RivenbarkSept7

Multiple Intelligences Lesson

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)? The learning styles this lesson appealed to are linguistic, because we had to read and understand the recipe, logical-mathematical, because baking involves measurements and understanding of fractions, and interpersonal because David and I had to work together to successfully make the brownies.

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)? The disciplines that were drawn on to teach David how to bake brownies were mathematics, science, and reading.

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?) My brother David is a freshman in high school and is extremely smart when it comes to book learning. David has trouble with interpersonal relationships--relating to or listening to other people. David had an easier time trying to teach himself how to bake the brownies and just follow the recipe, however there were several times that he would get frustrated because he needed my help. This made it hard to teach him because he would rather teach himself. The best way I found to teach him was to ask David questions and help him to get to the answers on his own with the leading questions.

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?) I know that David learned the lesson because the next day he needed to make brownies for school again and he was able to do it on his own. In science David being able to bake the brownies on his own would "count" as evidence because the scientific process stresses the experimenter’s ability to repeat an experiment successfully, in this case, David successfully baking brownies.

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?)? David and I used step-by-step directions to bake the brownies and also demonstrations, I would show David what needed to be done and he would complete the task.