Final Exam Discussion

Any questions? 

MI & Assessments

Tim wrote a summary of Chapter 8 to share on the blog - Comments anyone?

          I feel that a constant struggle that many of us have as educators is the issue of proper and effective assessment.  Chapter 10 looked at authentic measures of assessment that probes students understanding of material.  This chapter also offered various of types instruments that can be used from Multiple Intelligence techniques.  

            As we all know there are a variety of methods that we use to assess performance of our students.  Some include but are not limited to anecdotal records, audio cassettes, videotapes, photography, student journals, informal tests, standardized tests, student interviews, criterion referenced assessments, checklists, classroom maps and calendar records to name a few.  With that being said, MI Assessment Projects seem to be the ‘buzz words’ in many of our schools.  This form of assessment allows the student to show his or her understanding of concepts by using, Linguistic Demonstration, Logical- Mathematics Demonstration, Spatial Demonstration, Bodily-Kinetic Demonstration, Musical Demonstration, Interpersonal Demonstration, Intrapersonal Demonstration and Naturalist Demonstration. This type of assessment allows the student to take ownership of his/her own learning, which is a major component in all areas of using the MI theory.  MI theory is also valuable in checking context in that it addresses an individual competence in a specific area.     These types of Multiple Intelligence experiences often allow the student to be exposed to multiple context skills at once. However, I am a strong follower of the MI Portfolios Assessment.  “The Five C’s of Portfolio Development” are instrumental to successful portfolio development.  Having Celebration, Cognition, Communication, Cooperation and Competencies are key areas when placing works in student’s portfolios in my opinion.  

            I feel that it is instrumental to provide students with the opportunities to have themselves acknowledged and all they represent and recognize individuality.  In my opinion, the MI for assessments allows students to show their individuality and again, as with most components of the MI theory, it allows the student take ownership of his/her learning. I feel as a ‘shaper of learners’, this is the key to igniting that spark and making a world of difference in a young person life.

MI and Classroom Management

Tim wrote a summary of Chapter 8 to share on the blog - Comments anyone?

This Chapter is one of the better ones of the text. It offers different strategies on incorporating Multiple Intelligences into classroom management so that the classroom can operate in a smooth and drama free environment.   After reading it, I saw how the Montessori approach is based on many of the components and ideas of MI.

The reading offers ways of gaining students’ attention, preparing for transitions, communicating class rules and forming groups and managing individual behaviors.   All of the strategies were insightful but I found two areas that caught my interest.  The first being the strategies offered on ‘gaining students’ attention.  This is a problem that many of us have as teachers whether we are first year teachers or veterans of the field.  I particularly noted the following statement of great importance “a linguistic approach- might be seen as the least effective  way to gain the students attention….Students do not differentiate the teacher’s voice from other voices around them…As a result they fail to attend to directions.”(75)  The reading continues to address the different types of learning styles and behaviors.  I personally like the interpersonal strategy of whispering in a students’ ear and passing the message along to the next student until the classroom is quiet and attentive.   The second area of my interest was the ‘Managing the Individual Students Behaviors’ section.   Again, this is a problem for many teachers.  I was particularly focused on the ‘Interpersonal Discipline Methods’.  This involved peer/group counseling; buddying up the student with a role model, and giving the student other social outlets.  These are important in building confidence in students which I have found is the one of the major problems in students that have behavioral issues. 

In closing, Chapter 8 is a must read chapter.  As an educator, I feel that it’s important to remember that what works for one student or one group of students does not always work for all students. In my opinion the MI theory creates the type of classroom environment where each type of learners’ behavior is seen as important.  Its strategies are straightforward and students are more incline to know what is going on within their class setting.  I also feel that the MI theory offers the opportunity for the student to take ownership and direction of his actions.  Again, this is important to self awareness and self ownership and self respect.

Instructional Strategies Webinar Summary

Tim participated in a Webinar on Instructional Strategies That Make ‘Cents’ and Improve Learning to All Students Presentation by Susan Kovalik, Founder, the Center for Effective Learning and wrote the following summary -

Thursday, March 19, 2009
Summary by Timothy Meadows

Kovalik began the Webinar with several key points about the spending habits of many of American school districts. She stated that a great deal of funding, millions to be exact, are spent on personnel and copying alone. She stated that one school district had over a million dollars spent just on copying. As a whole, American schools are one of the poorest performing school systems worldwide. She further suggests that the performance rate will never change if how the brain operates and changes isn’t fully accepted and recognized. Kovalik recommends several ideas and strategies that US educators should consider.
Kovalik suggest that focus should be given on the Brain Compatibility Principal. When considering this principal it should be kept in that we are the only species that creates the environment we become. We must keep in mind that as teachers what are the yearly goals we’ve established and why have we gained a love for learning. In doing so, we generate this thought process and behavior to our students. It is equally important to establish a schedule so that learning can ensue and to avoid ‘stop and go’ learning. She addresses and realizes that devising a schedule is demanding and very challenging but consistency is a must when learning a goal. As a matter of fact she goes as far to state, that it is critical. High achievement is achieved when the students feels a safe predictable environment with continually. Educators must also refocus on ‘content’ and be committed to ‘learning of the week’. She further suggests that the brain is a machine that most remain working at all times. Exercise is required and complex motor movement must exist. According to Kovalik, the Montessori School system is one of he most successful programs because it encourages strong physical and mental exercise. This program also encourages science. She believes that science encourages the brain to exercise and use the higher level thinking skills that are often dormant. Kovalik believes that reading non fiction is the best type of brain stimulator. When assessing, an educator must be mindful of what she refers to the ‘3 C’s’ questions.

a. Are the items being assessed ‘CORRECT’?
b. Are the items being assessed ‘COMPLETE’?
c. Does the student ‘COMPREHEND’ the material?

In closing, the listener believe that the main objective that Kovalik stated in this presentation is that American schools should refocus there attention on learning and when it comes to meaningful learning. Instead of spending millions on the latest programs, personnel and copying, why not refocus on making learning meaningful to the students and stimulate their brains. Educators must remember that the key to learning is allow adequate time for learning, provided immediate feedback to the learner, allow the learner choices, allow them to concentrate on their learning and most importantly, allow mastery. If and when these, elements are evident according to Kovalik, academic success is assured at a cheaper price. It is only then true brain and academic performance are achieved.

Mid-Term Exam Discussion

If you have any questions or concerns about any of the material eligible for the mid-term, post them here.
This is not just for me to answer, classmates - respond to each others' questions and have a study discussion. I will of course put in my 2 cents worth.

Gesturing and Math

This article shows one way we can reach tactile students in math class.

Because they stand to do it, I think it would help the kinesthetic ones in general and boys particularly as well.

http://www.sciencedaily.com/releases/2009/02/090224133204.htm 

Any thoughts or comments?

Aspects of Learning and Technology

Think about the things we have discussed so far in class and how technology may help you reach some students in all four aspects of learning - cognition, conceptualization, affect, and behavior.

Share any of your thoughts on ways that blogs, podcasts, video games, etc can help you reach students that have modalities different from yours or that are difficult to reach in a traditioal classroom setting.

Resources:
Here is a simple modalities inventory if you want to help identify your own or your students' area of greatest strength:
http://tinyurl.com/EDU551-02

Here is an example of students using blogs to spark interest in reading:
http://tinyurl.com/EDU551-01

Here is an example of both podcasts to inform by organizations and podcasts made by students to report out what they have learned:
http://tinyurl.com/EDU551-03

Here is information about how video games are being used in education:
http://tinyurl.com/EDU551-04

Take a look at as much or little of this as interests you and share your thoughts with the group.