2.  SUBJECT › Math, Reading, Writing, Science  GRADE LEVEL › Kindergarten  STUDENTS › 18 Students  9 Boys  9 Girls  DEMOGRAPHICS › Low income families › 17 Caucasian students › 1 Hispanic › 5 to 6 years old  OBSERVATION › 20 Hours

3.  Teacher-Student Interaction › The teacher works with small groups on a daily basis. › The teacher shows all of her students the same respect, and treats them how she would expect to be treated. › You can tell she really enjoys her students.  Student-Student Interaction › The students all get a long for the most part, there are the few “tattle tellers”. › The students love to play games with each other. › Students in this classroom enjoy helping each other out when they need help.

4.  Classroom Management - - key to successful classroom › The instructor uses “peace and quiet” method. During this she will tell the students PEACE and the students raise two fingers (peace sign) then she will say QUIET, and the students place one finger over their mouths. This gets the students very quiet and attentive. › She also uses the Traffic Light (green = good, yellow = warned, red = not behaving).  Instructor › The instructor of this kindergarten class motivates her students, and pushes them to do their best everyday. › Her assignments for the students are interesting to them, they enjoy learning with the different materials the teacher offers.

5.  Howard Gardner’s Multiple Intelligence Theory › He believes there are eight distinct forms of intelligence and each one is independent of another. › He also believes each child is born with their own distinct way of learning which can be determined through a series of test.

6.  Logical/Mathematical › Ability to handle long chains of reasoning  Linguistic › Sounds, rhythms, meanings of words  Musical › Musical expression, learn through songs  Spatial › Visual, good with puzzles  Bodily/Kinesthetic › Learn through movement, language skills highly developed  Interpersonal › Interaction with others  Intrapersonal › Rather work alone  Naturalist › Nurturing and relating to natural soundings

7.  According to Gardner’s theory, each intelligence offers different learning techniques to students. › Gardner believes students should be able to learn in a way that suits their specific learning needs. › Educators can help their students by providing them with encouragement and materials to fit their learning needs.

8.  My supervising teacher uses this theory in the classroom; she allows her students to learn in the ways that best suits them.  She does her best to instruct the students through different methods. › Hands-On Activities, Worksheets, Music, Movement, and different Visual Activities.

9.  The instructor often uses verbal/linguistic instruction. This allows the students to hear what is being taught and then having it written as well.  For certain activities the students have learned songs in order to be able to memorize and recall information.

10.  She uses a technique where they use their hands and arms in order to sound out words, this would fall under the bodily/kinesthetic learning technique.  While being outside, the students and teacher learn through nature. They get to see different animals/bugs along with plants.

11.  As teachers, we should be aware that all students learn in different ways. No two students will learn in the exact same way. › Gardner believed his theory worked great. Teachers today still use his MI theory. › Teachers are able to test their students (or watch and observe) in order to recognize the most successful method of learning for a particular student.

12.  This theory is important because all students deserve to be successful. By using this theory teachers are able to help their students learn in ways they are able to understand. › Just because “Susie” can learn best by verbal/linguistic, “Tommy” might learn best through bodily/kinesthetic.

13.  All students strive to be the best, and if they aren’t it is because the teacher isn’t helping them the way they need.  In this kindergarten classroom, the teacher was very interactive with the students. Her students were often calm and working hard. If they were unable to complete a task, the teacher would assist the student in a way she/he could understand.

14.  Examples: › “Susie” was unable to complete the money counting worksheet. The teacher then assisted her, and reminded her of the money song they had learned. “Susie” was then able to complete her work. › “John” could not grasp the concept of sounding out his words. The teacher went to him and taught him to sound out each letter. For the first sound it would tap his head, the second he would tap his shoulders, and the third he would tap his waist. He then caught on and was able to complete his work. By using Gardner’s theory the teacher was able to get through to her students and help the understand/learn.

15.  "Great Performances." Howard Gardner's Multiple Intelligence Theory. N.p., n.d. Web. 28 Mar 2012.  The Creative Arts. 5th. Salt Lake City, UH: Pearson, 2010.  Snowman, J., R. McCown, and R. Biehler. Psychology Applied to Teaching. 13. Wadsworth Pub Co, 2011.  McKenzie, Walter. Multiple Intelligence Overview. N.p., 1999. Web. 31 Mar 2012..