Ch. 10: Conditions for Redoing Work for Full Credit

Redo-work should always be allowed, but there must be stipulations. Wormeli suggested not having redo-work due the week before a grading period ends. This will keep us sane. He also urged us to stay away from bonus work and extra credit. I always hated that teachers would not allow this because I wanted to achieve higher grades, but I understand. Teachers want learning to be met at their digression so that we know standards are met properly. I would stay away from the parents signing redo assignments because it should be the student’s responsibility. Some of Wormeli’s stipulations will travel with me, but I will also end up making my own over time.

Ch. Ten Approaches to Avoid When Differentiating Assessment and Grading

Wormeli emphasizes that there are some things that we must take to heart in grading; we don’t have to include everything. I really like number 3 that referred to grading homework because it used to frustrate me when teachers would grade all the worksheets that we still did not really know what we were doing. Homework is meant to be practice. In doing homework the brain is trying to make connections that have not yet been mastered. I agree that we should give quizzes after homework, but allow time to answer questions. These ten things are all aspects that I will keep in mind while grading my students work because what is the sense of grading something that has nothing to do with the assignment.

Ch. 8:Why do we Grade and What About Effort, Attendance, and Behavior?

Wormeli made us believe that grading occurs to encourage students. It is important to look at all the factors such as effort, attendance, and behavior but we do not have to place them on the report card. I find it odd that in most schools attendance is required. I mean, shouldn’t we all acknowledge that things come up people get sick, family members die, etc.? Although I think attendance is unimportant, but the learning is what matters. If they learn than their grade should be higher, but I do agree with Wormeli that school is the child’s job. We do not get breaks in the real world. But how do we determine the break that we should give out? We also have to acknowledge that laziness does not exist, if a child is lacking than we must find out what is going on. We need to get to know our students. So, in marking off on effort we see the fluctuation and can figure out where they need help and how we can indeed help. Looking at all these factors make us better teachers, yet if it has nothing to do with the project than why include it in the final grade? Through this chapter, Wormeli gave us a lot to look at and decipher through when we actually become teachers. I will take his advice to heart

Ch. 7: The Relative ature o Grades nd Their Definitions

Teachers must make lists to stay on track with their class and students. Wormeli explains that not every assignment needs a grade. Students learn in different ways. The most effective is just through feedback. Wormeli emphasized on how to get the big picture across by figuring out how your students learn. Do NOT emphasize on letters, instead make sure the material is clearly understood. We should not keep our teaching aspects in cages like elephants and only assign grades. We should instead be encouraging and not reprimanding. It is important that certain tasks have a grade because grades inference mastery. We should adjust our curriculum to fit our students and so that they achieve to their highest. I remember when I used to get a C on a test and my teacher used to tell me not to worry because it was “average,” this saying made me think it was OK to do bad, so we should learn to implement redo’s to anything and everything. I also found it effective to place an ‘I’ into the letters to stand for incomplete instead of giving a zero because zeros truly hurt an average and an incomplete can be filled in throughout the grading period with the deserved grade.

Ch. 12: MI Theory and Cognitive Skills

We must think about the ways our students learn to assure achievement. A memory is an important thing and in these days so many children and teens don’t have to think because of media influences, video games and the internet. The US lacks in cognitive skills because of their inability to correctly problem solve. Armstrong emphasized how a memory should be based on intelligence specific mechanisms. All eight intelligences are afflicted so we must work with everything to encourage memorization. We also must consider Bloom’s taxonomy, which comes in six levels (knowledge, comprehension, application, analysis, synthesis, and evaluation). All of these factors build a road map for our student’s growth throughout the year. To keep progress moving, I think I will bring the brainteasers and the word memorization into my classroom. My English teacher in high school took the time every Friday to go over a brainteaser and get out brains moving. I believe this helped our cognitive skills improve. With the use of MI, we can keep cognitive skills and problem solving flowing and allow our students to grow to their full potential. I believe a lot of what Armstrong said in this chapter will travel with me throughout my teaching career.

Ch. 11: MI Theoryan Special Education

If we treat people on a level in which they should achieve then they will achieve. Special education varies on a wide spectrum from speech pathology to ADHD or mental disorders and emotional disturbances. Armstrong’s MI model provides us with a model of understanding. Teachers are meant to detect the strengths of all their students through MI evaluations. Armstrong gives us here a few ideas and modes to follow to allow everyone to succeed. I fear having special education students merged into my class because I feel I won’t be able to accommodate. How do I make a unit plan that each student will find useful? How can I focus on everyone’s needs at once? How can I be assured that I will be able to communicate clearly with the paraprofessional in my class? I always found it awkward when there were paraprofessionals in my classes in high school because it became distracting. I know the “no child left behind” but at times it felt like she was running a different class in front of us and the “real” teacher. I find it a helpful tool for everyone, not only special education students, to point out the strengths in my students and not the weaknesses. It is not helpful to fix a leaking roof when it’s raining. We have to understand that students push forward through encouragement and if everyone works together, success will emerge.

Ch. 8: MI Theory an Classroom Management

In this chapter, Armstrong emphasized the ways to keep a classroom in order and gain attention. I feel as if some of his suggestions were made for elementary aged students like shutting off the lights to get the class to be quiet or even putting your finger to your mouth. MI can be used to keep order, make transitions easier, form groups, and communicate classroom rules. We can bend some of Armstrong’s suggestions to work for the level we wish to teach as well. There is always room for flexibility in MI. It is important that throughout the year we work with all the different intelligences because teaching and learning is a very valuable tool to take in and learn how to manipulate. I liked the thought of focusing on one student for the day to get used to his/her learning styles. This theory also accommodates to those students with behavioral issues.

ch. 8: Grading and Reporting Achievement

Grading should be easy, right? Well, Tomlinson and McTighe explain that grading is a two part process. I always thought you get it, you grade it and your done, but you must report the grades by numbers or letters and then send them home to students and parents. The students must completely understand why they achieved a certain grade so mistakes don’t happen again. Feedback is almost the most important part of grading. It allows students to reflect on their grade. A simple letter or number tells nothing. We’re here to guide the students and not leave them stranded with no why out of a rut. Goals are to be set and to be met. I always appreciated knowing exactly where I had to go and how I had to get there, of course, it was up to me to go about the path and make the correct choices. I liked how they pointed out staying away from the norms because getting an A always seems like you are the best and an F feels like a failure and a heart-break. I know for some an F means a loss of privileges at home. I feel a J curve or a point system would be a much better grading mentality. This system allows students to figure it out on their own where they stand. They will none-the-less strive for perfection no matter what. I also completely agree with their saying that, “what a student learns should be more important than when he/she learns” because we all have different speeds of processing the materials. We must set variables for every assignment along with being clear on what we are looking for. As teachers it is important to grade for achievement, work habits and progress because they all factor into the motivation of the student and their final product. We want the student to be proud of what they do so explain with great intent as to what you want and remember, “success breeds success.”

Ch. 14: MI Theory & Existential Intelligences

Gardner had worked on the 9th intelligence, but it is hard to bring “EXISTENTIAL” to the classroom. We are in a trap when we must keep church and state separated. Armstrong defines this intelligence as, “the capacity to locate oneself with respect to the furthest reaches of the cosmos—the infinite and the infinitesimal—and the related capacity to locate the significance of life, the meaning of death, the ultimate fate of physical and psychological worlds, and such profound experiences as love of another person or total immersion in a work of art” (Gardener, 1999). In this intelligence we are suppose to detect who we are, what is evil and where we are going in life. Existential includes all the aspects it needs, yet is still an iffy subject by means of Bible and such. The Bible is usually frowned upon in schools and causes teaching in a spiritual manner difficult. Although we don’t know it more than half the time, we do use existential in our teaching by immersing ourselves completely in our teachings, giving new strategies, bringing up religious events (Holocaust) and mentioning the Greeks, who created math methods.

Ch. 13: Other Applications of MI Theory

In this chapter, Armstrong introduces us to the ways that we could apply the MI theory. Using computer technology allows us to obtain all the 8 intelligences. They can work together, work individually, use music, their hands, etc. He states, “Putting together computer projects requires a great deal of intelligence.” He also shows us that cultural diversity and career counseling helps students grasp the intelligences in a better light. They can compare themselves to famous people from different cultures and backgrounds as well as figure out what they want to do in their futures. I really think that bringing visitors to the school to chat about their jobs will assist the students in setting their goals in life. This is a fun way to get in touch with yourself and your community.

Ch. 7: MI Theory and the Classroom Environment

What is a classroom? Does it have to be a room with four walls and seats in rows? Does it have to be a teacher standing in the front or students reading for a textbook? The answer is NO, a classroom is whatever you want to make it. A classroom should be a happy, warm, welcoming environment. According to Armstrong, if we include the 8 intelligences into our classroom environment the day will go by more smoothly. We have to think about the 8 intelligences as questions for the class. How is the day sequenced? Is the furniture arranged properly? Do we have windows t look out? How is the atmosphere? I really liked the quadrant idea, but I don’t know how feasible it would be in a high school classroom because it seems “too” childish. With quadrants, I don’t know if a lesson could go be thoroughly taught. After all, we only have 90 minutes to teach in a day. Over all, Armstrong should some great ways to spread intelligences in the classroom.

ch. 9: Bringing It All Together: Curriculum and Instruction Through the Lens of UbD and DI

In this chapter, Tomlinson and McTighe described how the backwards planning and differentiation works together. As teachers we must identify, determine, plan, regard, address, view, use, employ, and gather. We have the tools, but we must learn how to employ them to the needs of all our students. Big ideas are important. They lead to the big picture, but if we don’t apply them properly so we assure that all our students learn. Tomlinson provided a performance task rubric so we have an example to go by. A performance task is something to keep track of throughout the whole unit. We must always start with a pre-assessment to diagnose what we need to cover in the lesson. I always like how my teachers came up with fun, interactive games to test us on what we know and what we need to learn. They pre-assessed us without having us know that we were even being tested. This way all the anxiety was lifted. From the pre-assessment we discover how we need to carry out a plan and with differentiation we realize how to help each individual. Tomlinson warned us about the two primary purposes, (1) ensuring maximum growth and (2) providing adequate flexibility. In these purposes we must think about the indicators of environment, curriculum, teacher, and learners. If all these indicators work together success will happen and we, as teachers will try to strive for success.

Abstract of ch.5: Tiering Assessment

Isn't a tier a layer on cake? How can I tier my students assessments? Through this chapter, Wormeli explains that tiering is basically the process of adjusting their lessons for each individual in their class. As Diana put it, "It's changing the complexity." Mr. Suarez's tiered his class by having a green, blue and black test. The only thing I think I would have changed was making sure that the right student took the test that fit best for them. He took videos and clearly explained how each test differed from the next and why it was important to choose. He put it in words that the students could understand by comparing the colors to ski slopes. Mr. Suarez tiered for his class's well-being, just as Wormeli is teaching us to do through checklists, cubing, contracts RAFT's and menus. Tiering should not add too much work to your schedule and will leave you statisfied and happy with the growth of your students. You must keep in mind all your students and not just those who lag behind. "Tiering" is meant to challenge the higher level students and allow the lower lever students to succeed. Through this chapter I learned most that we need a plan, a method for our madness, per say, because teachers are obligated to seek out success and adjust for all. We are their to make sure everyone learns not just those in which learning comes easy. Tiering may mean tweaking your lesson plans to meet a students' readiness level, interest, and learning profile, but this tweaking will pay off in the end. Wormeli assured us that our students and ourselves will be statsified with the gained result from our hard work and dedication.

Synthesis of ch 5: Tiering Assessments

Over all, after reading the classes responses I found most of us were nervous and still unsure about whagt exactly "tiering" was and how we could use it in our classroom. I found a useful website that mentions contracts, RAFT, learning menus, checkpoints, tic tac toe charts and how to make a cube. Differentiating lessons are meant for tiering and adjusting. We are forced to make a balance in our class and want everyone to succeed. If students agree on contracts, make choices, and have a checklist, success will come natural. It is our job to accommodate. We cannot do this teaching solely on ourselves, so contracts assure the help of the students and sometimes the parents as well. We need to get everyone involved because if their is no balance the cake will fall over or in another words the learning will hault. Although all these tools are helpful, we still need to rely on ourselves and our students sometimes. We need to ask questions to know that they are learning instead of constantly spilling informatioin. Tiering may seem intimadating, but I'm sure it will come natural to all of us in given time.

Ch. 6: MI Theory and Teaching Strategies

Wouldn’t it be nice to accommodate all your students? Armstrong alliterated a way of doing so in chapter 6. He listed out lesson plans and examples on how to follow them. I feel being an English concentration I would lean to the linguistic ideas, but he showed us that all intelligences could connect to our concentration. We don’t have to focus on just words. All of our students learn differently, so we have to look at making the class fun for them in their individual brilliance. One day, we may focus on the bodily intelligence and the next a spatial lesson. Both are completely different and will get different reactions from students. These lessons will show the strengths and weaknesses our students are conflicted with.

Ch 5: MI Theory and Curriculum Development

Armstrong allows us to explore the intelligences at its growth. MI is hardly a new concept, but it is constantly growing and improving. MI is meant to be fun, creative and interactive. I wish my teachers would have incorporated MI into their lessons instead of just lecturing. In this chapter we were able to see how to create a lesson in seven steps on MI by asking questions, brainstorming and more. Setting up an MI lesson plan is not an easy task, it takes time and work. After awhile, most teachers feel it comes natural, I hope I will be able to incorporate MI learning to all my student’s needs and individual learning styles.

ch. 7: Teaching for Understanding in Academically Diverse Classrooms

How do we “uncover” content? Won’t that take too much time? Tomlinson showed us how we can make group-work relatable and reasonable. This comes from “Big Ideas” using the 6 facets and the WHERETO framework along with essential questions. Essential questions come work reasoning and open up doorways to understanding. I believe I will take the WHERTO framework and use it in my teaching as a set-up to lesson plans and units. Tomlinson and McGighe show that a good teacher is willing to work with his/her students and learn to be flexible to questions.

Ch. 6: Responsive Teaching With UbD in Academically Diverse Classrooms

Tomlinson and McTighe tried to drill the importance of flexibility, strategies and classroom management through this chapter. I learned that consistency is key; one must think through conventional practices to think in a respectful manner. Goals should not be a mystery they should be underlined as what to teach and what students should learn. With the backwards design this all comes clear to us. I hope to take the environment plans to my own classrooms. Seating helps keep focus and if students are in the same seat everyday it would get extremely boring. We need to configure how our students work best (individual or in groups). There is no such thing as a one-size-fits-all plan, but we must try our hardest to differentiate and accommodate to all. Even though we let our students work independently, it is crucial that we ask questions and keep them on track.

Ch. 6 Creating Good Test Questions

When do I compose a test with multiple choice questions or an essay assessment? How do I know when I have asked enough questions or too many? Wormeli answered all these questions in this chapter, but still left me wondering when is the perfect time to assess and grade. I like how he wants us to mix it up and use some traditional and some non-traditional prompts. Most teachers in my high school, I could read like a book, he’s going to ask for an essay and she’s going to have a multiple choice test and she’s going to mix all the traditional ways. I want to be the teacher that they always know what is on the test, but in which the test set-up always changes. I really disagree with the double recording because it makes cheating much easier. I understand how the teacher should make different tests for each of their classes, but should I burden myself with more work if the students will just forget the information after they take the test? I believe most teachers don’t actually assess what they planned because they get too creative. Wormeli suggests several ways to stay on task that I may end up referring back to when I become a teacher myself.

Ch. 5 Tiering Assessments

Wormeli defines Tiering as the process of which teachers embark upon to adjust assignments and assessments for their student’s growth and intelligences. A tier is the different levels of something like each tier on a cake. They must line up and stay balance, but it is important to not adjust each lesson. Students need to learn the give and take (sometimes we guide them and other times we force them into being who we know that they can be). To assure understanding, we must remember to ask questions and not just spill information. I like the task of making a learning contract. This is an agreement that both the teacher and the student can refer back to as a guide throughout each lesson. Choices are key and keep students interested, I like the tic-tac-toe board approach. This is neat for the teacher and the student. We will not get bored because we would rarely be reading the same thing twice and the students get to do what they want so they should achieve a great grade. The example of RAFT(S) that Wormeli suggested is also something that I may take to my classroom. These are fun ways to choose what their project is going to be. Being shy, talking is something that I tend to avoid, but I appreciated the advice of getting a colleagues opinion and asking questions to decipher if you’re going about an assignment correctly and efficiently, especially if you are team teaching with someone.

Ch. 4 Three Important Types of Assessment

The three types of assessment that Wormeli introduces is (1) portfolios, (2) Rubrics, and (3) Student Self-assessments. Each types of assessing are great tools and techniques to bring fourth in the classroom because every child learns in a different way. I would most likely bring something like a portfolio into my classroom because I’m more hands-on and that could be an interactive task for an English class. They are meant to mirror growth, so we could view how writing progressed from the beginning of the year until current time. Rubrics are more popular because you only have to make one and then photocopy and every student will perform pretty much the same thing. There are two main rubrics used the holistic and the analytical. Wormeli let us know how crucial it is to mix up way of assessing, so our students learn different aspects of each task. I like the concept of not having a 5-tier rubric because of the mind automatically looking at (A, B, C, D, and F) grading. In my classroom, I will try to make a rubric with 3 or 4 tiers and always get my students opinions at the end of an assignment. This is where self-assessment comes into place, it initiates where help is needed and what goals the students want to accomplish throughout the year. Because, I’m sure I will have a differentiated classroom at some point, I must learn how to accommodate for all; Wormeli turned my light-bulb on and helped the thinking process be on its way.

Ch. 10: MI Theory and Assessment

Armstrong urges us as teachers to not use all tests as assessments. There are eight ways that can be fun to evaluate the learning process. I was impressed on the ways of documenting observations such as making video and audio files, work samples and anecdotal records. I personally like the use of a student journal and will try to compile it into my lessons because with them you get the opinions of your students and are able to able the feedback to a lesson in class. With MI, we can break up how we teach something in eight different ways and always provide choices. This technique makes learning fun and allows the students to think on their own. I believe portfolios are a great way to keep your students on track and focused. I love the idea of a celebration portfolio because it seems like a fun and engaging way of assessing the students. Armstrong emphasizes how the MI theory provides an assessment framework within which students can have their rich and complex lives acknowledged and celebrated as well as nurtured fully.