Third Observation-Reflective Questions

1. Reflective Questions
 If you had to designan activity to introduce the topic you
dealt with in this lessonand you using a TPR approach;
which activity would that be?
I think that it´s important to mention that as we have worked
with many designed TPR activities in the previous classes
such us games, songs and the use of many flashcards; we
decided for that day to work and focus with the activities
from the children´s textbook. However we could use an
activity like “Stroll around the Classroom”, we need several
objects (in this caseschoolobjects). First, we pantomime a
series of actions while we say the phrases. Then we say the
phrases and ask the student to pantomime the actions. We can
try this with several students and use different objects.
Finally, they should do it on their own and walk around the
classroominteracting with objects. We should try something
like this:
You open your bag.
You look inside.
You take out a pencil case.
You open it.
You open it.
You close it.
You put it in the bag.
You look at your book.
You open it.
You close it.
You touch your ear.
You find your pencil!

2.  Suppose you are askedto design and a warm – up activity
focusing on the different types of intelligences and again
dealing with the topic of your lesson:which activity with
you designand why. Justify your response with proper
theoreticalbackground.
We as trainees need a classroom activities for multiple
intelligences, there are some students who don't learn
traditionally, children learn differently, so we should engage
them in activities that teach to each of them different types of
intelligences so as to be able to help all our students to be
successful. Every child has at least one intelligence that is the
strongest, and teaching to those strengths can help students to
be more successful. We can notice which type of intelligence
a child has by testing and then design classroom activities for
multiple intelligences that play to each child's strength.
For this topic, as we did before, we chosea Short Story
called “The Magic Bag pack” where the teacher organised the
classroominto a circle, both teacher and children were sitting
on the floor, so both could listen and read the story and at the
same time the pedagogical partner took off the schoolobjects
from one big back pack. Students without having a high level,
we put into practice the High verbal/Linguistic intelligence,
where students are often well-spoken or write well, so after
we have read and debated the story (we asked some questions
and they answered with word in isolations but understanding
the story),we started with some written activities, one of them
using “there is/there are”, they had to remember also the
objects they have observed and then write sentences like
“there is one blue pencil”. Also we can mention the use of
Spatial Intelligence becausestudents think in pictures or in
this caseobjects, they do well with art activities and spatial
puzzles and there were another activity where they had to
paint the schoolobjects following some instructions. We
prepare another activity with big and colourful logical puzzles
related to schoolobjects and they worked in small groups,

3. using here not only Math/logicalintelligence, children are
logical thinkers who enjoy solving puzzles but also
Interpersonal Intelligences, children work well
cooperatively and thrive on building friendships and
relationships, the idea was to organise them in groups that
they never have worked before, they were an amazing teams
building exercises.
I think that during our classes we put into practice most
of the Intelligences, like using videos with songs, to develop
children’s´ musical intelligence, they learn well through
rhythm, they often enjoy musical activities and some of them
dancing too. We don´t want to label learners to a specific
intelligence, the idea is to empower learners and don´t restrict
them to one modality of learning.