Turnercomp1Quest

Homework 9/7

document your attempts to teach someone something interdisciplinary (perhaps you'll teach a sibling to shoot baskets or teach your parents how to use Facebook). Use your experience with multiple intelligences and with interdisciplinarity to answer the following questions; make a new page, link to your personal page (hint: you can copy and paste these questions):

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)?

I taught my friend Ashley down the hallway how to do her laundry. This appealed to both her spatial intelligence and Kinesthetic. It appealed to her spacial intelligence because she had to learn how to sort the different colors and then also the different types of clothes. It appealed to her Kinesthetic because she had to carry all of it down to the laundry room. There was a lot because she had been putting it off. Also, she had to use her body to get it out of the dryer that was really high. She also picked up on the task rather quickly.

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)?

Doing laundry draws on your math discipline because you have to figure out the correct ratio of detergent for the amount of clothes. It also draws on science because if you put the wrong things together you are going to end up with a bad reaction.

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?)

Her strengths were sorting the clothes and figuring out the correct amount of detergent and softener needed. However, she had a hard time distinguishing what needed to go in the dryer and what couldn't. I explained it more clearly, giving exact examples of things that can and things that can't go in the dryer and explaining why. After explaining it more clearly she understood and got it right.

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?)

After we were done Ashley had clean laundry, everything was the color it went in as, and nothing shrunk. This makes me believe that she knows what she is doing. Since I taught her she has done the laundry alone and had not one problem. I believe that any teacher would agree that she had learned how to do her laundry because she could repeat it and she also helped someone that was having trouble.

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?)?

We used both demonstrations and step-by-step directions. I showed her by doing my laundry but, I also gave her steps to follow and think about when doing it herself. I think that having a certain pattern or steps to follow makes it easier. If gives you things to think about rather than just jumping right in and doing it.