In this chapter on preparing an instructional plan, there were two concepts in the text that were especially enlightening. First, the chapter reiterated the need for teachers of any content area to see themselves as first and foremost "a teacher of literacy and of thinking, social, and learning skills"(p. 227, Kellough, 2008). With that in mind, it only makes sense that teachers should use indirect instruction or the access mode of delivery as frequently as is practical.
Secondly, the section on learning modalities helped me understand that some of my most at-risk students may be to mismatch between their modality preference and that which is chosen by their instructor. By attending to their need for integrated tactile, kinaesthetic, and visual input, their chances for engagement and learning increase. I will keep that in mind when completing the Chapter 6 reading assignment.
Finally, I appreciated the different overt behavior descriptors that indicate use of the different intelligences in the chapter 6 Panopto. These will come in handy as I design my unit, too.
Kris: Melissa, I think you made a very good point here. Not only can we make slight adjustments for at-risk student, but for all students. Each student in a classroom is different. A teacher needs to be able to adjust to these differences. I talked last chapter about students being in different places on Bloom's Taxonomy, but they are all in different places in terms of multiple intelligence. It is important to incorporate activities that fit all types of intelligence, so all students can learn in fun and interesting ways. We need to try to catch all students attention as much as possible. Not every subject is fun, but if we can come up with many different ways of presenting information hopefully students will be interested.
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