3. Step Three Paragraph
Step three:
I agree with the site’s conclusion pretty well. I love English, Art, and theatre because it
has much to do with working with other people, speaking with a “voice”, knowing
language, and putting a picture to things. For example, when doing group projects—
which I’ve come to appreciate—I can easily determine who should do what task
based on skills and what we should all work on together. Also, I am terrible at math—I
am always the type of person to say, “Well it could be this and it could be that”. I’m
not much for the numbers. I am very outgoing and love to speak my mind—which is
why I am people and personal smart. Art also comes into play with nature and
pictures—because I love to paint landscapes; and with painting you pay deep
attention to the picture and spacing, etc. lastly, with theatre, we sing allot and need
to be in tune with our bodies (figuratively and literally speaking). We have to be able
to have dynamic emotions (inner feelings being separated from that of outer for
example) and we have to be able to learn choreography fast and with precision--I
suppose I am very much an artistic type; but this helps me to break out of my shell
when meeting people and when facing new obstacles.
4.
5.
6.
7. Step four: The theory of multiple intelligences differentiates intelligence into various specific modulates, rather than seeing it as
dominated by a single general ability. This has been a primary role in the way we learn in this classroom. For example, we take
multiple choice and free response exams, which service to test different types of skills and abilities—many people can remember
plain facts, but some are more skilled at writing about things and putting it into a story. Also, we do group work; which allows all of
the members to dedicate their skills for the project—visual art, information, design, etc. also, we have online class—Tuesdays—to
bring to light people’s personable skills. Lastly, there are projects of many sorts—brain Plato, journals, online websites, etc. there
are many aspects that pertain to all types of students—math, sensory, group, lone ranger, tests, FRQ’s, and more. Three of my
favorite topics have been sleep, memory, and learning. I personally think the activities you provided were amazing—I especially
enjoyed the dream journal and the Bobo discussion. But, I suppose to add, a nice thing to do would to have us be the
experimenters, and observe or create our own experiments for sections like learning. For three unique activities, it would be cool
to have an experiment on our knowledge of words—how there are so many meanings with the way they sound, are spelled, or
even the way they are arranged in a sentence. We could also relate these specific words that have many meanings, spellings, and
soundings in comparison to the words in different languages. Also, we could have an activity relating to our brain and body—
determining how in-sync we are with it—locking your fingers in a cross, bringing them towards you, looking at the fingers and
trying to move the one you see; its allot harder than it seems. Lastly, we could have an activity where we are involved with
people—honing in on our people skills. We could be on some sort of board, creating experiments for specific sections of the book
and relating them to the section. Furthermore, a journal log could be due for the activities (group activities). Specifically speaking
about the activities, for the sleep module I could use my skills relating to people to make a group to create an experiment on
sleep, the effects, and how dreaming has a role in our everyday lives. For the memory unit, we could use my skills with words to
create a short story using as many words, correlating to their meanings and connotations. Lastly, for the learning unit, I could use
my skill of knowing my body well; having an activity for how quickly and how well I can learn new body related movements
pertaining to a monologue.
