Chapter 6+7 UbD/DI and Chapters 5+6 MI

In these four chapters the topic of discussion is on multiple intelligences and how to apply them in the classroom strategically like what an MI te
acher room would appear to be. Everyone has the ability to be good at all intelligences so a good teacher will teach all of the intelligences and not just to the ones that are the students strengths. Ironically enough, we used Inspiration in Dr. Overall’s class today and in chapter 5 of MI it uses webs as an example of an activity to use to better organize and brainstorm ones thoughts. Chapter 6 of MI discusses how a teacher can involve all facets of the MI Theory through many different examples. I think it is very important to teach all the intelligences. If a teacher just teaches to the strengths then I believe that would cripple a student in the long run. Having the ability to tap into all eight intelligences will greatly benefit all who are taught that way.
Chapter 6 of UbD/DI starts out well by making you analyze your class as a whole and ask four important questions. Who are the students I will teach? What matters most for students to learn here? How must I teach to ensure that each student will grow systemically toward attainment of the goal and moves beyond it when indicated? How will I know who is successful and who is not yet successful with particular goals (84)? I really like the last question because of the “yet” portion. It implies that a student can always be taught and to never give up. Sometimes you need to run through the questions until you can fix the problem. When you teach basic concepts, teach them in a meaningful and useful context so students don’t discard it as useless. Also, be clear of the “big ideas” and goals hey will have accomplished by the end of the unit. If they know what’s expected of them then they will be able to perform better. Although students must build meaning on their own to properly master material, sometimes as a noted cognitive scientist points out “ There are times, usually after people have first grappled with issues on their own, that “teaching by telling” might work extremely well” (86). Also, I like the idea presented by Mortimer Adler in his book The Paideia Proposal that three rolls teachers can play are direct instructor, facilitator, and coach.
Chapter 7 of UbD/DI introduces WHERETO as the big concept of the chapter. In schools there can be a lack of depth in content. I know when I was a student I often learned by memorizing facts for a test date. That is not a successful style of teaching. Students will forget within days, sometimes hours what the crammed into their heads just for a test or quiz. This acronym WHERETO stands for What, Why, Hook, Equip, Experiences, Rethink, Evaluation, Tailor, and Organize. It reveals content. Engage students in deep content and make it meaningful and useful to them while differentiating for those who need it. Also, make all the goals, expectations, and ideas very clear to students.