Dr. Lori Desautels 317-207-0336 brain@revelationsineducation.com

Student/Teacher Project/ Multiple Intelligence Spanish Class

Ashley Elliott

SPED 535

Dr. Lori Desautels

August 11, 2013

 

ABSTRACT

Throughout SPED 535, I have been fascinated by the development of the teenage brain. Discovering the contrasting juxtaposed rate of development of the amygdala and frontal lobe opened new pathways of understanding for me into the “whys” behind the erratic, emotional behaviors of my student. Along with this knowledge of brain development in the teenage years, the incredible diversity of the human mind has caused me to rethink the way I teach and relate to my students. With a desire to help my students understand their own minds better, I co-taught a course during school orientation about teenage brain development, incorporating much of the information I learned in class with my own further research (materials attached). I watched young minds light up as I shared with them about the power they have to strengthen their own minds and explained to them those “whys” behind their emotions and actions. After orientation, I took the application of course material to the next level by giving the students in my Spanish 3 classes a Multiple Intelligences survey (survey/score guide attached). Below I have detailed the implementation of this survey and my plans to use it to inform my daily instruction for the rest of the school year. I am thrilled for the opportunity to teach these students as the individuals they are!

 

PREPARATION

To make sure I was fully equipped to explain Multiple Intelligences to my students, I researched the psychology behind them before class. I took several assessments to determine which would be the most accurate for my students and familiarized myself with all seven major intelligence types. I also took the final assessment myself to better understand my own unique learning style and how it contributes to my natural teaching tendencies.

I took the most thorough of the assessments I found, knowing I teach mostly older kids who could handle a longer survey, and tweaked it to meet my classroom needs (see Appendix A). I printed off a copy for each student and prepared the score sheet for class (see Appendix B).

 

IMPLEMENTATION

On my first day of class, I introduced the Multiple Intelligences quiz by asking students to think about times they had really felt engaged in learning. We went around the room and described those experiences and what types of activities they were doing at the time. After a wide variety of responses, I shared with students that I am also taking classes and had been learning about how diverse the human brain is. I explained the basics of Multiple Intelligences (without naming any categories) and talked about how each of us feels “engaged” in really different ways because our minds are so diverse and are wired to learn in very different ways. Then I handed out the assessments and had students fill in a 1-4 response for each statement, with 1 being “Not at all me” to 4 being “Totally me.”

That night, I went home and plugged each student’s responses into the score sheet and wrote down his/her top three intelligences on an index card with his/her name. I was very surprised to find that, across all of my classes, there was almost no overlap in the top three scores (see Appendix C)! This solidified for me the need to learn how to teach to these diverse minds, and I eagerly prepared the next day’s lesson to share the results and their implications with my students.

 

STUDENT RESPONSE

The next day, I placed the index cards on desks around the room, grouping students with the same primary intelligence type together. Once the students arrived, I shared with them the diversity of the responses and my own reflection about my need to become a stronger teacher by learning how to reach each of them in their individual strengths. I explained that I would be working hard to differentiate learning and activities for each learning type, but I would need their help in figuring out how to make it work. After explaining the strengths and preferences of each learning type, I asked students to divide into groups (or work alone, for those without a match) and list at least five ideas for activities we could do in class to support their unique learning style.

My students were so excited to be seen as individuals and to discover their own strengths! They got to work quickly and began to create lists of activities that matched their personal intelligence strengths (see Appendix D). I am now hanging these posters, along with lists of which students are which intelligence type.

 

FOLLOW-THROUGH

Now that I have gathered data about each student’s intelligence type and have gotten feedback from them about their ideas for implementation, I am working on ensuring that each project or activity I assign for the class contains options for multiple types of learners. Although I may not be able to hit all seven every day, I will be working to ensure that I provide opportunities for each learning type regularly, on a rotational basis. I had previously only thought about differentiation as providing different learning avenues for high and low learners. Now, after having been through SPED 535 and having implemented this plan in my classroom, I see that differentiation must happen in my classroom even with learners on the same cognitive level. I must work hard to ensure that each child in my classroom is receiving exactly the type of instruction they need at all times, regardless of academic or behavioral performance. My students and I are both thrilled to make this work!

 


 

APPENDIX A

Name:    ________________________________________   Teacher:                ________________________________________

Class:     ________________________________________   Date:      ________________________________________

 

 

Multiple Intelligences Profile

Answer the following questions with one of the following scores: 1: No way, Jose; 2: Eh, kinda; 3: Usually true; 4: That’s totally me!

  1. I like to learn more about myself.
  2. I can play a musical instrument.
  3. I find it easiest to solve problems when I am doing something physical.
  4. I often have a song or piece of music in my head.
  5. I find budgeting and managing my money easy.
  6. I find it easy to make up stories.
  7. I have always been very coordinated.
  8. When talking to someone, I tend to listen to the words they use not just what they mean.
  9. I enjoy cross words, word searches or other word puzzles.
  10. I don’t like ambiguity; I like things to be clear.
  11. I enjoy logic puzzles such as ‘Sudoku’.
  12. I like to meditate.
  13. Music is very important to me.
  14. I am a convincing liar.
  15. I play a sport or dance.
  16. I am very interested in psychometrics (personality testing) and IQ tests.
  17. People behaving irrationally annoy me.
  18. I find that the music that appeals to me is often based on how I feel emotionally.
  19. I am a very social person and like being with other people.
  20. I like to be systematic and thorough.
  21. I find graphs and charts easy to understand.
  22. I can throw things well – darts, skimming pebbles, Frisbees, etc.
  23. I find it easy to remember quotes or phrases.
  24. I can always recognize places that I have been before, even when I was very young.
  25. I enjoy a wide variety of musical styles.
  26. When I am concentrating I tend to doodle.
  27. I could manipulate people if I choose to.
  28. I can predict my feelings and behaviors in certain situations fairly accurately.
  29. I find mental arithmetic easy.
  30. I can identify most sounds without seeing what causes them.
  31. At school one of my favorite subjects is / was English.
  32. I like to think through a problem carefully, considering all the consequences.
  33. I enjoy debates and discussions.
  34. I love adrenaline sports and scary rides.
  35. I enjoy individual sports best.
  36. I care about how those around me feel.
  37. My house is full of pictures and photographs.
  38. I enjoy and am good at making things – I’m good with my hands.
  39. I like having music on in the background.
  40. I find it easy to remember telephone numbers.
  41. I set myself goals and plans for the future.
  42. I am a very tactile person.
  43. I can tell easily whether someone likes me or dislikes me.
  44. I can easily imagine how an object would look from another perspective.
  45. I never use instructions for flat-pack furniture.
  46. I find it easy to talk to new people.
  47. To learn something new, I need to just get on and try it.
  48. I often see clear images when I close my eyes.
  49. I don’t use my fingers when I count.
  50. I often talk to myself – out loud or in my head.
  51. At school I loved / love music lessons.
  52. When I am abroad, I find it easy to pick up the basics of another language.
  53. I find ball games easy and enjoyable.
  54. My favorite subject at school is / was math.
  55. I always know how I am feeling.
  56. I am realistic about my strengths and weaknesses.
  57. I keep a diary.
  58. I am very aware of other people’s body language.
  59. My favorite subject at school was / is art.
  60. I find pleasure in reading.
  61. I can read a map easily.
  62. It upsets me to see someone cry and not be able to help.
  63. I am good at solving disputes between others.
  64. I have always dreamed of being a musician or singer.
  65. I prefer team sports.
  66. Singing makes me feel happy.
  67. I never get lost when I am on my own in a new place.
  68. If I am learning how to do something, I like to see drawings and diagrams of how it works.
  69. I am happy spending time alone.
  70. My friends always come to me for emotional support and advice.

APPENDIX B

Multiple Intelligences Test –   based on Howard Gardner’s MI Model   (more info at businessballs.com)
Score the statements: 1 =   Mostly Disagree, 2 = Slightly Disagree, 3 = Slightly Agree, 4 = Mostly Agree
Adults over 16 complete all   questions. Young people between 8-16 answer red questions only.

Statement

Score

I like to learn   more about myself

4

I can play a musical   instrument

2

I find it easiest   to solve problems when I am doing something physical

2

I often have a song   or piece of music in my head

4

I find budgeting   and managing my money easy

3

I find it easy to   make up stories

3

I have always been   very co-ordinated

4

When talking to   someone, I tend to listen to the words they use not just what they mean

3

I enjoy cross   words, word searches or other word puzzles

3

I don’t like   ambiguity, I like things to be clear

3

I enjoy logic   puzzles such as ‘sudoku’

1

I like to meditate

1

Music is very important   to me

3

I am a convincing   liar

2

I play a sport or   dance

3

I am very   interested in psychometrics (personality testing) and IQ tests

3

People behaving   irrationally annoy me

3

I find that the   music that appeals to me is often based on how I feel emotionally

4

I am a very social   person and like being with other people

4

I like to be   systematic and thorough

2

I find graphs and   charts easy to understand

2

I can throw things   well – darts, skimming pebbles, frisbees, etc

2

I find it easy to   remember quotes or phrases

3

I can always   recognise places that I have been before, even when I was very young

4

I enjoy a wide   variety of musical styles

3

When I am   concentrating I tend to doodle

2

I could manipulate   people if I choose to

2

I can predict my   feelings and behaviours in certain situations fairly accurately

1

I find mental   arithmetic easy

1

I can identify most   sounds without seeing what causes them

3

At school one of may   favourite subjects is / was English

1

I like to think   through a problem carefully, considering all the consequences

3

I enjoy debates and   discussions

2

I love adrenaline   sports and scary rides

3

I enjoy individual   sports best

3

I care about how   those around me feel

3

My house is full of   pictures and photographs

3

I enjoy and am good   at making things – I’m good with my hands

3

I like having music   on in the background

2

I find it easy to   remember telephone numbers

1

I set myself goals   and plans for the future

2

I am a very tactile   person

3

I can tell easily   whether someone likes me or dislikes me

4

I can easily   imagine how an object would look from another perspective

1

I never use   instructions for flat-pack furniture

3

I find it easy to   talk to new people

4

To learn something new,   I need to just get on and try it

3

I often see clear   images when I close my eyes

2

I don’t use my   fingers when I count

4

I often talk to   myself – out loud or in my head

1

At school I loved /   love music lessons

2

When I am abroad, I   find it easy to pick up the basics of another language

2

I find ball games   easy and enjoyable

3

My favourite subject   at school is / was maths

3

I always know how I   am feeling

2

I am realistic   about my strengths and weaknesses

3

I keep a diary

1

I am very aware of   other people’s body language

3

My favourite subject   at school was / is art

2

I find pleasure in   reading

1

I can read a map   easily

3

It upsets me to see   someone cry and not be able to help

3

I am good at   solving disputes between others

3

I have always   dreamed of being a musician or singer

1

I prefer team sports

3

Singing makes me   feel happy

1

I never get lost   when I am on my own in a new place

3

If I am learning   how to do something, I like to see drawings and diagrams of how it works

2

I am happy spending   time alone

3

My friends always   come to me for emotional support and advice

1

Your strengths in each of the   multiple intelligences are automatically calculated below, and also shown in   graph form. The descriptions of the multiple intelligences are shown on the   next worksheet within this file – click the intelligences descriptions tab   below.

Intelligence type

your totals

Linguistic

21

Logical-Mathematical

24

Musical

25

Bodily-Kinesthetic

29

Spatial-Visual

24

Interpersonal

30

Intrapersonal

23

APPENDIX C

Student Name

Intelligence #1

Intelligence #2

Intelligence #3

 Lorenzo Interpersonal Linguistic Kinesthetic
 Shanaya Interpersonal Intrapersonal Linguistic
 Alexis Interpersonal Kinesthetic Musical
 KaeWhon Interpersonal Kinesthetic Spatial
Tyron Interpersonal Kinesthetic Musical
Nicholas Interpersonal Musical Kinesthetic
Brittany Intrapersonal Linguistic Kinesthetic
 Dennis Kinesthetic Interpersonal Spatial
Jamarr Kinesthetic Musical Intrapersonal
 Rayne Kinesthetic Interpersonal Intrapersonal
Cheniqua Linguistic Musical Interpersonal
Victoria Linguistic Musical Kinesthetic
Zamien Linguistic Musical Intrapersonal
 Jill Logical Interpersonal Spatial
Dashaun Logical Kinesthetic Intrapersonal
Cioria Musical    
Christal Musical Kinesthetic Spatial
Tyeshia Musical Linguistic Intrapersonal
Santiago Musical Spatial Interpersonal
Victoria Musical Interpersonal Intrapersonal
 Shynyece Musical Linguistic Spatial
Twanyae Musical Spatial Interpersonal
Ashley Musical Intrapersonal Linguistic
 Robert Musical Spatial Interpersonal
Betsabe Musical Spatial Logical
Byron Musical Interpersonal Kinesthetic
 Kendal Musical Interpersonal Linguistic
 Actshiona Musical Kinesthetic Interpersonal
B, Darian Spatial Musical Interpersonal
 Alex Spatial Musical Interpersonal
 Quinton Spatial Kinesthetic Linguistic

 

 

 

APPENDIX D

                       

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