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Learning Styles

This document outlines strategies for a lesson plan focused on mastery (35%), interpersonal skills (35%), and understanding (20%), with some emphasis on self-expression (10%). For mastery, the plan includes using demonstrations, hands-on experiences, and direct instruction around topics like math, engineering, and science. For interpersonal skills, it focuses on group work, collaboration, and sharing ideas. For understanding, the plan utilizes inquiry, problem-solving, and independent work on topics such as subtraction and predicting. Finally, for self-expression, it incorporates open-ended discussion, creative activities, and hypothesizing across various subjects.

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55 views3 pages

Learning Styles

This document outlines strategies for a lesson plan focused on mastery (35%), interpersonal skills (35%), and understanding (20%), with some emphasis on self-expression (10%). For mastery, the plan includes using demonstrations, hands-on experiences, and direct instruction around topics like math, engineering, and science. For interpersonal skills, it focuses on group work, collaboration, and sharing ideas. For understanding, the plan utilizes inquiry, problem-solving, and independent work on topics such as subtraction and predicting. Finally, for self-expression, it incorporates open-ended discussion, creative activities, and hypothesizing across various subjects.

Uploaded by

api-386069090
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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ST- Mastery 35%

Strategies Planned
Demonstration
o M: Demonstrate how to use a number line and counters
o S1: Demonstrate how to make a blueprint
o S2: Demonstrate how to identify push and pull
o R: Demonstrate how to make a prediction
o W: Demonstrate how to find and use voice
Hands-on Experience
o M: Manipulate number lines and counters
o S1: Physically construct blueprint designs
o S2: Play Jenga and construct and use a car and ramp
o R: Use of children’s literature and iPads
Direct Instruction
o M: Mini-lesson on using math tools for double-digit subtraction
o S2: Mini-lesson on motion
o W: Mini-lesson on locating voice
Technology Fostered
o M: Played a video for ant. set
o R: Use of iPads for read-aloud
Multiple Intelligences Fostered
Body/Kinesthetic
o M: Students get to use manipulatives for subtraction.
o S1: Students get to physically build two products.
o S2: Students get to rotate to multiple stations conducting physical science
experiments.
o R: Students are rotating multiple times for stations.

SF- Interpersonal 35%


Strategies Planned
Group Experiences and Working with Others
o M: work with partners on math activity
o S1: work with partners to engineer products
o S2: rotate in small groups to work at various stations together
o R: rotate in small groups to work at various stations together
Chances to share ideas with other students and present ideas to class
o M: discuss with partners how to solve math problems
share at the end of class what math tools they used
o S1: collaborate with partners on best method to engineer product
partners share their findings at the end of class
o S2: conduct various science experiments together then share ideas regarding the
focus questions
small groups share their answers to the questions at the end
o R: work together at different stations by reading to a partner, reading jokes in small
groups, and analyzing texts to make predictions together
small groups share what they learned at the end of the lesson
o W: during the sharing portion, students can share their pre-writes or drafts
Multiple Intelligences Fostered
Musical/Rhythmic
o S2: Students learn a song to remember content. Students use hand gestures to
remember content.
Interpersonal
o Multiple opportunities to work in groups/partners, collaborate, and share ideas
throughout the lesson and during closure time

NI- Understanding 20%


Strategies Planned
Inquiry
o M: ask questions in response to the video to develop a subtraction problem
o S1: investigate how to build a specific product a certain way
o S2: investigate force through hands-on science experiments
o R: investigate how to make predictions in order to identify the mystery object
Problem Solving/Logical Thinking
o M: must determine how to use math tools to solve double-digit subtraction
problems
o S1: must analyze the best way to engineer the two products
o S2: must identify motion by conducting experiments
o R: must collect and analyze known/given information in order to make a prediction
Independent Work
o M: work independently to complete subtraction problem on the carpet
o S1: work independently to create two blueprints
o S2: work independently by responding to activities through journaling
o R: work independently at one station, to create an image in response to a text
o W: work independently to develop a pre-write and/or draft
Multiple Intelligences Fostered
Intrapersonal
o Students have the opportunity to work independently and apply their own thoughts
and ideas at least once (or more) during each lesson.
Verbal/Linguistic
o M: Students communicate with partner to identify solutions.
o S1: Students communicate with partner to engineer two products.
o S2: Students communicate with small group about motion. Students have a
written/response to put in their journals at each station rotation.
o R: Students have discussions with teacher during GR about the given text
o W: Students express themselves through writing.
NF- Self-expressive 10%
Strategies Planned
Open-ended Discussion
o S1: Students share their ideas on what they think the best way is to engineer their
products.
o R: Students have opportunity for grand conversation after reading the given text.
Creative Art Activities
o S1: opportunity to design and draw two blueprints
o S2: opportunity to draw in journals as a response activity to stations
o R: opportunity to draw an image in response to one station
Hypothesizing
o S1: hypothesize the best way to construct each product
o S2: hypothesize how push and pull forces can be seen everyday
o R: hypothesize what could be in they mystery box by analyzing known/given
information and making a prediction
Multiple Intelligences Fostered
Logical/Mathematical
o M: Students analyze the purpose of math tools.
o S1: Students consider the best way to build a product in order to reach a certain
outcome.
Visual/Spatial
o M: Students conduct subtraction problems using a number line as a visual.
o S1: Students visualize how they will construct their products prior to drawing them.
o S2: Students visualize how the motions of push and pull are prevalent on the
playground, at home, and at school
o R: Students visualize characters’ emotions by looking at illustrations.
Naturalist
o S2: Students go outside then discuss how push and pull forces can be found on the
playground.

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