MI+B1+Chapter+10

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Brittany
One of the best pieces of advice that I have read in an education book or heard in a class is to not depend on standardized tests. Personally, I do not get “test anxiety” but I know people who do and it completely messes up their scores on the test. As a result the teacher does not accurately see how much these students know about the subject matter that is being tested. The same thing applies to papers, projects, and other items that can be weighed with more value than anything else. Chapter ten of //Multiple Intelligences// gives teachers a way to break the panic cycle that grips their students when a huge test or project comes up. One of the things proposed is for teachers to use a collection of the student’s work to determine the student’s grade rather than some big project or test every so many weeks. The thing that I like about this approach is that a teacher can assign all types of projects, papers, quizzes, and what not that allow a student to use different skills and then the student, parents, and teacher can go through all that work and see over time where a student has improved and where they may still need some help. It moves more of the focus onto the learning and less onto the grades part of school.

Max
Chapter ten in Multiple Intelligence talks about tests. In math I think testing is a very effective way for the teacher to know how well the students understood the material you covered. If the students understand the material then they will do well and if they skipped homework and didn’t pay attention then the test score will reflect that. Many students think tests are the end of the world and get test anxiety. I don’t think I have test anxiety but, my sister always had it really bad. She got so nervous and crammed studied so much before tests that she would go to school tired and stressed out already putting her at a disadvantage. As a teacher, I think it important to know who these kids are so if they are trying hard in class and bomb tests, then we have to figure out a strategy for them. Hopefully I can cover my material well enough so that students come in to take the tests ready to go and confadent instead of all freaked out.

Casey
Chapter ten of //Multiple Intelligences in the Classroom// discusses the use of assessment and the MI theory. The chapter defines authentic assessment which I found to be very interesting. Armstrong tells us that "the most important prerequisite to authentic assessment is observation." He then gave us a long list of all the ways in which teachers can observe their students. One that I found interesting, and useful for me in the future is checklists. If each student was to have a checklist of the work that they have done, including the progress that they have made, the student would most likely be more organized and probably be more motivated because they can physically see what they have done, and how well they have completed the task. Another part of the chapter that I found interesting was MI portfolios, and "The Five C's of Portfolio Development." The five C's (Celebration, Cognition, Communication, Cooperation, and Competency)supported why we should use these MI portfolios.

Brody
In the tenth chapter of Multiple Intelligences in the Classroom, Thomas Armstrong expands on his theory of multiple intelligences by applying it to assessment. In a classroom that incorporates the MI theory, it would be unintelligent to keep using standard assessments that solely focus on the linguistic intelligence. Armstrong suggests using more project-based assessments so students can show you what they have truly learned instead of cramming for a test that usually doesn’t even show the teacher useful information. Using standardized tests for every summative assessment is not an authentic measure as students won’t be realistically taking a vast number of tests in real life. If the teacher wants an authentic measure, they must provide choices for assessment that coincide with the eight intelligences. In doing so, students have the opportunity to choose the intelligence they are most comfortable with to display their knowledge, thus increasing their chances at success. In my classroom, I will utilize ipsative measures of assessment (measures that compare a student’s current work with their past work). One of the most integral examples of this is the use of portfolios. I hope to use portfolios using the MI theory so work representing all intelligences can be considered important instead of the sole usage of classwork utilizing the linguistic intelligence. A teacher must value all intelligences not only through words but through actions as well.

Seth
When I came across the section on MI Portfolios (143) I immediately pulled my portfolio/binder/EDU 101 final notebook off my bookcase and looked through it. There were mainly things in there for the visual learner but I did come across an activity for the kinesthetic learner. After putting the notebook back on the shelf I continued reading and realized that “The Five C’s of Portfolio Development” (143) made a ton of sense! The notebook celebrates all that we’ve accomplished, helps us reflect upon our work (cognition), shows everyone what we’ve been working on (communication), allows for us to evaluate our own work (cooperation) and allows us to compare our work with fellow students (competency). And all this time I thought it was just busy work… just kidding. I can really see how my portfolio/notebook will be an essential tool as I move forward after graduation (whenever that is) and into the real world as I look for a job (who knows where I’ll end up…).

Lily
This chapter focuses on how we can assess the multiple intelligences. The main idea about assessments is to coordinate with the multiple intelligences that are being tested. Providing different ways of learning but only assessing in one-way defeats the purpose of teaching flexibly with different styles. We must continuously monitor how the students are doing and see what works best and what we should cut out of the lesson plan. Chapter 10 gives many great examples to assess different multiple intelligences that we can all reference back to.

Leighlan
Teaching with multiple intelligences in mind does nothing if one does not also test with multiple intelligences in mind. If you only teach someone through reading and writing about changing a light bulb (and light bulbs are new to them) without even a diagram, they will not be able to change it with confidence. Authentic assessment takes both of these into account. Given the lesson it is possible to perform very well on the assessment with no knowledge about the subject except what was just taught. The assessment must also test if the student can use the information in real life. Writing an essay about changing light bulbs is pointless, because one does not need to be able to write essays about light bulbs in order to deal with them efficiently in life and being able to write about light bulbs is pointless if one can’t change one. Tests need to be just as real as people. It is important for me as a student to know this so that I have the language to talk to a teacher about tests and assessments I think are useless.

**Mike**
This chapter deals with a hot subject which happens to be tests. Although I feel testing is a helpful way to measure a student's learning I believe as teacher's we also need to recognize that some student's do not test well in general. Kids deal with test anxiety which may alter their state of mind. If that is the case then how do you measure a student's learning if they have not done well on a test. Reflecting back on how the student has done well in class discussion, homework, projects, etc. can be a good indicator on if a student learned the material or not. Another thing as a student to help a student overcome test anxiety is to tell the student themselves to reflect back on what we have been doing throughout the unit and to just apply what they have been learning towards that exam. All of this relates back to the different learning styles that teachers deal with everyday, and as a future educator I will need to learn how to access each one of my student's instead of focusing on one test grade in particular.

Jen
Chapter ten of //Multiple Intelligences// discusses how we can use what we learned about the various intelligences and take it to the next step and connect it to assessment. This technique allows teachers to provide a way for each student to illustrate to the best of their ability the content in the unit they are learning. This seems to be like it could be difficult at first to assess a different type of product for each student and having various rubrics but in fact it may make things better because the teacher could generate one generic rubric that fits the needs of the various products and the shows the students the expectations. This will also allow students to be more interested in the assignment (or at least that's the goal) so that they can participate rather than feel as if their not included. I really feel like this type of teaching style is really connecting to the 21st century teaching/learning style where the needs of the individual are meant rather than addressing the class and hoping others "catch on." This seems like it could be a beneficial aspect for the educational system.

Kim
===This chapter focused on how the MI theory relates to assessment in the classroom. Armstrong posed the idea that there should be a variety of assessments given, one option for each intelligence, so that students can complete the assessment in the intelligence they are strongest in. This idea of having multiple assessments creates options for students, which can connect to tiering the instruction. I particularly like that Armstrong believes “assessment experiences and instructional experiences should begin to appear virtually indistinguishable,” (148), which I think a lot of teachers would have a problem with. They want to teach their lessons and then they want to administer the test, but then they are only catering to one or two intelligences. When they are indistinguishable, it means that both are learning experiences for the students. I will definitely try to create assessment options that fit each of the multiple intelligences so that each student can do their personal best. 

Jasmyn
In this chapter Armstrong says that you must observe before doing any sort of authentic assessment. I think that this is a very important point. When you develop the final assignment you must have observed the students and their comprehensions and readiness for assessment. But we should consider how the students strongest intelligence and the find way to connect it and use it in the authentic assessment. Tests need to be appropriate and relevant to the test taker, as a new teacher, I will do my best to create assessment that are just that to optimize the learning of my students

Kaitlyn Bartlett
In chapter 10 of Multiple Intelligences, it gave the reader many different types of ideas to assess different types of learners. One of the most helpful examples to me in this chapter was restating a question in 8 different ways. It allowed me to see a clear example of what the different type of learners might need to be successful on a question. In doing this type of practice it will give all learners an equal opportunity to learn and succeed. Even though the question was about Huck Finn, I will be able to use the formats of the questions to not only assess my students but to make teaching and giving examples interesting to them. It gave me many ideas of what I can use for word problems to connect with the students on more levels than standardized tests do.