Sensory-Thinking (ST)
Mastery Style – 35%
Seeing Tangible Results/Hands-On Experience –
The experiments in both science lessons provided
opportunity for students to see the outcome of their
own work, as well as natural processes. The math
lesson allowed them to create their own structures
made up of angles rather than just filling out a
worksheet about types of angles.
Demonstration – Math Lesson: Showing my own
structure I had created; Science Lesson: Working
through an example experiment before diving into
the main experiment; Writing Lesson – Sharing my
own example/story to encourage ideas
Practice – The skills used in my reading and writing
lessons were designed to complement one another,
as well as both of my science lessons. Students
practiced the same skills, strategies, and methods
throughout the complementing lessons.
Drill/Immediate Feedback – Throughout every
lesson, students were required to follow a set of
directions, whether that be for a transition time or
for a lesson activity. Feedback was given
immediately, especially in a lesson activity through
formative assessment.
Multiple Intelligence Fostered
Verbal-Linguistic – Students had to rely heavily on
my verbal and non-verbal direction. Students were
also required to communicate frequently with one
another.
Logical-Mathematical – Students were required to
follow processes, such as the scientific method and
provide reasoning for their own methods. They also
participated in computational activities, such as
using a calculator or testing things and recording
them on a chart.
Intuitive-Thinking (NT)
Understanding Style – 20%
Lectures – Although I kept direct instruction to a
maximum of 15 minutes, every lesson had a time
Sensing-Feeling (SF)
Interpersonal Style – 35%
Group Experiences – In every lesson, students
worked in a group of some sort, whether that be in
pairs or larger groups of three or more. We also
always had whole group time on the carpet for
instruction.
Personal Expression – In the writing lesson,
students had the opportunity to write a
perspective piece detailing an experience they
could have faced on the Underground Railroad.
Personal Attention/Encouragement –
Throughout every lesson, whether in independent
work or whole group, I made sure to point out
good behavior or intentional effort in an activity.
Opportunities to Be Helpful – I allowed specific
students to help me at specific times pass out
materials or lead their group.
Multiple Intelligence Fostered
Bodily-Kinesthetic – Students were given specific
tasks to engage in during the science experiment
so that everybody in the group was moving. I also
kept transitions brief but consistent so students
had an opportunity to move frequently.
Interpersonal – Students were always able to
share their work from a lesson, whether whole
group or with a partner.
Intrapersonal – I prompted student thinking
when asking open-ended questions or providing
open-ended prompts. They had an opportunity to
think to themselves about how the topic could
apply to them or what they wanted to learn from
the topic.
Intuitive-Feeling (NF)
Self-expressive Style – 10%
Creative/Artistic Activities – Students were able
to apply their knowledge of angles in the math
where only the teacher was speaking and students
were sitting as a whole group listening to and
processing the information.
Reading – Obviously, the reading lesson had
opportunity for this, but even so, they engaged in
different kinds, including fiction and non-fiction,
articles and children’s books, etc. They also had
opportunity to read electronically and practice
reading in lessons outside of the actual reading
lesson by reading directions for the science
experiments.
How Things Are Related – The Big Idea was a
perfect opportunity for these students to discover
not only how things were related in one lesson or
across a unit but how the students themselves relate
to each other.
Problem Solving – The reading escape room and
science experiments allowed students to identify a
problem and use trial and error to solve it.
Multiple Intelligence Fostered
Verbal-Linguistic – Since these learners love
debating and sharing ideas, they were given
opportunity to do so because of the nature of the
science experiments. They could defend their own
hypothesis and support it with reason.
Visual-Spatial – These learners not only had to be
aware of the content but also of the things and
people around them. When they understood their
environment, they better understood the task as a
whole.
lesson by working with spaghetti noodles and
marshmallows. They were also able to practice
their own creative writing in the prompt regarding
the Underground Railroad. I also provided videos
for my math, reading, and science lesson.
Working on Multiple Things at One Time –
These students did best in engaging in the science
lesson because of the process of the scientific
method. Although that is a methodological
process, these students could still apply open-
ended creativity and thought to their experiment.
Pursuing Own Interests – Students were given
freedom for creativity and expression in the angle
activity since they were not all tasked to build the
same thing. Students were also given a choice
during the math lesson if they wanted to explore
angles that way or through another activity.
Multiple Intelligence Fostered
Musical-Rhythmic – The songs in the math and
reading lesson helped the idea of angles and text
structures to connect to students in a non-
traditional way.
Intrapersonal – These learners had ample
opportunity to be creative in their own way rather
than be told what to do by the teacher or their
group. They had time to work alone in every
lesson.