Renee@NCU

“The unexamined life is not worth living” -Socrates

Week 7 – Assignment: Interpret Multiple Intelligences

Reflection

            I did a reteach lesson this week. The purpose of the reteach was multipurpose. My students are preparing for their state assessment and need the review. I also wanted to incorporate Gardner’s MIT strategies into the lesson to see if they changed the overall outcome. Below is a copy of the lesson plan the way it was originally taught per Kipp New Orleans standards. 

Objective & StandardKey PointsExit Ticket QuestionCFS
Day 8 Learning goal: SWBAT calculate equivalent ratios between prices and quantities and present the solution method (using words and other representations). SWBAT calculate unit price and express it using the word “per” (orally and in writing). SWBAT understand the phrase “at this rate” indicates that equivalent ratios are involved. Standards:Building on: 4.NBTAddressing: 6.RP.A.3.b1. The unit price is the price per one thing2. Unit prices can help us to compute prices for other amounts1. Here is a double number line showing that it costs $3 to buy 2 bags of rice:A double number line with 6 evenly spaced tick marks. The top number line is labeled "cost, in dollars." The number 0 is indicated on the first tick mark and 3 is on the second. The bottom number line is labeled "rice, number of bags." The number 0 is indicated on the first tick mark and 2 is on the second.a. At this rate, how many bags of rice can you buy for $12?b. Find the cost per bag.c. How much do 20 bags of rice cost?1. Create a DNL with the original ratio2. Find the unit price3. Scale up from the unit price to find other rates
PurposeThis activity continues the work on ratios involving one unit of something. Students determine the prices of grocery items and learn to use the term unit price to describe cost per unit. To determine unit prices, students may:Divide the cost by the number of itemsUse discrete diagramsUse a double number line
Student Facing A screenshot of a question Description automatically generatedA white background with black text Description automatically generatedA table with numbers and equations Description automatically generatedLesson Notes – Partner work (7 min)- Whole class discussion (4 min)- Stamp (1 min) Possible Discussion Flow Show call student who set up the DNL correctly with labels. Vote and launch TT. Warm call student who can explain how to use the information to find the cost of 16 avocados.  – How did you set up your DNL? (I labeled each number line and spaced the tick marks apart equally)- How can you use the DNL to find how much 16 avocados cost?TT. CC. (I know 1 avocado costs $0.50 because 4 divided by 8 is ½ or 0.5)- Why did you have to find the price per avocado? TT. CC. (We have to find the price per avocado because it will help us find the price for any number of avocados)- We call the price per avocado the unit price.Stamp key point 1: The unit price is the price per one thing
Activity 8.2 Synthesis: What are some ways that you could find the unit price of an item? TT. CC.We can divide the price we have by the number of items

            The initial lesson yielded positive results, with students showing engagement and performing well on the exit ticket. However, the challenge was that the comprehension was not fully retained. I recall revisiting this topic, and the students seemed unclear. The opportunity to redesign the lesson from a different angle was promising. According to Gardner’s multiple intelligence theory, intelligence is not a single, fixed entity that can be accurately measured by a traditional IQ test (Gardener, 1983). Instead, Gardner suggests that there are multiple intelligences, each representing different abilities and skills (Gardener, 1983). These intelligences include linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic (Gardner, 1983). Each intelligence encompasses a unique way of processing information and engaging with the world. This holistic understanding of intelligence promotes a more comprehensive approach to education and personal development, as it recognizes everyone’s unique abilities and potential.

            Below is my revised lesson plan based on the original. Students were reintroduced to the topic. Next, students were given stations around the room to manage with products and sales prices. Students were divided into groups of 3. Items included were soda, bags of chips, and candy (6th grade approved). All students were allowed to take turns shopping with a budget to find the best deals and to report their findings. Using Gardner’s Linguistic intelligence, Spatial intelligence, and Logical-Mathematical intelligence strategies made a significant difference for my students. In the original lesson, students only had the theory of the concept. In the revised lesson, students got a full experience of the concept. My student population includes regular education students as well as diverse learners. Having the opportunity to be hand on made everyone feel included and real, cognitive learning took place. My students loved being able to share stories about sales at our local stores and what I should purchase for them (imagine that). Mission accomplished, because of course I did!

Title: Exploring Unit Price through Multiple Intelligences

Objective: 

Students will understand the concept of unit price and its application in real-life situations. They will be able to calculate and compare unit prices using different strategies. Additionally, they will engage with the material through various intelligences to enhance their understanding and retention.

Materials:

– Whiteboard or chart paper

– Markers

– Calculator

– Price tags or product labels from different items (e.g., grocery items, school supplies)

– Worksheets or handouts with practice problems

Curriculum Standards:

– Common Core State Standards for Mathematics:

– CCSS.MATH.CONTENT.6.RP.A.3.D: Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

– CCSS.MATH.CONTENT.6.RP.A.3.C: Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity).

Procedure:

1. Introduction (Linguistic Intelligence):

– Begin by engaging students in a discussion about shopping and making decisions based on prices.

– Explain that understanding unit price is essential for making informed purchasing decisions.

– Provide examples to illustrate the concept and its importance in everyday life.

2. Visual Representation (Spatial Intelligence):

– Display a few price tags or product labels on the whiteboard or chart paper.

– Ask students to analyze the information and identify the unit price for each item.

– Discuss their findings as a class, emphasizing the different ways unit price is represented (e.g., per unit, per weight, per volume).

3. Real-Life Application (Logical-Mathematical Intelligence):

– Distribute worksheets or handouts with real-life scenarios involving unit price calculations.

– Guide students through the process of calculating unit prices for different items.

– Encourage students to use different strategies, such as division or ratio, to calculate unit prices.

4. Group Activity (Interpersonal Intelligence):

– Divide the class into small groups.

– Provide each group with a set of price tags or product labels.

– Instruct them to calculate the unit prices for the items and compare them within their group.

– Ask each group to present their findings and discuss any differences or similarities.

5. Hands-On Application (Bodily-Kinesthetic Intelligence):

– Create a mock store setup in the classroom using various items with price tags.

– Assign each student a specific budget and ask them to choose items based on their unit prices while staying within their budget.

– Students can physically move around the classroom, comparing prices and making calculations to make their purchases.

6. Reflection (Intrapersonal Intelligence):

– Provide time for individual reflection on the lesson.

– Ask students to write a short journal entry discussing what they learned about unit price, any challenges they faced, and how they can apply this knowledge in their everyday lives.

7. Conclusion:

– Summarize the key points covered in the lesson, emphasizing the importance of understanding unit price in making informed purchasing decisions.

– Connect the lesson to the 6th-grade math curriculum standards, specifically CCSS.MATH.CONTENT.6.RP.A.3.D and CCSS.MATH.CONTENT.6.RP.A.3.C.

– Encourage students to continue practicing their unit price calculation skills outside of the classroom.

Survey of Reflective Practice Tool

            This week I did the Survey of Reflective Practice Tool again. My previous results were: 

Week 1
Survey has four major components     My Results

Level 1: Pre-Reflection                             14–Infrequently, 0-Sometimes, 0-Frequently

Level 2: Surface Reflection                     9-Infrequently, 0-Sometimes, 2-Frequently

Level 3: Pedagogical Reflection            0-Infrequently, 1-Sometimes, 13-Frequently

Level 4: Critical Reflection                      0-Infrequently, 1-Sometimes, 13-Frequently

Week 7 Results

Survey has four major components     My Results

Level 1: Pre-Reflection                             13–Infrequently, 1-Sometimes, 0-Frequently

Level 2: Surface Reflection                     7-Infrequently, 1-Sometimes, 3-Frequently

Level 3: Pedagogical Reflection            0-Infrequently, 1-Sometimes, 13-Frequently

Level 4: Critical Reflection                      0-Infrequently, 3-Sometimes, 11-Frequently

I focused on the last three levels because these are the areas that I thought I could potentially improve. After reviewing the results of the survey, the biggest change was in critical reflection. Critical reflection involves a higher level of reflection that goes beyond surface-level and pedagogical reflection. It involves questioning and challenging assumptions, analyzing underlying values and beliefs, and considering alternative perspectives. I have a better sense of self-awareness. By reflecting on my own teaching practices, I have gained a deeper understanding of my strengths, weaknesses, and biases. This awareness helps me to make more informed decisions and adapt my teaching strategies to better meet the needs of my students. Learning how to identify areas for improvement and seek out professional development opportunities is critical. Also, engaging in critical reflection promotes a growth mindset, where I can be open to try new strategies and learn from the experience.

Renee G

One response to ““The unexamined life is not worth living” -Socrates”

  1. Renee G Avatar
    Renee G

    Asking the Hard Questions

    This is week one of my seventh class as a Master of Education program student at Northcentral University. The title of this course is Learning and Teaching Styles, Multiple Intelligences, and Ways of Learning. My instructor is Dr. Connie Warner. This is my first time creating a blog. I am finding there is a learning curve here for me. This week’s assignment is to read chapter one of Becoming a Reflective Practitioner by C. Johns (2017), (5th ed.). In addition to the reading there is a survey by B. Larrivee, (2000).
    Larrivee conducted a survey to evaluate the effectiveness of a reflective practice tool in promoting professional development among educators. The survey aimed to gather insights into the perceptions and experiences of teachers using the tool and to assess its impact on their teaching practices. The tool is based on the principles of reflective practice, and it encouraged educators to critically reflect on their teaching methods, beliefs, and values. The survey consisted of a questionnaire administered to a sample of teachers from various educational settings. Larrivee (2000) found that many participants perceived the reflective practice tool as beneficial for their professional growth. The tool helped teachers become more aware of their teaching practices and provided a structured framework for self-reflection. Participants reported that engaging in reflective practice enhanced their ability to identify areas for improvement and develop strategies to enhance student learning.
    Moreover, the survey revealed that the reflective practice tool facilitated collaboration among educators. By sharing their reflections and discussing their experiences with colleagues, teachers were able to gain new insights and perspectives. This collaborative aspect of reflective practice contributed to a supportive and learning-oriented school culture.
    Larrivee’s (2000) survey highlighted the positive impact of a reflective practice tool on professional development among educators. The tool promoted self-reflection, enabled teachers to identify areas for improvement, and fostered collaboration and knowledge sharing. These findings underscore the importance of incorporating reflective practices into teacher training and professional development programs to enhance teaching effectiveness and student learning outcomes.
    Survey has four major components My Results
    Level 1: Pre-Reflection 14–Infrequently, 0-Sometimes, 0-Frequently
    Level 2: Surface Reflection 9-Infrequently, 0-Sometimes, 2-Frequently
    Level 3: Pedagogical Reflection 0-Infrequently, 1-Sometimes, 13-Frequently
    Level 4: Critical Reflection 0-Infrequently, 1-Sometimes, 13-Frequently
    In this blog, I am focusing on the last three levels because these are the areas that I can potentially improve in. Level 1: Pre-Reflection is the initial stage of reflection. At this level, teachers respond in the moment without thought to best practices. To improve at this level, setting clear goals and objectives before engaging in a reflective process can help individuals focus their thoughts and reflections. This can include determining what specific aspects of their experiences they want to reflect on and what they hope to gain from the reflection.
    Surface Reflection:
    Surface reflection refers to a basic level of reflection where learners focus on the surface-level aspects of their learning experiences. It involves the recall of facts, concepts, and information without deeper analysis or critical thinking. Surface reflection indicators include summarizing information identifying key points, and recalling specific details (Moon, 1999).
    To improve surface reflection, learners can engage in activities such as note-taking, highlighting important information, and creating concept maps to visualize the connections between different ideas (Biggs, 1999). These strategies help learners to organize and remember information more effectively. Additionally, self-quizzing and testing can enhance surface reflection by strengthening memory and recall (Roediger & Karpicke, 2006).
    Pedagogical Reflection:
    Pedagogical reflection involves a deeper level of reflection that focuses on the teaching and learning process. It involves analyzing and evaluating instructional strategies, materials, and approaches to improve teaching and learning outcomes. Pedagogical reflection indicators include reviewing lesson plans, assessing instructional methods, and evaluating student engagement and understanding (Brookfield, 1995).
    To improve pedagogical reflection, educators can in self-reflection and self-assessment by critically examining their teaching practices and identifying areas for improvement (Schon, 1987). Seeking feedback from colleagues, observing other teachers, and attending professional development workshops can also enhance pedagogical reflection by providing new perspectives and ideas (Zeichner & Liston, 1996).
    Critical Reflection:
    Critical reflection involves a higher level of reflection that goes beyond surface-level and pedagogical reflection. It involves questioning and challenging assumptions, analyzing underlying values and beliefs, and considering alternative perspectives. Critical reflection indicators include analyzing the impact of personal biases, evaluating the social and cultural context of learning, and questioning the validity of information (Mezirow, 1990).
    To improve critical reflection, learners and educators can engage in activities such as critical reading, engaging in debates and discussions, and conducting research to gather multiple perspectives (Brookfield, 1995). Engaging in critical thinking exercises and problem-solving activities can also enhance critical reflection by promoting the analysis of complex issues and the development of alternative solutions (Paul & Elder, 2006).
    Improving at Each Level:
    To improve surface reflection, learners can focus on active engagement with learning materials, such as highlighting key points, asking questions, and making connections to prior knowledge. They can also seek clarification from instructors or peers to deepen their understanding (Moon, 1999). To enhance pedagogical reflection, learners can engage in reflective writing exercises where they critically analyze their learning experiences and identify effective teaching strategies. They can also seek feedback from instructors or peers and actively participate in professional development opportunities (Brookfield, 1995). For developing critical reflection skills, learners can engage in critical dialogue and debate with peers, explore diverse perspectives through literature or multimedia resources, and actively participate in social justice initiatives or community service (Freire, 1970). Lastly, practicing self-awareness. Cultivating self-awareness by regularly examining personal beliefs, biases, and assumptions that may influence the reflection process.

    References:
    -Brookfield, S. D. (1995). Becoming a critically reflective teacher. Jossey-Bass.
    -Freire, P. (1970). Pedagogy of the oppressed. Continuum.
    -Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and
    implementation. Teaching and Teacher Education, 11(1), 33-49.
    -Larrivee, B. (2000). Transforming Teaching Practice: Becoming the critically reflective teacher. Reflective Practice, 1(3), 293-307.
    -Mezirow, J. (1990). Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning. Jossey-Bass.
    -Moon, J. A. (1999). Reflection in learning and professional development: Theory and practice. Routledge.

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