Chapter 6/7 UBD/DI & Chapter 5/6 MI

In all 4 chapters the main idea the authors were trying to portray was different tools for teaching and doing it well. In chapter 6 of UbD/ DI  the author has the idea that teacher play into three key roles that must incorporate in the classroom. According to Mortimer Adler, in his book The Paideia Proposal, teachers as take on the following roles:

·         Didactic actors or direct instructors

·         Facilitators   

·         Coaches.

This is where I think that teaching is my calling; because I have also been a coach and been a “facilitator” for a program, but then again learning all about the multiple intelligences gets me nervous about me not being able to reach every student’s needs. WHERETO model was introduced and is designed to relate topics or “[pull] it all together.” This model also talks to us about the preparation and planning that is needed before teaching and how important that it for our major curriculum. Also in chapter 7of UbD/DI I learned about the importance of asking well-aimed, open-ended questions. Essential questions lead students to use what knowledge they know and their ability for logical processing to come to their own conclusions.

In chapter 5 of Multiple Intelligences, it gave us an idea to write a lesson based upon the multiple intelligences. They gave a list of different methods teachers could use to teach the 8 different learning types. It was broad, yet specific enough to help any teacher target a lesson to one type of learner. In helping us with how to write a lesson plan, the authors gave the readers examples different tools you can use: one of them being webs; these help you plan activities. I liked the idea of the webs and feel like I could incorporate them into one of my lessons for the students to use; I feel like it would work really well with writing papers, brainstorming with the class and when studying for exams.

In Chapter 6 of Multiple Intelligences, the author gave in-depth ways of targeting the 8 different learning types (examples). The activities that really caught my attention were ones of bodily-kinesthetic learners because I wish some of my teachers would have done that for me so I would feel smarter. Also it gave me ideas to teach to learners that are not the same “intelligence”  as me.

Teaching Strategies for Linguistic Intelligence

·         Storytelling

·         Brainstorming

·         Tape Recording

·         Journal Writing

·         Publishing

Teaching Strategies for Logical-Mathematical

Intelligence

·         Calculations and Quantifications

·         Classifications and Categorizations

·         Socratic Questioning

·         Heuristics

·         Science Thinking

Teaching Strategies for Spatial Intelligence

·         Visualization

·         Color Cues

·         Picture Metaphors

·         Idea Sketching

·         Graphic Symbols

Teaching Strategies for Bodily-Kinesthetic

Intelligence

·         Body Answers

·         Classroom Theater

·         Kinesthetic Concepts

·         Hands-On Thinking

·         Body Maps

Teaching Strategies for Musical Intelligence

·         Rhythms, Songs, Raps, and Chants

·         Discographies

·         Super memory Music

·         Musical Concepts

·         Mood Music

Teaching Strategies for Interpersonal Intelligence

·         Peer Sharing

·         People Sculptures

·         Cooperative Groups

·         Board Games

·         Simulations

Teaching Strategies for Intrapersonal Intelligence

·         One-Minute Reflection Periods

·         Personal Connections

·         Choice Time

·         Feeling-Toned Moments

·         Goal-Setting Sessions

Teaching Strategies for Naturalist Intelligence

·         Nature Walks

·         Windows onto Learning

·         Plants as Props

·         Pet-in-the-Classroom