Red Block -- Learning Styles Grid

Sensing Thinking (Mastery) -- ST -- 35%

● Direct Instruction
○ Each lesson included a whole-group direct instruction element to scaffold
learners
● Hands-On Experiences
○ Using arm motions to form >,<, and = signs in comparison to an alligator
“munching” the larger number
○ Building number comparisons out of base ten blocks
○ Physically sorting character traits of characters from a story
○ Creating a habitat out of classroom materials
○ Constructing a model of the three components of dirt
● Observing Activities
○ Observation of 2 mini-experiments
○ Observation of 2 scientific method experiments
● Categorizing Activities
○ Categorize a set of numbers using >,<, and =
○ Categorize characters based on physical traits, character traits, and
adventures
Multiple Intelligences fostered:
● Bodily-Kinesthetic
○ Students often asked to manipulate materials to gain meaning
○ Students use their bodies during hands-on experiences
● Logical-Mathematical
○ Students use problem solving during direct instruction & hands-on
experiences
○ Students use reasoning to solve categorizing activities
Sensing Feeling (Interpersonal) -- SF -- 35%
● Group Investigation
○ Many of the science inquiries were done through a whole-group discovery,
given the age of first graders
● Personal Sharing
○ Sharing a family tradition with the class through writing
● Valuing Activities
○ Finding the value in celebrating different family traditions
○ Discovering the values of various habitats and components of soil that
make our world diverse
● Group Projects
○ Students worked in a group during math and literacy stations
○ Students worked in groups during the prewriting stage
 ○ Students worked in groups when creating a habitat
○ Students worked in groups when creating a model of three components of
dirt
Multiple Intelligences fostered:
● Interpersonal
○ Students are given an opportunity to interact and work with peers in an
encouraging classroom environment during group interaction, activities,
and projects
● Intrapersonal
○ Students are asked to reflect on past experiences
○ Students find meaning and value in the world around them
● Verbal-linguistic
○ Students use communication skills in pairs, small groups, and whole group
discussions
○ Students share personal experiences and family traditions with the class
Intuitive Thinking (Understanding) -- NT -- 20%
● Inquiry
○ 2 science mini-experiments
○ 2 scientific method experiments
● Concept Formation
○ Each lesson was an introduction to a new concept
○ Scaffolding allowed for exploration of new conceptual thinking and
formation
● Problem Solving
○ Students utilized problem solving skills during both math stations
● Comparing & Contrasting Activities
○ Students compared and contrasted two-digit numbers
○ Students compared and contrasted characters in a story
○ Students compared and contrasted diverse family traditions
○ Students compared and contrasted various habitats that plants and
animals call home
○ Students compared and contrasted the three components of dirt/soil
Multiple Intelligences fostered:
● Logical-Mathematical
○ Students are asked to use critical thinking skills when comparing and
contrasting in each lesson
● Interpersonal
○ Students are asked to work in groups when utilizing problem solving skills
during both math stations as well as both science inquiries.
Intuitive Feeling (Self-Expressive) -- NF -- 10%
● Creative Art Activities
 ○ Students were asked to draw a picture of their family tradition
○ Students were asked to draw their bedroom habitat
○ Students were asked to create their own habitat
○ Students were asked to draw what happened during an inquiry science
experiment
○ Students were asked to create a model that represents how the three
components of dirt/soil filter water
● Open-Ended Discussion
○ Students were given opportunities to practice essential communication
skills through both whole-group and small group discussion in each lesson
● Imagery
○ Students were given visual aids in the form of posters during math,
reading, and both science lessons to drive meaning
● Discovery
○ Students conducted discovery inquiries throughout both science lessons
Multiple Intelligences fostered:
● Visual-Spatial
○ Students are asked to create in various art activities to produce a model
that represents new learning
○ Students are given visual aids to reference throughout each lesson
● Musical
○ Students utilize listening skills throughout open-ended discussions
○ Lessons include instructional videos that use music to drive meaning.
● Naturalist
○ Students discover the diversity in the world around them by inquiry
experiments about habitats and the three components of dirt/soil