MI+B2+Chapter+10


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Tiarra
Chapter 10 reinforces the idea that differentiation among assessments is the best way to accurately judge achievement among students of a variety of intelligences. Armstrong suggests that if “any instructional objective can be taught in at least eight different ways, so too does it imply that any subject can be assessed in at least eight different ways” (93). Standardized tests too narrowly judge what students have learned by forcing them to conform to a single format. However, students can learn the same material in multiple contexts. In order to most accurately assess genuine learning in students, teachers must learn to assess in context. As a teacher I plan to use differentiated assessment in a variety of contexts over a period of time in order to give my students every chance possible to show me what they have learned.

Danny K.
Chapter ten covered the multiple intelligences theory and assessment. The chapter describes how assessments using the MI theory covers a wide range of instruments, measures, and methods. The chapter covered many things that we have already read about or talked about during our classes this semester. This chapter addresses the eight ways students can show their knowledge (linguistic, logical/mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist). I thought the chart “10.2” on page 138 could be very useful to teachers and would be something that I would refer back to when I am trying to find ways that students can show me their knowledge on topics in the different types of intelligences. MI portfolios would be something else that I would look to incorporate in my teaching.

Will L.
In this chapter, it discusses the concept of assessment in accordance to the MI theory. In order to assess student in relation to the eight intelligences, a teacher must take into account certain intelligences that certain students exhibit. Standardized testing goes against this idea. The forms of assessment that the chapter suggests are informal assessments, anecdotal records, and student interviews. This assures that these students can be assessed in a variety of ways and still be assessed equally. As a future educator, I believe in the equal assessment of all students, even if each student is different (which can be assumed at this point).

Dan B.
Chapter 10 talked about you can assess the multiple intelligences. The chapter said that while some teachers may teach their material with the Multiple Intelligence theory in mind (they use a variety of methods to get their points across), they do not assess their students in a variety of ways; more often than not teacher will do an old fashioned paper and pencil test. I think that if teachers are going to teach in a way that engages all of the multiple intelligences then you should assess in a way that allows students to best show that they learned the material. As a teacher I will give a variety of options for students for tests because I want to maximize their ability to do well, and allowing them to do a number of projects that let them pick their best multiple intelligence is the way to maximize their performance to do well and to really learn the material.

Justin C.
Chapter 10 talks about how we can assess our students in a way that will allow for all students to show that they have mastered material. We want to be able to include all of the intelligences in the way that will authentically assess students. Throughout this chapter, there are several chart and diagrams of different ways in which we can incorporate all of the different intelligences. Coming from a mathematical / logical perspective, a way that I could reach out to those who are spatial or visual learners, I could have them write down an equation and graph it so that they can have a visual representation of an empirical formula. For bodily-kinesthetic learners, I could have them build a project based on a formula that has been introduced so that it could be applied to a real-life setting. Being able to connect content to the real world is also an important part in learning how to teach. Having students understand just how slope or linear equations apply to their everyday lives will give them that connection to keep their attention.

Grace K.
Chapter 10 in __Multiple Intelligences in the Classroom__ reinforced much of the reading we’ve done in the UbD/DI and FIAE books. Author Thomas Armstrong explained the necessity of also including our assessment strategies in our plans as we work to differentiate our classrooms. He advocates turning away from the currently accepted model of very standardized testing and instead utilizing assessments that mesh with the multiple intelligences. Armstrong, as well as the authors of UbD/DI and FIAE recommends maintaining some sort of record system related to our students and their individual strengths and weaknesses, to better equip us for differentiating material. I felt like this chapter also greatly enforced parts of the other books which stressed the fact that content and instruction methods are equally important in determining student success. This chapter reminded me of how vital it is for a teacher to be adaptive and continually keep the multiple intelligences in mind when planning instruction and assessment.

Jen R.
Chapter ten highlighted the different teaching strategies to utilize when assessing students work. The content of chapter ten mainly focused on how teachers can assess students while using the ideas surrounding MI. This chapter impacted me to build my classroom and lessons around options. The assessment of students has to correlate with how they have learned the material in order for them to perform well, explaining why standardized testing is less than effective. As a teacher, it is important that I avoid basing my assessment evaluation around test and exams because this eliminates many MI and learning styles within a classroom. I want to center my assessing strategies on the strengths of the students MI, therefore ensuring that they can perform to the best of their ability on the assessment.

Grady B.
In reading this chapter about assessing while being cognizant of MI theory, I was struck by the sheer volume of possibilities provided in the book for meeting the needs of all eight intelligences while assessing. I am inclined to agree with the statement on page 130, that it is hypocritical to preach a curriculum that aimed to meet the needs of all intelligences, but then tested in only linguistic or logical methods. However, from my own experiences, I would say that this is largely the case going up through the grades in school. It is perhaps because of the fact that so much of this theory is still emerging, that education finds itself in a sort of flux between old and new. Regardless, I really like the idea of instead of relying solely on paper and pencil tests, using more contextualized methods to assess the understanding of a student. The issues that this chapter raises with multiple-choice testing is echoed in chapter 6 of //FIAE//, that often too much is left to the arbitrary decision of the test maker to what is right and what is wrong. I can certainly see myself staying away from that method in testing my own classroom, instead relying on more substantive methods.

Chris D.
Chapter 10 of Multiple Intelligences talks about the different ways of giving assessments to students. Armstrong says that it seems rather hypocritical to teach to the eight different intelligences, yet focus on only one or two during assessments. I agree with this idea, though in retrospect I think that final exams are the exception to this idea. In math I can’t really see any other way of finding out what my students learned over the course of an entire year without giving them a paper test over the important aspects of the class. However, instead of every major assessment be a test, I agree that a teacher should expand and use other forms of assessment that target different intelligences in order to test the student’s knowledge. This allows for students to be creative with the assignment and they’re the ones deciding which intelligence area they want to complete it in.

Tyler S
No specific idea or fact struck me as all too important in this chapter, it is all stuff I’ve read a few times, or similar ideas. What really stuck out to me in this chapter was the overall effort a teacher needs to go through in order to ensure that students are given a fair shot at learning. It is really time consuming to come up with all these different methods of teaching to everyone, to assess them well, and all this other stuff. It’s not a job you take for some money or for long vacations; you have to be truly dedicated. The problem is, when I look at my teachers, I can tell some were really fantastic, some probably tried but didn’t succeed as well as they had hoped, but the majority of my teachers just came across as the traditional teacher. When I say that, I picture the teacher at the beginning of //Ferris Bueller’s Day Off,// just that dry, stale type of teacher.

Kaitlin T.
So far while reading Multiple Intelligences in the Classroom we have been introduced to the concept of teaching to all eight of the multiple intelligences, but in chapter ten we discover how to assess those same intelligences. The theory is very straight forward: no two students learn the same, so why should those two students be expected to test the same? There are many ways in which an educator can assess his or her students’ learning. Some examples are: observing, work samples, journals, interviews, etc. As a teacher, I need my students to understand the material, not merely “cram” the night before my tests only to forget the material once the test is completed. By assessing my students in multiple different ways, I hope to avoid having them “regurgitate” information back to me. After all, anyone can memorize.

Jonathan B.
This chapter brings me to think about the fundamentals of education. What is the purpose of education? To inform and prepare our youth as necessary for productive membership of society. How do our current assessment techniques meet the task of evaluating students in this manner? School has become too detached from the society that it prepares students for. Assessment needs to be more personalized, more “real-world.” Chapter 10 provides good examples of “authentic assessment” that I would like to use in my classroom. While I may be at the mercy of higher administration when it comes to standardized tests, I can take some liberties in building my in-class assessments. Including assessments that cater to the multiple intelligences is surely something I will do as a teacher.