My take away from Ms. Yvonne Smith pre-K class is more than one of the multiple intelligences. I noticed the visual spatula that was the activity that M Yvonne did with the pumpkin, when she brought it into the classroom watching it go through the different stages of life within weeks. The children were also able to not just visually see what was going on but also use their linguistic intelligence while reading and discovering the class, drawing and painting. Miss Yvonne class also used musical intelligence when they started the video. They were singing open up your eyes, open your ears, open your mouth and open your heart. A song that was being sung before they started to learn. Everything the dong described to open is what they would need to learn. For me their Kinesthetic intelligence was being used when they were actually building in the huge block area, where they can create big and they were connecting blocks and blocks to create whatever it was that they wanted to create if it was a bridge, if it was buildings, if it was towers. They had a huge block area where they could do so, as for Ms.Jessica and Ms. Andrene had a much smaller building area, but still the same goal. Ms. In Yvonne class I loved the pumpkin study and I loved what each child explained, what they said and what they felt was happening to the pumpkin.
For Jessica and Adrene’s first grade classroom, they had wonderful activities. The Bronx River study I thought was amazing, engaging, exciting and it actually used every single one of the intelligences, the interpersonal intelligence where it showed them that actually helping others to discover the answer, when they partnered at the board during an assignment. Logical mathematical intelligence they use in the classroom where they created math work and they said math can be fun and I like that because the kids were doing math but at the same time they were having fun doing it. Throwing a leaf in the river and counting in sequence how long it would take to arrive at its destination was fun. I believe Jessica said it’s hard to have kids to study or to pay attention to work or to engage in something that they are not interested in. I like that they made math fun. The naturalistic intelligence goes back outside to the Bronx River study where they looked at plants, they looked at the flow of the river, the animals that’s out in there and they saw leaves and they saw bugs. They seen the natural things of that Bronx River area and what I loved is that it wasn’t only engaging the children but they were also engaged the parents to come out to the museum at the Bronx River to participate with the children and that to me was very interesting. The Intelligence curriculum was not only to invite the children but also invite the Parents into the curriculum as well and into what is being taught. I think that excites the kids and allows them to engage and want to learn more. Intrapersonal Intelligence to me each child at the Bronx study had their own clipboard and they were taking their own notes, drawing their own pictures of what they saw, what they discovered and what they felt the Bronx River area meant to them. I really enjoyed it. I remember back when I was in junior high with my science teacher took us to Riis beach similar like Ms. Jessica and Ms. Andrene, and as we were out there was looking at trees and it was a rainy gloomy day that my teacher pretended we got lost and we couldn’t find our way back, but that was just something that he do apparently every year we found out but we were able to explore the beach, trees, rocks and all the bugs and that’s something that I never forgot so I know with Ms Jessica and Andrene class as well as Ms Yvonne‘s class, that the children would always remember what they learned and take that with them. I love the way that Ms. Yvonne, Jessica and Adrene kept their class engaged in the curriculum as mentioned the children are part of the curriculum because the curriculum is for them.
I believe each classroom is filled with Table time, science, math, reading and carpet time. They all are hitting every area the help develope a child’s motor skill, cognitive skills, sensory skills and language as well.
1. Describe in detail an activity (or activities) you observed in Yvonne Smith’s Pre-K classroom that supports each of the following modalities and how the activity supports learning through this modality. Note: Each activity you describe may support one modality or more than one.
Kinesthetic: When the teacher is showing the kids how nature works through the decomposition of a pumpkin.
Visual-Spatial: The teacher has designated spaces for different activities. A library, and area for construction of building blocks. There is an area for painting and an area for cooking.
Musical: The teacher engages the children in a circle in a sing-song together
There is an area for dramatic play
Linguistic: The teacher is singing about different parts of the body together with the young students, they are following her lead by singing and visual and physical cues.
2.Describe in detail an activity (or activities) you observed in Jessica and Andrene’s first grade classroom that supports each of the following modalities and explain how the activity supports learning through this modality. Note: Each activity you describe may support one modality or more than one.
Interpersonal: The teachers take the students on a field-trip to the river.
The teachers do a “read-aloud” with the children.
Logical-Mathematical: counting at the bridge, by rote counting. Checking time and using numbers in order.
Naturalistic: Studying animals, learning about natural habitats. The teachers take the student through the forest and to the river.
Intrapersonal: The teachers are engaging the students by keeping a continuum through a theme/Story telling. The children can connect their learning and development by understanding the connection.