Week #5- Assignment 2

https://drive.google.com/file/d/1MPEJFOBX11QTcrIfMatBDoIC_h39pf0B/view?usp=sharing

Week #5- Assignment 1

Multiple Intelligences:

• How are students "smart" in different ways?

The theory of Multiple Intelligences (MI) is the idea that there are several types of ways that people, specifically students, can be smart. For example a student may be lousy at math and problem solving, yet have the ability to compose songs. And another student may be a mathematician wiz but a terrible writer. In the video, Gardner states that there are eight independent multiple intelligences that teachers must consider when in the classroom and preparing their lessons. 1. Linguistic 2. Logical Mathematical 3. Musical 4. Spatial 5. Bodily-kinesthetic 6. Interpersonal 7. Intrapersonal 8. Naturalistic. 

These strengths should be used in a classroom as different ways to hook into student's interest and capabilities. 

• How can teachers use multiple intelligences in the classroom?

A teacher must ask herself, " How can I improve all my students academic performances by taking the best advantage of their different ways of being smart?"

When teachers beleive that there are many ways a student can be smart and each child has unique abilities and strengths, it can change their way they view students and the way they teach. The multiple Intelligence theory helps in allowing this, by enabling two things to happen: 1. It allows students to access many interest points into one topic and 2. It deepens students' understanding of a concept by allowing them to approach it from a variety of angles. 

Gardner believes that if a teacher gives a student more than one way to think about something- there is a lesser chance of the students forgetting it and it helps in retaining the information and making the learning interesting and applicable to their individual lives!

Week #4- Assignment 2

https://www.screencast.com/t/BibsDw4DxND

Acceptable Evidence­­­­­

	Performance Task	Other Evidence
Reading	·         Before the class begins students gather to discuss current events and relatable topics that pertain to the story they will read ·         While reading, students should write down on sticky notes different techniques that the author uses ·         After reading, the students should fill out a web diagram or chart to analyze the setting, plot and characters.	·         Students should be given a short and brief quiz that will assess deeper comprehension of their reading. ·         Students should share personal examples of how they relate to the characters in the story and give ideas of how they would act if they were ever found in the characters position.
Writing	·         Students should follow a step by step plan of creating a proper writing: This includes Prewriting, Drafting, Revising, Editing and the Publishing ·         At the publishing stage students should read their writings to the class and answer questions that fellow students may have about their writing	·         Before the prewriting stage the students should all receive a clear writing rubric so they know what is expected of them and have a guide to follow during the writing process ·         During the revising and editing stages students should group with other students and help each other perfect their writing ( this will help sharpen different skills)

Week #4- Assignment 1

I      I really enjoyed creating a Understanding By Design Template for both a reading and writing lesson. I believe that every teacher should use it as a basis to create her lesson plans to ensure that the proper goals are met in a clear and efficient manner. The way I determined the desired results was by first considering what it is that I want my students to gain from the lesson. Not only do I want my students to fully know and understand the lesson content but in addition, I want them to be able to think with deeper meanings and a strong desire to want to know more. For example, after reading the article or lesson that was part of the reading lesson, I want my students to be able to question why the author wrote what he did or how he used certain techniques to bring a point across. I structured the lesson in a way that students will be able to think deeply and ask questions like, "What does the setting do to the format of the story and how does it affect the characters?", "What writing techniques does the author use to make the text more interesting to the reader? ", " What point of view is the story written in? How does that affect the outcome of events?" 

     And same with my writing lesson plan. I hope to guide them in becoming critical writers who write with purpose and skill. Questions like, " What information or idea do I want the reader to learn and understand when reading my writing? And how will I achieve that?", and "What techniques and word choices will I be able to use to make my writing more interesting and clear to the reader?" can help them to become thinkers, thus giving them a greater opportunity to succeed and be motivated to become real writing pros. 

      When a teacher uses these templates to create a lesson plan, it helps to ensure that she meets her desired goals and that hopefully her students will acquire the knowledge and skills that she hopes they gain.

Week #3- Backward Design Stage 1 - Assignments #1 and #2

Here is the dropbox link to my two Assignments:

https://www.dropbox.com/sh/ni4zd9zwgymxe30/AABg8N9HEqhyJXsPOi3XJJ8ba?dl=0

Week #2-Assignment #3

Backward Design

 Backward design is a planning framework used when teaching, in order to ensure focus of proper goals. It prepares teachers to think of what they want to accomplish over the course of time, and where they ultimately want to "end-up". It ensures that long terms goals are kept while embedded in short term plans. It also makes sure that the teacher will get a blend of content and performance right, and in addition it helps to engage the learners. A teacher has to understand that a goal is what you want the students to be able to do with the knowledge they were taught, and what meanings and transfer do I, as the teacher, want. In addition, the students must also know the long-term goal in place, as they proceed with their short term advancements.

As Ralph Tyler stated in 1994, "...You can't design backward from content headings....you have to design backward from the outcomes you want."

Week #2- Assignment #2