner is proactive classroom management.

Chapter 4: Teaching Students about Multiple Intelligence Theory

Chapter four “Teaching Students about Multiple Intelligence Theory” explains in detail how to introduce the topic of Gardner’s theory of multiple intelligences to children of all ages. This chapter explains how both the teacher and students would benefit from knowing about the multiple intelligences and knowing their strong and weak points. This chapter helped to explain why teachers would want students to understand the MI theory and ways in which it can improve learning. This chapter provided insight on activities which could be used to promote the MI theory which included career day, board games, songs, plays, lesson plans, biographies, and finally field trips. These activities all promote learning about the eight different intelligences and also allow the students to enjoy the activity while thinking about how they learn best. Knowing about ones multiple intelligences gives the students a more active role in their learning process and increases their awareness on weaker intelligences. These are a few reasons why informing students about multiple intelligences can help to increase the productivity in the classroom.

Some of our peers felt that this chapter aimed more towards the elementary school level or younger age group. They felt that they would introduce the idea, however probably wouldn’t spend an entire class on the topic of multiple intelligences. Some of the ideas such as career day or going on field trips really incorporated that these intelligences apply outside of school also. When teachers teach eight different ways the teachers can be sure that they have reached and given each and every student a fair chance to understand the material in a way which is best for them. Even through this chapter was directed more towards younger children it is generally important to make sure students are aware of the eight different intelligences and are able to identify some of their stronger areas.

Chapter 3: What Really Matters In Learning? (Content)

Chapter 3 in "Integrating Differentiated Instruction and Understanding by Design" gives an overview of the most important element of teaching: content. The emphasis on content regarding teaching standards set by school boards and administrators with little regard to the need of individual students, makes educators wonder if differentiated instruction can be fit in to such a tight curriculum. The "overload" of content forces these educators to be careful about stepping outside the boundaries that the standards set for classrooms and curriculum. Some standards are too broad and some are too narrow, posing a huge problem for educators. This chapter helps explore the ways to accommodate all students and still meet the required standards. The idea of "backwards planning" is presented to conquer all of the problems that standards create. It was Steven Covey who reported that goal-oriented, planning people use "end of mind" thinking such as backwards planning to establish goals and essential questions. This backwards planning includes three useful stages which are: Identify desired results, Determine acceptable evidence, and Plan learning experiences and instruction. By developing goals and objectives first, the planning can be shaped around what the teacher and curriculum set to be achieved. Responsive teaching is a key piece of the success to backwards planning and connecting the standards and content to the needs of the students.

Most educators agree that standardized testing is not the most effective way to assess students understanding and learning. Because of the negative reactions towards standardized testing, the idea of backwards planning becomes really useful and helpful in classrooms. Most educators find this type of planning useful because of the emphasis we want to put on students' current needs. By starting with benefits for students, it is easier to shape lessons according to those needs and the end results we plan to acquire. The frustrations with standardized learning and testing are solved with tools such as the backwards planning model, allowing teachers to focus on the positive outcomes and include as much responsive teaching as we desire. The majority of our class of new teachers have fears of the Maine Learning Results and standards and wish to promote a more student based classroom.