Chapter 6 and 7 UbD, 5 and 6 MI

Chapter 6 in UbD discusses how a teacher should have reactive lesson plans. The chapter explains that secondary education teachers could expect around or over 160 different students a year (multiple classes) which means meeting the individual needs of each student would be daunting. To ease the stress that might come from facing the challenge, the chapter suggests looking for patterns in the classroom. An example could be multiple students each year who have trouble reading. Having a back-up lesson plan that helps those students could be used each year and would solve multiple student problems in one go. I like the analogy the chapter uses to discuss unintended solutions from one problem solving. The book hints that if I come up with a plan to help students who have difficulty reading, the same strategy might also help students with difficulty hearing or students whose first language is not English.
Chapter 7 in UbD discusses how to engage students in learning and lead them into class discussions or deeper thought. As a teacher I should ask questions that would point them in the direction or goal of the information I am providing them with. This can be both helpful to students who need direction or prompting to answer questions and cover material quicker in the classroom while providing in depth thought. The chapter also discusses WHERETO framework which will be helpful in future classrooms. The main principle of the WHERETO framework is to encourage teachers to think like a learner.
Chapter 5 in MI discusses once again the importance of escaping the linguistic and logical only classroom structure and branching out into the different intelligences. The chapter details a seven step process that will create lesson plans for each type of intelligence. There are no set rules to how to create an MI lesson plan other than to provide a meaningful and structured lecture or activity. Overall I felt the chapter did not differentiate much from previous chapter readings. However, it gave a huge number of activity examples or suggestions to use with each intelligence.
Chapter 6 in MI expands on the previous chapter and develops teaching strategies for each of the intelligences. Instead of using generic ideas for linguistic, the author chooses different ideas like storytelling or brainstorming that are often neglected in the classroom. I believe the author is trying to push teachers into exploring new ideas and strategies in the classroom. As a teacher we should not be bound by the wall of No Child Left Behind and focus only on standards and tests. At the same time we do not need to come up with super complex and overt strategies for the class. A classroom theater activity might be a little elaborate for daily use but picture metaphors could be a simple activity used in the class to help the spatial intelligence students out. And worst case scenario is the activity is not used again if it does not benefit the students.