Chapter Seven: text review 

After reading chapter seven, I feel I have a better understanding of the different teaching methodologies. The different teaching methodologies include lecture, small group instruction, Roleplay and simulation, and individualized instruction. I now understand the difference between these methodologies. I understand that lecture is primarily teacher-focused. Where the teacher is teaching the kids what he or she believes they should learn. Through lecture, students learn through the teacher talking or PowerPoint and more. During the lecture, they are not in charge of their own learning. It is the teacher's job to teach them what they need to know. With small group instruction, the students are in charge of their own learning. Simulations are also very teacher-focused, with simulations is where the learner is put into a specific role. When Mount Saint Mary did the poverty simulation. I was given the role of a teenager who could not go to school much because she had to take care of her siblings. This helped me realize how bad poverty could be. By using simulations in a classroom, teachers can get difficult topics across in a new way. The same could also be said for role play. Individualized instruction is very focused on the teacher helping one student and one student alone. 

I also learned more about collaborative learning and why it is important. The textbook explains that the most important thing is encouraging any accomplishment the student makes during this lesson. The textbook explains strategies a teacher can use to make sure the lesson goes well. The strategies as stated in the text are:

1. The affective needs of students must be met. According to Dr. William Glasser, these needs are: acceptance and belonging, power, freedom, and fun.2
2. Students need to have opportunities to get to know one another and become part of a democratic classroom community.
3. Competition in the classroom needs to be reduced or eliminated. According to Alfie Kohn, in the Cooperative Learning Magazine, "students should not be encouraged to view their peers as obstacles to their own success."
4. Group grading of cooperative activities should not be used.
5. Students and parents need to understand the benefits of having students work together.
6. Communication and social skills that are needed for successful collaboration and cooperation need to be identified and taught to students.
7. A variety of collaborative and cooperative structures should be used.
8. Collaborative and cooperative learning should not be overused – other teaching strategies also need to be used to meet the learning needs of all students.

The textbook also explains the different times that teachers can use collaboration in the classroom. Students can go over the previous day's assignments together. They can work together during the periods of the lesson where the teacher is not doing a lecture, and they can also review what they have learned at the end of the day to help each other study. The textbook then goes onto explain collaborative activities which happen successfully. 

The textbook also explains the different kinds of intelligence a student may have. These bits of intelligence, as stated in the text, are:

• Linguistic (word intelligence) 
• Logical-mathematical (math intelligence) 
• Spatial intelligence (picture intelligence) 
• Musical/rhythmic intelligence (music intelligence) 
• Bodily-kinesthetic intelligence (body intelligence) 
• Interpersonal intelligence (people intelligence) 
• Intrapersonal intelligence (self intelligence) 
• Naturalist intelligence (nature intelligence)

There are also different ways that a teacher can use these different kinds of intelligence in her classroom. The text states," In addition to using different multiple intelligences as strategies for instruction, practice and assessment activities can also utilize different intelligence areas. The teacher may design activities for all students to complete or provide choices for students as to how the students would like to demonstrate their learning. Integrating two or more intelligence areas can also help students be more successful with learning important concepts and skills." When dealing with different kinds of intelligence, a teacher can use a lesson involving cartoon characters like bugs bunny or mickey mouse.