Section I: Meetings with experts - people you know who display traits of each MI.

Please use this table to document reflections from your meetings with people you have chosen to help you in completing each MI row of the grid below. Please note: you will need to create a list of questions to ask each person. Examples include a! what do you en"oy doing#$ b! how do you learn best#$ c! where do you like to study#$ c! if you could learn something new this month$ what would it be and how would you learn it# d! other guiding questions to get to know your interviewee%. &ame of 'eflection ( why I chose this )hat I learned about this expert person *trength I chose my friend *ophia for this interview because she loves to talk. *he is constantly talking or humming to herself. )hen she is working on a pro"ect or task she will mumble under her breath as she completes it. *ophia is finishing up her teaching degree and loves to implement organi/ational strategies into her classroom. )hile talking to *ophia I learned that she learns best if there is a clear structure to the material she is trying to learn. 0ne of her greatest difficulties in school was open1ended discovery type lesson due to there not being a defined process with which she could follow. )hen solving a problem this type of learner found it helpful to try and explain it to another either orally or through written words. *ophia indicated that this in return helped her focus her own thoughts on the upcoming issue. 2fter completing my interview with this type of learner I believe that it would be helpful to include activities that implement story telling and using voice recording apps to record the learners thoughts as they research and delve deeper into an activity.

+erbal, -inguistic

*ophia

3irk Interpersonal

0f all the people that I interviewed 3irk lined up the closest with my assumptions of his MI. 3irk is my brother in law and from the first day I met him I was struck by how social he was. 3irk is a 'esidence 4irector at Pomona 5ollege and interacts with college aged students everyday of the week. My first impression when I met 3irk was that he would be able to make friends with a rock6 this is what led me to believe that he had the interpersonal MI as one of his strengths.

If naturally social ever described someone it is 3irk. 7e loves to talk to other people and find out about their lives. 7e is outgoing and will strike up a conversation with strangers everywhere he goes. 7e has such an open air about him that even quiet and reserved individuals will open up to him. 7e loves to work in groups and feels like the best learning for him occurs when he is able to discuss his ideas with other people and hear their opinions. 3irk said the hardest pro"ects for him to accomplish are those that he has to do with out any human interaction connected to them. Even if the pro"ect itself isn8t difficult he accomplishes a task better when other people who are all working on the same thing or are able to offer opinions surround him. 9his type of learner would benefit from using social media and social networking to collaborate with their peers. 9hrough the use of :oogle4ocs and collaborative learning this student would benefit from the opportunity to teach others.

;odily1 3inesthetic

*tephen

<or this interview I chose my brother *tephen who is extremely athletic and would rather be outside playing a sport than doing anything else. *tephen is a "unior at 5al ;aptist right now and is studying theology.

I have watched my younger brother grow up and he has always been a bountiful ball of energy. 7e is incapable of sitting still for long periods of time and is usually "ostling a leg or constantly shifting when he has to be confined for longer periods of time. )hile talking with *tephen he shared that he often does his best thinking for many of the papers he has to write when he is out writing or playing a game of basketball with his friends. 7e considered being an engineer for a while because he loved the hands on application of the work. *tephen has always learned better by being a participant in the learning rather than an observer and at times can only learn through the trial and error method. 2ctivities for bodily kinesthetic learners might include the creation of skits or animation pro"ects through either apps or computer software. *tudents would also benefit from the use of virtual tours or virtual worlds where they can move throughout the world to discover the material.

=oy Intrapersonal

I interviewed my sister =oy for my intrapersonal expert because she has always been not only very quiet but sensitive to her own emotions and the feelings of others. =oy is a fourth grade teacher right now and has a student teacher working under her.

)hile talking with my sister I asked her questions on how she felt about having another teacher share her classroom and she shared that although parts of the experience have been good it has been a stretch for her overall. *he shared that it was difficult to hand over the reigns of her classroom and basically co1teach not knowing if her student teacher would be able to handle the situation. )henever =oy lesson plans or needs to find out a new piece of information she would rather sit quietly and learn the material on her own then try and work together with another person to figure it out. 2ctivities such as online blogging or "ournaling would benefit intrapersonal learners. )eb >uests or online self1paced research activities would also be useful for this learner.

2licia &aturalist

I chose to interview my friend 2licia because she is the closest person I can think of to having naturalist as a multiple intelligence. 2licia is an athletic trainer and would rather be hiking in the mountains then doing anything else. *he will often take long hikes on her own and knows all about different types of flowers and styles of wood.

I was not surprised to find that 2licia had the naturalist MI. I have known 2licia for over ?@ years and she has always been not only extremely organi/ed but also concerned with the how natural parts of our world work. 2licia chose to become an athletic trainer for this very reason$ the patterns and features of the human body was fascinating for her to study. *he even said that you could think of different peoples muscles as all being trees but there are so many variations that it makes it fascinating to study and learn about. 2licia prefers to learn in the traditional classroom where she can take logical notes that show a consistent thought pattern for the material. 9his type of student would benefit from having a chance to observe and record the world around them. 9he use of camera lenses and graphic organi/ers could then assist them in organi/ing or classifying their information. 2n app such as Popplet would also assist them in seeing the bigger picture of how different parts of the lesson are interconnected.

+isual1 *patial

'oger14ad

I chose my 4ad for this strength because he not only exhibits strong visual strengths but kinesthetic and logical as well. My 4ad has the ability to visuali/e any type of scenario in his head before he begins working on a pro"ect. 7e is also very handy with his hands and would prefer to fix things on his own then have anyone else do it for him.

)hile talking to my 4ad I learned that people with this strength will often take a large amount of time thinking and laying out exactly what is going to be done before beginning a pro"ect. )hen my dad looks at directions he rarely reads the words and instead "umps straight to the pictures and diagrams to discern what is going on. )hen my dad wants to learn something new he usually tries to find a video on the sub"ect where he can watch the new skill he wants to learn being done. 9ools such as virtual builders$ A4 software$ video recordings and pu//le or timeline type apps and software would be great to use with this type of learner.

Musical 'hythmic

*teve

I chose to interview *teve$ the worship director at my church$ because he is the most talented musician I know. ;y simply hearing a piece of a song he can learn how to play it. 7e also en"oys hooking different pieces of music together to form new sounds.

4uring my interview with *teve I learned that Musical learners often do best when there is a predictable pattern to the situations or problems with which they are faced. *teve shared that one of the reasons he loves music is because there is a pattern and rhythm that runs throughout the song$ so even if the melody is changing there is constant beat and predictability. I also learned that these learners can easily recall information that has been put into a catchy tune or "ingle or that has specific rhythm to its words$ such as poetry. 9he use of music or rhythmic equipment is an obvious tool for this learner. 7owever I think they would also benefit from interactive textbooks and the creation of their own sound or music files.

-ogical 3eyera Mathematical

I chose my best friend 3eyera for this interview because she is one of the most logical people I know. *imilar to myself she study mathematics throughout school and is now a "unior high math teacher.

)hile talking with 3eyera one of the things I learned about this Intelligence is that logical people thrive on order and structure. 3eyera shared that one of the reasons she loves math is that there is always a clear answer6 it is cut and dry while the rest of the world can tend to be a little gray. 9hese types of learners en"oy seeing the connections from one step to another. I also learned that -ogical learners learn through examples$ which they in turn can practice on their own to achieve the same result. 9his learner likes to use tools such as graphing calculators and calculation stools such as spreadsheets to contribute to pro"ects. In addition this learner would en"oy collecting and analy/ing data through different formats that they collected from multiple online databases.

Section II: Project One Overview Teacher name: 3imi +an *pronsen Unit Title: Matrices and 4eterminants Unit Objectives: 2t the completion of this unit$ students will be able to... ?! Perform Elementary 'ow operations B! )rite matrices in 'ow Echelon and reduced 'ow Echelon <orm A! 2dd and Multiply Matrices C! <ind the Inverse of a Matrix D! <ind minors and 5ofactors of a square matrix Common Core Standards ddressed ! "o# can $ind the Common Core standards on the Cali$ornia %epartment o$ &d#cation 'ebsite (http:))www*cde*ca*gov)re)cc)+ &+M @. E! Fse matrices to represent and manipulate data$ e.g.$ to represent payoffs or incidence relationships in a network. &+M G. E! Multiply matrices by scalars to produce new matrices$ e.g.$ as when all of the payoffs in a game are doubled. &+M H. E! 2dd$ subtract$ and multiply matrices of appropriate dimensions. &+M I. E! Fnderstand that$ unlike multiplication of numbers$ matrix multiplication for square matrices is not a commutative operation$ but still satisfies the associative and distributive properties. &+M ?J. E! Fnderstand that the /ero and identity matrices play a role in matrix addition and multiplication similar to the role of J and ? in the real numbers. 9he determinant of a square matrix is non/ero if and only if the matrix has a multiplicative inverse. &+M ??. E! Multiply a vector regarded as a matrix with one column! by a matrix of suitable dimensions to produce another vector. )ork with matrices as transformations of vectors. &+M ?B. E! )ork with B K B matrices as transformations of the plane$ and interpret the absolute value of the determinant in terms of area.

Technolog" Standards ddressed ! "o# can $ind the technolog" standards on the International Societ" $or Technolog" in &d#cation (IST&+ 'ebsite (http:))www*iste*org+ I*9E ?.c 11 Fse models and simulations to explore complex systems and issues I*9E B.a 11Interact$ collaborate$ and publish with peers$ experts$ or others employing a variety of digital environments and media I*9E B.d 11 5ontribute to pro"ect teams to produce original works or solve problems I*9E A.a 11 Plan strategies to guide inquiry I*9E A.b 11 -ocate$ organi/e$ analy/e$ evaluate$ synthesi/e$ and ethically use information from a variety of sources and media I*9E C.b 11 Plan and manage activities to develop a solution or complete a pro"ect I*9E D.b 11 Exhibit a positive attitude toward using technology that supports collaboration$ learning$ and productivity I*9E @.a 11 Fnderstand and use technology systems 'h" this s#bject, 9his topic is of upmost importance as students learn to solve and integrate linear equations and programming into their work. Matrices are the building and foundation stones for many other layers of mathematical learning. ;eyond their importance in math the study of matrices helps students learn to organi/e complex data efficiently and sort through what is and is not important in different scenarios. Unit S#mmar": *tudents are introduced to the concept of matrices and focus on how to solve linear systems of equations through matrices. *tudents will also learn how to find the determinant and inverse of a matrix and prove that they exist. *tudents will move through the levels of ;loom8s taxonomy and progress towards a final pro"ect utili/ing technology throughout the process. *tudents will participate in small groups and work individually to complete their work. 9hey will be creating different pro"ects such as a newspaper$ radio broadcast$ movies$ and Pre/i presentations.

Section III: -loom ) .ardner .rid: add activities $or di$$erent MIs along the -loom/s contin##m* Incorporate technolog" in wa"s that enhance learning* Please color-code this grid* P#t -loom/s taxonom" terms in green0 technolog" terms in red0 and MIs in p#rple* -loom 'emember Fnderstand 2pply 2naly/e Evaluate 5reate .ardner +erbal, -inguistic
*tudents will narrate the vocabulary of matrices. 9he students will use +oice9hread to tell and record each definition. *tudents will summari/e how to do matrix operations and write their paragraphs in a shared :oogle 4oc. Fsing Educreations students will record a short video explaining how to find the inverse of a matrix. *tudents will read through the text to discover how to find the inverse of matrix. Fsing the Poplet 2pp they will categori/e the information showing the relationships between the inverse and original matrix. *tudents will calculate the inverse of a matrix and write their answers in &otability and add a voice over to their work. 9hey will then share their work on Edmodo. *tudents will compile their <lipbooks and +ideo findings in a :oogle Plus 5ommunity group. 9hey will comment on each other8s work and then draw conclusions about the best solving methods. Fsing Edmodo students will have a threaded discussion where they discuss how determinants can be used. 9hey will compare their peers ideas and respond to at least A different posts. *tudents will produce a 'adio *how using iMovie where they will report on all of their findings concerning matrices.

Interpersonal

*tudents will collaborate with their group to recall the definitions of a matrix and then make a :oogle Presentation with a slide for each key term. *tudents will construct trading cards for each vocabulary term surrounding matrices and memori/e each term. http:,,www.readwr itethink.org,classro om1 resources,student1 interactives,trading 1card1creator1 AJJD@.html *tudents will list out their vocabulary words using a <lashcard 2pp. 9hey will express each vocabulary word using both a visual picture and a written explanation. *tudents will classify their vocabulary terms into categories and copy them into a Microsoft )ord 4ocument.

*tudents will demonstrate an example of finding the determinant of an inverse using *kitch and then share their pro"ects with each other through 4rop;ox. *tudents will research videos on 3han 2cademy on how to find the determinant of a matrix. 9hey will assemble their findings and links in a Microsoft )ord 4ocument.

*tudents will lead a group of students in creating a <lipbook using the 2nimation -ite 2pp showing the steps of solving a system of equations with a Matrix. *tudents will make a flipbook using the 2nimation -ite 2pp where they will use their knowledge about matrices to solve a linear equations problem.

Fsing Edmodo students will appraise each others inverse solutions and collaborate through threaded discussion to correct each other8s errors. Fsing &otability students will select an inverse matrix problem and imitate a teacher lecture using the notes and voice feature of &otability.

*tudents will role1play and direct a 'adio *how using iMovie explaining their findings on matrices.

;odily1 3inesthetic

*tudents will create an iMovie where they will perform a short skit on matrices with the setting of a high school classroom.

Intrapersonal

&aturalist

*tudents will give examples of finding determinants and rationali/e their reasons for each step of the process. 9hey will then report their examples by making a blog on ;logger. *tudents will paraphrase how to find the determinant$ inverse and solve a matrix and then file their different notes into separate folders in :oogle 4rive.

*tudents will visit each other blog8s on ;logger and collect multiple examples of how to find a determinant and assess the steps taken and the conclusion reached. *tudents will show how to solve matrix problems and show the sequence of steps by making a 9imeline. http:,,www.readwr

*tudents will analy/e and advise their peers on a :oogle Plus 5ommunity group on their solutions posted in their blogs.

*tudents will be given a :oogle 4oc with a completed test and they will find errors and support their corrections by showing the proper steps and conclusion. Fsing 3han 2cademy and :oogle 4ocs students will critique and compare different videos on solving matrices.

*tudents will assemble a tutoring brochure using Microsoft )ord to advise their fellow students on how to solve and use matrices and determinants. *tudents will make a 5ube 5reator and include detail for each different topic they have learned related to matrices.

*tudents will explain the order of how to find the inverse of a matrix and record the steps using +oice9hread.

itethink.org,classr oom1 resources,student1 interactives,timeli ne1AJJJG.html

+isual1 *patial

*tudents will draw a picture of their vocabulary words and then use iPhoto and <lashcard 2pp to create photo flashcards to match together. *tudents will make a chant of their vocabulary words and record them using +oice9hread.

*tudents will give examples of finding the determinant of a matrix and draw their problems on a virtual poster using *kitch.

Fsing &otability students will compute multi1 step systems of linear equations using matrices and color code each step of the process. *tudents will use 2udio;oo to mimic what they saw on Lou9ube and illustrate how to find the determinant of a matrix.

*tudents will outline the information surrounding inverses and design a Poplet showing how the ideas are connected. *tudents will use Poplet to create an order and pattern of the different ways in which inverses and determinants are connected.

*tudents will then grade each other8s Poplet8s using :oogle 4ocs and observe the different structures used to organi/e the information. *tudents will then participate in a :oogle 7angout in groups where they will hear other students findings and summari/e them in a collaborative :oogle 4oc. *tudents will scrutini/e each other8s Educreation +ideos and make recommendations to their peers through an Edmodo threaded discussion.

http:,,www.read writethink.org,cla ssroom1 resources,student 1 interactives,cube1 creator1 AJHDJ.html *tudents will prepare a Pre/i illustrating all of the key information and examples they have learned throughout the unit. *tudents will compile all of their work from matrices and compose a song using :arage ;and teaching the material to their classmates.

Musical 'hythmic

Fsing Lou9ube students will listen to different videos about finding determinants and summari/e their findings in their notes.

-ogical Mathematical

*tudents will simplify the vocabulary from the chapter by listing out each term and its definition in a &umbers spreadsheet.

*tudents will answer questions about solving determinants by researching videos on 3han 2cademy.

*tudents will demonstrate how to solve matrices and systems of equations using &otability.

Fsing Educreations students will record a short video where they break down the steps of finding the inverse of a matrix and prove that an inverse does exist.

*tudents will create a &ewspaper using Printing Press where they analy/e the use of matrices in the world around them and report on key applications and procedures learned in the matrices unit. http:,,www.read writethink.org,cla ssroom1 resources,student 1 interactives,printi ng1press1 AJJA@.html