Intelligence assesment
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The document discusses the results of an intelligence test the author took which indicated their highest intelligence was musical, followed by linguistic, and then logical intelligence. It then proposes classroom activities to explore each type of intelligence further. For musical intelligence, the author proposes having students measure the pitch and volume of different instruments. For linguistic intelligence, they suggest having students write a 5+ page essay on the details of a drug. For logical intelligence, they propose having students keep a dream journal to track how many dreams they remember each night over a month.
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The teacher will be teaching multiplication of 6s to a third grade class consisting of 10 boys and 7 girls, with 80% white students and 20% African American students. The objective is for students to be able to recite the 6s multiplication table with 100% accuracy by the end of the day. To achieve this, the teacher will use a song, digital images, and games to engage different learning styles. Students will work in stations, including going over the song and images, playing games online, and recording themselves saying the times table on a podcast. Their participation and accuracy reciting the times table on the podcast will be used to evaluate their learning.
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The teacher will be teaching a third grade class of 10 boys and 7 girls, who are mostly white, multiplication of 6s. The objective is for students to be able to recite the 6s multiplication table with 100% accuracy by the end of the day. To help students learn, the teacher will use a song, games where students draw equations from a hat, and online math games. Students will work in stations, with one group reviewing the song, one on computers, and one recording the multiplication table to take home. The teacher will evaluate students by having them recite the table and through participation in class activities and games.
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The teacher will review multiplication tables with a third grade class of 10 boys and 7 girls, who are mostly white with some African American students. The objectives are for students to recite their 3s, 4s, 5s and 6s tables with 100% accuracy. A variety of methods will be used, including songs, a review PowerPoint, quizzing each other, and storytelling. Students will participate in games and activities to reinforce the material. Their understanding will be evaluated through reciting multiplication equations, scores on the PowerPoint review, and their Twitter posts reflecting on what they learned.
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The teacher will be teaching a third grade class of 10 boys and 7 girls, who are mostly white, multiplication of 6s. The objective is for students to be able to recite the 6s multiplication table with 100% accuracy by the end of the day. To help students learn, the teacher will use a song, games where students draw equations from a hat, and online math games. Students will work in stations, with one group reviewing the song, one on computers, and one recording the multiplication table to take home. The teacher will evaluate students by having them recite the table and through participation in class activities and games.
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The document discusses an assessment of the author's multiple intelligences. It finds the author scored highest in intrapersonal intelligence, agreeing with their high level of self-awareness. They also scored high in visual/spatial intelligence, enjoying art like their artist grandfather. Additionally, the author scored high in musical intelligence and plays guitar daily. The document then outlines potential lesson plans applying different intelligences to topics in psychology, including using intrapersonal skills for a nature-based sensation activity, visual intelligence for interpreting art in a neuroscience and behavior activity, and musical intelligence for a states of consciousness activity involving composing songs about sleep cycles and disorders.
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This document discusses Howard Gardner's theory of multiple intelligences. It outlines eight different types of intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. An activity sheet asks the reader to rank these eight intelligences from most developed to least developed for themselves and provide an example for each ranking. The reader ranks intrapersonal intelligence as their most developed, followed by interpersonal and bodily-kinesthetic. They find logical-mathematical intelligence the least developed. Overall, the activity helps the reader gain insight into their strengths and weaknesses.
Multiple intelligences2011 12
The theory of multiple intelligences proposes that there are eight different types of intelligence rather than just a single general intelligence. It was developed by Dr. Howard Gardner in 1983 and suggests that intelligence is multifaceted and cannot be defined by IQ tests alone. The eight intelligences are: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The theory argues that schools focus too heavily on linguistic and logical-mathematical intelligence and not enough on students' other strengths.
Differentiation
1. A visual product such as storyboards for an anti-smoking TV ad using minimal words.
2. A kinesthetic product such as a pantomime depicting the internal struggle of whether to smoke and making a decision with a rationale.
3. A written product such as a comic book parody using smoking superheroes/heroines to illustrate the risks of tobacco use. The options differentiate the assignment by having students demonstrate their learning through their preferred modality of visual, kinesthetic, or written expression.
Multiple intelligence
This document discusses Howard Gardner's theory of multiple intelligences. It proposes that people have intelligence in at least eight different areas, including linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligences. The document provides definitions and examples of activities for each type of intelligence. It also discusses how a teacher's own dominant intelligences can impact their teaching style and how they should aim to address all types of student intelligence.
Revision 1 audience
This document outlines a lesson plan on revising ideas about audience for a media exam. It includes learning objectives, success criteria, and a series of tasks to help students understand key concepts like demographics, psychographics, and how to analyze a film's audience. It provides examples analyzing the audiences of the film "Us" and discusses how large media conglomerates differ from independent producers in meeting audience wants and needs. Students are prompted to reflect on how the lesson fits with their other learning.
My Portfolio
This document is a grade 8 student's portfolio containing reflections, assignments, and examples from various subjects including language arts, math, social studies, science, music, phys-ed, French, and practical arts. It includes reflections on classroom performance, personal goals, assignments such as book reports, projects, and tests from each subject area. The portfolio is intended to showcase the student's work and progress over the academic year.
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Intelligence assesment
- 2. Musical, Linguistic, & Logical • According to this test I am music smart first, word smart second, and third is number smart (musical, linguistic, and logical. I won’t refute with that, but if anything I do believe that I am much better with numbers than I am with words.
- 3. Paragraph Review • I enjoyed my results from my intelligence graph. Music is a major part of my life, and although I plan on going into the medical field in the future I still hope to maintain music as a main part of my life. I’ve always done well in language classes even if they weren’t my favorite. However I also do love math, and was glad to see that part of my working with numbers was also resulted in my top three.
- 4. Musical Intelligence • For my musical intelligence activity I will be revisiting Module 14 where we learned about Hearing. With all of the different vocabulary we learned about the inner ear that involves the brain and how hearing actually works I would apply a musical activity that involves pitch and decibels. With me being the typical band nerd that I am, I would include an activity that involved measuring the decibels and pitch of at least 5 different musical instruments( assuming that all kids in my classroom could access 5 different musicians ).
- 5. Linguistic Intelligence • One of my favorite modules, was Module 20. Again being the nerd that I am, (and some awful teacher I would be), I would ask students to write an essay for Module 20. I would ask students to pick one drug, and to create a minimum of a 5 page essay of illicit detail of that specific drug, its side effects, it’s chemical makeup, and many other components that students could include to make the best 5 page essay that they could make on drugs.
- 6. Logical Intelligence • Another module that I have enjoyed was module 18. Module 18 involved dreams, sleepwalking and other sleeping rhythms. Over a month’s period of time I would ask student to record the number of dreams they remembered at the end of the month. Then after they remembered the number, for them to make a journal of the ones that they can remember from the past month and tallying up how many they actually remembered. (Since we all dream every night, it would interesting to me to see the different ratios of different students and how they remember their dreams. Or for some students they might not even recollect any).
- 7. Works Cited • (2008). In Trash Photos. Retrieved March 28, 2012, from www.trashphotos.com • (2009). In Drugs are Bad. Retrieved March 28, 2012, from www.neurobonkers.com • (2010). In MindBowl. Retrieved March 28, 2012, from www.mindbowl.blogspot.com