EDUC 522 - Project One

Mary McInnes
Interview Form

Reflection - Why I
chose this person

What I Learned
About This Strength

Teaching
strategy/activity

Verbal/Linguistic

Name
of
Expert
Friend

I guessed this
person's MI pretty
well and this
person has always
been clear and
thorough in
communication
and uses spoken
and written
language well.

I would assign a state

report project to be
done on computer,
instead of writing by
hand. Students will type
report in their own
words and create a
brochure about their
state. Then, student will
present their brochure
verbally in front of the
class.

Interpersonal

Robert

He has always
been very talkative
and outgoing.

Bodily/Kinesthetic

Lisa

I chose her
because she is very
athletic and usually
participates in
sports events at
school.

I learned that it is
easy for people with
this intelligence to
say what they think
in arguments and
they enjoy lectures
and/or sermons.
They become
irritated when
hearing illogical
arguments. They
also enjoy writing
detailed letters to
friends.
I learned he loves to
throw parties and
have lengthy
discussions with
friends. He tries to
convince others to
follow his plans. He
is also sensitive to
other's moods and
facial expressions.
I learned that Lisa
does not sit still for
very long and she
picks up new dance
steps quickly. She
learned to ride her
bike easily and she
has a good sense of
balance.

Intrapersonal

Betty

I chose her
because she is
outgoing, talkative
and more of a
social person.
Betty scored the
highest in this
intelligence and it
surprised me a bit.

I learned that Betty

likes to be alone and
she is independent.
She usually knows
why she is angry or
happy. She also
helps friends deal
with feelings
because she handles
her own feelings

I would assign these

students a paper to
write from the
viewpoint of a historical
figure such as Robert E.
Lee . I will explain
reasoning behind my
lessons as these
students need to
understand the

Cooperative grouping
will work for these
students as they work
well with a team. I
would assign activities
where students bring in
information or objects
to show the class and
tell them about it.
I would assign creative
activities for these
students such as drama
presentations. ex. The
class would act out a
scene of the American
Revolution after
studying it in Social
Studies.

EDUC 522 - Project One

Mary McInnes

Naturalist

Michael

I chose him
because he has
worked in
landscaping before
and loves to play
sports outdoors.

Visual/Spatial

Sierra

She is gifted
artistically and
loves to draw or
paint images.

Musical/Rhythmic

Janet

I chose her
because she loves
music and used to
play in a band.

Logical/Mathematical Scott

I chose this person

because he is very
intelligent and has
good math skills.

well. She likes to sit

quietly and reflect
on her feelings and
can identify her
moods easily.
I learned Michael
likes to study plants
and animals. He also
likes to perform
scientific
experiments.

She would rather

draw maps rather
than verbally give
directions. She
usually knows north
from south
wherever she is. She
can read and
understand
diagrams that come
with new gadgets.
She also likes
observing shapes of
buildings.
I learned that she
can read, write
music, play the
guitar and
appreciates poetry.
She likes to hum or
sing when alone.

I learned that Scott

likes to think alone
and is more
reflective than I
originally thought. I
also learned that
this intelligence has
to do with finding
meaning in the
curriculum.

meaning of the
curriculum.

I would teach Science

lessons with a strategy
of discovery learning
and have students
conduct experiments
and learn more by
participating instead of
just listening.
I would have students
draw pictures and labels
representing certain
vocabulary words in
subjects like Social
Studies. Also, I can place
a number line on the
floor for
negative/positive
integers and have
students take steps on
the number line to
represent math
problems.
I can have students
learn how many
syllables are in a word
by clapping them as
they are said aloud.I can
assign students to write
a song in language arts
class and perform it or
sing it to the class.
I would assign
assignments to examine
cause and effect
relationships in social
studies, math or
science. I could use
Venn diagrams for these
assignments and have
students fill in the
diagrams.

EDUC 522 - Project One

Mary McInnes

Bloom
Gardner Grid

Remember

Understand

Apply

Analyze

Evaluate

Create

Verbal/Linguistic

Students will
count
collections of
items, identify
and write
down their
strategy for
counting in a
class blog.

Students will
illustrate using
colored
pencils and
represent the
number of
items counted
in writing in
their math
journals.

Students
will solve
addition and
subtraction
problems
writing on
worksheets.

Students will
watch you tube
musical video
about counting
by tens and
describe and
discuss what
they learned
with their
classmate.

Students will
be placed in
cooperative
groups to
explain their
findings to
each other
and later
make an entry
in the class
blog.

Students
will be
placed in
pairs and
filmed for
video to
interview
math
experts
about
strategy for
applying
knowledge
of learning
place value.

Students
will discuss
in class
comparing
strategies
for counting
and judging
which
strategy is
the best.
They show
illustrations
on overhead
proj. to
class.
Students
will present
a court trial
on video
defending
their
methods of
solving
place value
problems
and
critiquing
others in a
discussion.

Students will
create a
PowerPoint
presentation
on strategy
they liked the
best and tell
the class
about it
persuading
them to use
it.

Interpersonal

Students
will
categorize
various
objects in
groups of 2,
5 and 10
while
working on
a math
website
discussing in
groups: IXL
Math
website
Students
will be in
cooperative
groups
comparing
each other's
strategies
for place
value and
writing
them on the
smartboard
for the
class.

Students will
each walk up
to the smart
board and
give examples
of a number in
the
hundredths

Students
will walk
outside and
carrying out
a scavenger
hunt where
they will
collect items

Students
will walk to
front of
room and
compare
groups of
items on
powerpoint

Students
will walk up
to front of
room to
look at
marble jar
and
hypothesize

Bodily/Kinesthetic

Students
will use
and move
on large
number
line on the
floor to
find

Students will
work in
cooperative
groups to
draw and
design a
puppet show
using My
Story Book
app and will
have puppets
solve
addition/subt
raction
problems in
their
presentation
s to the class.
Students will
construct a
model of
popsicle
sticks with
their tactile
sense and
show

EDUC 522 - Project One

Mary McInnes

Intrapersonal

Naturalist

Visual/Spatial

solutions
to skip
counting
word
problems
shown on
overhead
projector.
Students
will watch
math video
and
recognize
method to
skip count
by tens and
answer
questions
later as to
why this is
meaningful
.

place and
explain how
they did it.

Students
will visit
National
Geographic
website
and find
groups of
2, 5, and 10
animals
and list and
categorize
them in
math
journal.
Students
will visit
math
website to
solve math
word
problems
involving
finding

Students will
watch a math
video with
cartoon plants
on place value
and fill in an
outline and
write an entry
in the class
blog about
what they
learned.

Students
will use a
semantic
mapping
tool online
to count
and log,
describe
insect
species and
body parts.

Students will
watch math
you tube
video on place
value and
word
problems.
They will
explain how

Students
will imagine
and set up a
general
store to sell
goods with
chosen
amounts of
play money.

Students will
write in a
Word
document
summarizing
how they
solved
addition,
subtraction
problems
independantly
.

in groups of
ten and
draw
illustration
to show
class on
document
camera.
Students
will work on
math
worksheets
independan
tly and
show them
to class on
document
camera.
They apply
knowledge
of math
learned.

slides. They
will count
items also
and answer
math
questions.

the number
of items in
jar and
write
answer on
smart
board.

representatio
ns of groups
of 100 in the
process with
a document
camera while
in groups.

Students
will
compare
methods of
solving
math
problems
while
solving
addition/su
btraction
problems on
smart board
and state
reason why
important.
Students
will walk
outside and
collect
various
types of
rocks and
classify,
compare
them and
show to the
class with a
document
camera.
Students
will use play
money to
solve and
compare
addition and
subtraction
problems
for class

Students
will work on
math
webquest
independan
tly about
place
value,counti
ng and
judge
whether or
not
problems
solved
correctly.

Students will
create
independantl
y in class blog
what they
learned
about place
value, skip
counting and
how they will
use this
information
outside of
class.

Students will
type a Word
document
summarizing
and
catagorizing
what they
have learned
about place
value,
counting in
nature.

Students
will
construct a
terrarium in
cooperative
groups
while being
videotaped.

Students will
each write
out math
problems on
Smart Board
and
watch,judge
each other's
strategies to

Students
will create
and
illustrate a
poster
showing
groups of
images in
2's,5's, and

EDUC 522 - Project One

Mary McInnes
direction
with map
coordinate
s.

problems
were solved.

Later, they
will write an
entry about
lesson in
class blog.

Musical/Rhythmic

Students
will listen
to different
pieces of
music and
count and
name the
beats,
record in
class blog.

Students will
clap syllables
to math terms
spoken and
shown on
document
camera and
explain
method.

Logical/Mathematical

Students
will find
patterns
and list
numbers in
order by
2's,5's, and
10's as
they write
on the
Smart
Board.

Students will
type up
questions in
the class blog
to other
students
explanations
of solving
place value
problems.

Students
will execute
dance
moves to a
specific
number of
beats as
they count
in groups of
2's, 5's, and
10's and
write up
Word
document
about the
experience.
Students
will log onto
math
website and
place 10's
numbers in
sequence
up to 1000
and carry
out
addition,
subtraction
operations.

using
document
camera as
they show
class. They
will draw
illustrations
to represent
word
problems
solved.
Students
will write
poetry in
pairs using
Microsoft
Word about
solving
math
problems
and
compare
each groups
poems for
accuracy.

solve them.

10's on
Draw Me
app.

Students will
set their
poems to
music and
perform
them for the
class
critiquing
each
performance.
Poems will
be shown on
document
camera.

Students
will create,
write and
produce
songs about
math place
value,
counting
while in
cooperative
groups and
show lyrics
on overhead
projector.

Students
will watch
math video
and find
patterns of
items on
quiz
questions
shown at
end.

Students will
place
manipulative
s in sequence
according to
place value in
given 3-digit
numbers
shown on
overhead
projector.
Class will
judge each
other for
accuracy.

Students
will design
an
experiment
with
different
numbers of
items and
test their
hypothesis.
They will
record
details in
class blog.