sheehanfrisbee

Taught an 8-year-old how to throw a frisbee.

1. To what learning styles does the lesson you were trying to teach seem to appeal (for instance, shooting baskets might appeal most to Kinesthetic and Interpersonal intelligences)? - bodily-kinesthetic

2. What disciplines did you draw on to teach the person your lesson (for example, learning to shoot baskets might draw on physics and kinesiology)? - physics, weather (wind blowing), and kinesology (how to manuever the hand to let go at the right time so the frisbee glides through the air)

3. In terms of multiple intelligences, what were the strengths and struggles of the person you were trying to teach? How did this help or hinder your efforts? (for example, did they have an easier time when you described in words? demonstrated visually?) - She was only 8-years-old, so I had to "dumb it down" to her level. I could not use any physics words, because she didn't understand them. She learned best when I showed her what to do, and she repeated my actions.

4. What evidence did you have that the person had learned the lesson? In what discipline would that evidence "count", and why? (for example, could the person explain/perform/repeat/individualize? would a scientist/english teacher agree that s/he had learned?) - The evidence was that after a lot of practice, she was able to throw the frisbee straight and far. A science teacher would have agreed that she learned, because the task was accomplished.

5. What forms of communication did you and/or your person use in the process (for example, did you use diagrams? demonstrations? step-by-step directions?)? - I gave her step-by-step directions mixed with demonstrations.

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