Chapter 5 of Multiple Intelligences, MI Theory and
Curriculum Development, encourages teachers to expand their repertoire of
techniques and teaching strategies, and in doing use the MI philosophy to guide
curriculum. A true MI teacher uses many modes to communicate their knowledge of
the content, possibly utilizing pictures, music, group activities, writing,
nature walks, and self reflection all within one lesson. As showcased, the key to
MI theory success is to constantly shift your focus and teaching strategy, allowing
for rich thought based instruction all around. Chapter 6 of MI, MI Theory and Teaching Strategies does
well to express this point and outlines numerous teaching strategies that are
at ones disposal. It should be noted that teachers need to be daring and
creative with their approach and allow for time to reflect upon what methods
they have the most success with and which ones they do not. Likewise, a key to
incorporating MI theory successfully in your classroom is planning.
Establishing a curriculum and lesson plans that clearly outlines the
incorporation of each intelligence is crucial to assuring that all students
needs are met, and allows for successful implementation of the creative ideas
you have invested time to produce.
Chapter 6 of Understanding by Design, Responsive Teaching
with UbD in Academically Diverse Classrooms, deals with the transition from
curriculum to instruction. The authors,
Carol Ann Tomlinson and Jay McTighe do well in their use of metaphor, comparing
a differentiated instructor to that of a jazz musician. Much like with music, many
of the skills needed to master the art of teaching come only through
submersion. Through that experience alone can our senses mature allowing us to
become completely perceptive to the cues of the classroom. There is however
some opportunity for preparation as Chapter 6 does well to point out. Tomlinson
and McTighe suggest that responsive teachers “think about categories of student
need and instructional strategies for addressing them,” in doing this it makes
planning in response to learner need more manageable. In essences I know I will
have students in my class that will require reading assistance, rather than
waiting for the moment when a student is struggling to fabricate a solution I
will pre-prepare tools and assignments for such a scenario, thus allowing me to
quickly differentiate instruction.
In Chapter 7, Teaching for Understanding in Academically
Diverse Classrooms, you are introduced to the WHERETO framework. It is
through this approach in the planning of your curriculum that teachers
establish lessons that center around the understanding of outlined essential
questions. Having recently started to use the framework myself I admit that
there is much strength in its organizational ability while still allowing for
the use of ones creative license. Often while reading I become overwhelmed with
the task the chapter is assigned to analyze, there always seem to be insurmountable
barriers and answerless questions. Having the WHERETO model appear at the end
of this chapter gave me a sense of relief, I know the success to be had with
its implementation and have confidence in myself to effectively utilize it in
my classroom.
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