Multiple Intelligences
Part 1
Christianity is one of the largest religions in the world. Christians are found in almost every corner of the earth. The religion has various traditions, beliefs, and restrictions. Christians believe in the teachings of Jesus Christ whom they take to be the Son of God. They are guided by teachings contained in the Bible. According to the scriptures, the Jesus Christ was sent to earth by God to help redeem mankind from its sin. He was crucified so that all those who believe in him are saved. The adherents of the religion believe that he will return to earth a second time when it is time to pass judgment on mankind. There are various holidays that are observed by the religion such as lent, Easter, Christmas, and
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The students learn how to count and recognize colors. The teacher may need to make some of the preparations in advance to save on time and if the students are less than three years old.
1. The teacher prints the song chosen for the activity. A popular one is “Five Pretty Flowers” which is widely available on the internet. The teacher has discretion on which song to choose.
2. The teacher then cuts out the finger puppets. This is done in five strips of paper which can be fitted around the fingers of the students. A tape is used to hold the puppets in place.
3. If the children are less than three years old, the teacher should cut out ten coins and glue them back to back to produce five coins with the same image.
4. If the children are older than three years, the teacher can use real coins for the same activity. They should be glued together.
5. The teacher now leads the students in singing the song and using the flowers and coins as contained in the instructions for the song.
Domino Activity
1. The first step is to print three pages to achieve a complete set. These can be printed on any material and glued to a thin cardboard or some other construction
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The students are then allowed to come and select one domino which they then place above a blank domino patter.
5. The teacher should, at this point, make sure to explain all the relevant symbols to the students. This helps to ensure that everyone is on the same page.
6. Once the students have a full understanding of how the game works, the teacher lets them to copy or draw the circular patterns in the domino worksheet. They should then write out the complete equation. This process is repeated till at least four domino equations are completed.
7. The teacher then instructs the individual students to read out the complete equations properly. This is the final step of the domino game.
Identification of multiple intelligences addressed
The reading activity is supposed to develop the verbal and linguistic skills of the students. The domino activity helped to address the logical and mathematical intelligence of the students. Domino is a game invented by the Chinese. Those who participated were able to play the logical game which helps them to make informed decisions. The song activity helped to develop the musical intelligence of the students. By learning to remember the rhymes, the students develop their musical talents.
After introducing the vocabulary, the teacher will give each student a popsicle stick puppet to use as the teacher reads out loud (ie, as the teacher reads a line, the teacher will show a picture of the object and ask the student to hold up the matching picture).
2) Have students color and glue onto construction paper pre cut into squares or circles of different colors. (Use square shape for living and circle for nonliving).
My classroom consists of twenty students of different background. There are 12 boys and 8 girls. Twelve students are learning on a 2nd grade level, four are learning above level, and four are learning below level. The four students that are below level are resource students. They leave the classroom three times a week for three hours in persistent to resource instruction purposes. This week’s unit lesson will cover the material, objectives and curriculum of learning.
Wharram, Barbara. Elementary Rudiments of Music. Ed. Kathleen Wood. 2nd ed. Mississauga, Ont.: Frederick Harris Music, 2010. Print.
Counting all is the base that serves as the foundation for the development of the other strategies. Count all introduces students in Kindergarten to the concept of creating a total by counting all the numbers once the two amounts have been represented by a drawing or fingers (Common Core Standards Writing Team, 2011). Simultaneously, the count on strategy draws from the knowledge acquire as the student progress on the count all method. For this approach, students learn to determine the total of the two addends by counting on from any of the addends. Lastly, students can use a recomposing strategy. The recomposing strategy encourages students to discover the sum by creating sets of numbers that equal the original digit, but are easier to manage. For instance, creating doubles or tens out of odd numbers.
After singing, facilitator will then asked the pupils to name and point some of the body parts that were mentioned in the song.
...ed numbers and colorful shapes for counting, fake leaves for making a tree, multi-colors diagram charts, home-made picture matching game, food making (smores), play dough, a video, string or yard, glue, fuzzy balls of varied sizes, stickers, movement games for motion, tape, scissors, singing songs, crayons, markets and colored pencils.
Some strategies used to keep the children engaged included encouraging the students to raise their hands, waiting to be called upon to answer questions, prompting the children to clap their hand if they liked a picture, recognized a food item, or agreed with the presenter. If the children disagreed or did not like a food item picture, they were supposed to place their thumbs in a downward motion. The students were placed into groups when answering some of the questions and they had to write their answer on the paper provided and hold the paper above their heads. These strategies were successful.
Kirova, A., & Bhargava, A. (2002). Learning to guide preschool children's mathematical understanding: A teacher's professional growth. 4 (1), Retrieved from http://ecrp.uiuc.edu/v4n1/kirova.html
Sequences: 10-12 participants spilt into two separate groups. Each group gets Playdough and an array of materials chosen by the students. One person from each group views a note card with a leisure activity on it. The group then has to create the leisure activity from Playdough or any other material chosen by the students. Once they are completed, each group has to guess the other teams activity. The first group to guess correctly earns a point (Cameron, n.d.).
I observed a fourth grade classroom at Cincinnati College Preparatory Academy. During my observation I noticed all of the different items such as student work and posters posted throughout the classroom. I arrived at the school at one o’clock which is typically little after lunch and the time of the day when the schools day is slowing coming to an end. During my arrival time the class was on there way up to the classroom.
For example, if the teacher says walk on the green line, the child must not walk on the orange and red chalk line. This activity is an important skill as it does not only promote gross body coordination but it also promotes balance and it also helps the child distinguish between the different colours. This activity is easy as it could be done anywhere on the tar as you draw a line with chalk and the chalk will wash off easily and not leave a mark on the
4- Ask each student “how equal pieces do you want this puzzle to be?” This is an opportunity to talk about fraction in an Art class.
The students’ day starts right away, and upon entering the classroom students put their backpacks and coats away. This is a very easy process because the teacher has applied the number method instead of placing the students’ names on the desks and/or items. This way each year instead of writing new students names, she assigns numbers to new students. The students select a lunch choice, turn in their homework folders, put their snacks in the snack bucket, sharpen 2-3 pencils, copy homework agenda and begin their morning work. While the students do, their daily morning tasks the teacher sets up for the first lesson of the
pre-task phase of the lesson, the teacher may need to provide the students with additional