Professional Documents
Culture Documents
4/14/09
multiple
intelligences
Blog • Students learn • Students engage • 1A, 1C, 2B, 3A, • Computer
how to write in in revision 3B, 3C, 5A • Internet
an inform space • Students • Blog site
in a formal consider F = A +
manner P
• Students • Students use
experiment with technology
different
fonts/dividing to
convey a
meaning
Photo Collage • Learn to • Students must • 1C, 2B, 3C, 5A • Camera
interpret interpret visual • iPhoto/Kodak
photographs for representations Gallery
meaning and • Students must • Printer
themes find a common • Scrapbook
• Use photographs theme and website
to convey convey it
themes through photos
Comic Strip • Students use a • Students engage • 1C, 2A, 2B, 3A, • Paper
mix of visual and in multiple 3B, 5A • Art supplies
written text to intelligences (crayons,
convey a theme • Students must makers, colored
• Students learn evaluate a pencils, etc)
to relate visual different form of • Comic panels
representations text
to themes and
Jen Harkness
4/14/09
texts
Song • Students learn • Students learn • 1A, 1C, 2B, 3C, • Sound System
to see a song as to analyze 5A • Lyrics
a poem poetry
• Students use
variations in
music to add to
the theme of the
piece
Discussion: How does/will the above help you plan pedagogically meaningful experiences for your
students in the MG Res Unit?
I am able to see the “why” for each mode I plan on teaching. It will help me with my rationales and with my
decisions for the daily lessons. If I know why something is important to teach, I can try to figure out how to best
teach those specific components (yay backward planning!).