Renee@NCU

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 & Standard	Key Points	Exit Ticket Question	CFS
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.b	1. The unit price is the price per one thing2. Unit prices can help us to compute prices for other amounts	1. Here is a double number line showing that it costs $3 to buy 2 bags of rice: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	Lesson 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 (6^th 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.