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Section I: Meetings with experts - people you know who display traits of each MI.

Please use
this table to document reflections from your meetings with people you have chosen to help you
in completing each MI row of the grid below.
Please note: you will need to create a list of questions to ask each person.
Examples include (a) what do you enjoy doing?, (b) how do you learn best?, (c) where do you
like to study?, (c) if you could learn something new this month, what would it be and how would
you learn it? (d) other guiding questions to get to know your interviewee.


Name of

Reflection why I chose this


What I learned about this



I chose Daniel for this

intelligence because he enjoys
talking and sometimes it seems
he never stops. Daniel works for
his familys business as a
financial advisor and is currently
finishing his Masters degree.

While talking with Daniel, it

became quite evident that he did not
need my input to continue the
conversation. It was as though he
responded to the question, created
another question and then answered
that. This showed me that this type
of learner will ask and answer their
own question to help them
internalize the content and grasp an
understanding of the material.
Daniel said that when studying he
frequently needs to take the content
and express it in his own words
aloud. The oral processing is
essential for this intelligence if the
individual is to internalize and find
mastery of the content being taught.
This type of learner would benefit
from voice recording applications,
blogging, Twitter, and other online
posting locations. Apps, such as
Puppet EDU or Toontastic, would
also be a great way for students to
orally present the material they have



My husband, Kirk, is one of the

most talkative people I know. He
thrives on conversation and
becomes reenergized through
interaction with people. He
never shies away from dialogue
of debate, even of sensitive
topics, which is what drove me
to select him for my
interpersonal interview.

Kirk accomplishes the greatest

learning when it is in community
and collaboration with others. He
feels that he remembers and retains
the most information when it is
attained through dialogue with
others. This demonstrates the
importance of conversation for the
interpersonal learner. Kirk
expressed that the projects he finds
more difficult are the ones where he
is isolated to complete the work
independent of everything else. This
leaves him feeling lost because he is
unable to exchange ideas and
bounce ideas off of other people.
Interpersonal learners will greatly
benefit from social media where
they can interact with their peers,
experts, and teachers to discuss and
process their learning through
conversation. Collaborative
software, such as Glogster, Google
Docs/Slides/ Spreadsheets, Creately,
and others will also enable this
learner to work with others to create
projects to demonstrate their
mastery of the material.



My younger brother, Stephen, is

extremely athletic and has
always preferred to learn by
doing rather than by reading a
book or listening to a speaker.
Even during our conversation,
Stephen changed
positions/locations several times.

When speaking about how he learns

best, Stephen openly acknowledged
that he knows he needs to connect
the learning to a physical activity.
When preparing for a paper,
Stephen says that he gets his best
ideas while exercising at the gym or
playing a game of basketball. For
Stephen, it has never been enough
to be told something. He says he has
always needed to experience it for
himself and learns most
comprehensively through trial and
error sometimes.
Kinesthetic learners would benefit
from interactive game-based
learning (apps or computer-based)
where they discover the
material/content for themselves
and/or have to apply the content to a
real-life situation. Also, I believe
creation of skits/dramatic plays,
virtual tours, and animation apps
would benefit this learning strength.



My friend, Niki, is a junior in

college at Cal Baptist
University. She is a reflective
person who is deeply moved by
her emotions and needs time to
process the information she
receives from the world around

Niki shared that she studies best

when it is quiet and she is given a
chance to think and digest the
material before having to respond to
it or apply it. This type of learner
needs to be given time to
comprehend the material before
being asked to interact with it. I also
saw through the interview, that the
material needed to be meaningful to
Niki in some personal way. Niki
much prefers to work independently
and struggles to relinquish any part
of her learning to the job of
someone else in a group setting.
Students with this strength need to
make a connection to each part of
the learning.
Intrapersonal learners would benefit
from flipped or blended lesson
formats that they could approach
and digest at their own pace. It
would also be beneficial for these
learners to reflect/apply their
learning through online blogging,
forums, and journaling.



Joe is a friend from my small

group at church. Joes favorite
thing to do is go hunting and be
out surrounded by nature. I
chose him for naturalist because
of his love for the outdoors and
his ability to see pattern and
sequence in nature.

Joe has a keen sense to find and

chose what is best for him in every
situation. He categorizes his life into
different segments which allows
him to make connections and create
understanding of how the world
works together. To learn, Joe much
prefers to observe and draw
conclusions and connections
between the new material and the
prior knowledge he has. He uses a
logical train of thought to determine
which category the newly acquired
information fits most accurately.
The naturalist learner needs
opportunity to fit the information
into their categorization of the
world to truly master the material.
Naturalist learners would benefit
from graphic organizers, such as
Creately, or note taking apps where
they could make connections
visually through categorization.
Allowing time for students to
observe and record in photographs
and documenting their
observations/connections with
ThingLink would strengthen their
categorization of new content. An
app such as Trello, that helps
organize content and information,
would also be helpful to help show
the connection to the bigger picture.



My dad, Roger, is one of the

most spatially aware people I
know. He can look at a space
and determine exactly what
needs to be done to fit the
desired amount of stuff in that
area. Roger is also a handy man
and much prefers to do the work
himself than allow others to do it
for him.

Being a handy man, my dad is

constantly learning new things. He
told me that he will spend a large
amount of time thinking about any
project before actually beginning it.
The visual/spatial learner needs time
to process the project or task before
beginning haphazardly. For my dad,
directions are more helpful in
picture or video form rather than
word descriptions. He needs to see
how it is going to work before he
clearly understands the steps needed
to get to the end goal.
Visual/Spatial learners would thrive
when using interactive models,
virtual design software, and game
based logic activities, such as
Minecraft. Video and photographs
of presented material are also
essential to help support the
learning of this type of learner.



Phil is a very close friend of the

family. He is a very talented
musician and feels music deeply.
He connects with the emotion of
the music and can remember
large pieces of music.

In my conversation with Phil, he

expressed his deep love for music
continuously. He says that the beat
and rhythm of a song is what
triggers his memory to be able to
retain the content of a song. He
admits being able to retain
information put to a pattern but
usually struggles to apply it to a task
outside of the learning activity. This
type of learner needs road signs that
point the tool to the task. Phil says
that music affects him so deeply that
it can actually be distracting when
he is trying to learning something
new. He finds that tapping a rhythm
when learning something new also
helps him retain the information.
Musical/Rhythmic learners would
benefit from being able to compose
music and create jingles on music
and rhythm based software. Voice
recording software and interactive
textbooks could also be helpful to
help them listen to and identify
rhythm in the presented material.



Kimi, my younger sister,

approaches every situation in a
matter of fact, logical way. She
is a high school math teacher
and coach of several sports.
Kimi studied mathematics
throughout her high
school/college career.

My discussion with Kimi showed

me that this intelligence desires to
find the connections from step to
step. Kimi shared that she enjoys
studying and teaching math because
there is a logical explanation that
results in the same conclusion no
matter who conducts the work.
Throughout the interview Kimi
demonstrated her reliance on facts
and logic over feeling and emotion.
This type of learner is not hung up
on how they feel about the content,
project, or assignment. Instead, they
need clear, concise and direct
instruction that will guide them
from step to step in their learning.
Kimi is a problem solver and looks
for the logical explanation in
This type of learner would benefit
from online strategy and/or problem
solving games (ie: tangrams,
minecraft). They may also like to be
given the opportunity to
demonstrate what they have learned
through a chart or spreadsheet to
record the data they have compiled.
Finally, this learner would
appreciate research opportunities to
discover logical sequences in their

Section II: Project One Overview

Teacher name: Joy Bernal
Unit Title: Exploring Outer Space
Unit Objectives:
By the completion of this unit, students will be able to:
1. Identify the sun and describe its importance to sustaining life
2. Explain why we experience day and night
3. Identify, order and describe each of the eight planets in our solar system
4. Recognize the eight phases of the moon
5. Explain and recognize constellations
6. Express the role of an astronaut in space exploration
Common Core Standards Addressed you can find the Common Core standards on the
California Department of Education Website (http://www.cde.ca.gov/re/cc/)
RI 1.1 Ask and answer questions about key details in a text.
RI 1.7 Use the illustrations and details in a text to describe its key ideas.
RI 1.10 With prompting and support, read informational texts appropriately complex for
grade 1.
W 1.2 Write informative/explanatory texts in which they name a topic, supply some facts
about the topic, and provide some sense of closure.
W 1.6 With guidance and support from adults, use a variety of digital tools to produce and
publish writing, including in collaboration with peers.
SL 1.1 Participate in collaborative conversations with diverse partners about grade 1 topics
and texts with peers and adults in small and larger groups.
SL 1.5 Add drawings or other visual displays to descriptions when appropriate to clarify
ideas, thoughts, and feelings.
1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be
1-ESS1-2. Make observations at different times of year to relate the amount of daylight to
the time of year.
Technology Standards Addressed you can find the technology standards on the
International Society for Technology in Education (ISTE) Website (http://www.iste.org)
1.C Use models and simulations to explore complex systems and issues
1.D Identify trends and forecast possibilities
2.A Interact, collaborate, and publish with peers, experts, and others employing a variety
of digital environments and media
2.D Contribute to project teams to produce original works or solve problems
3.B Locate, organize, analyze, evaluate, synthesize, and ethically use information from a
variety of sources and media
3.D Process data and report results
4.B Plan and manage activities to develop a solution or complete a project

4.C Collect and analyze data to identify solutions and/or make informed decisions
5.A Advocate and practice safe, legal, and responsible use of information and technology
5.B Exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity
6.D Transfer current knowledge to learning of new technologies
Why this subject?
I selected this subject and unit because it is something that my students have a great
interest in but my curriculum does not cover in much depth. I hope to capitalize on the students
interest about space to incorporate cross-curricular activities in language arts, mathematics, and
social studies.
Unit Summary:
The students will discover and explore our solar system by studying the sun, stars, moon,
and planets. The discovery will be done using various technologies through self-discovery
(research report), small group learning, and large group exploration. Students will interact with
the material and demonstrate a higher level understanding by creating presentations (Prezi,
Keynote, Haiku Deck, etc), Cartoon/Puppet shows, Brochures, and radio broadcasts to
demonstrate their mastery and understanding of the material.

Section III: Depth of Knowledge / Gardner Grid: add activities for different MIs along the
Blooms continuum. Incorporate technology in ways that enhance learning. Please colorcode this grid. Put Depth of Knowledge terms in green, technology terms in red, and MIs in
Level One:
Level Two:
Level Three:
Level Four:
Strategic Thinking Extended





Using VoiceThread,
the students will
recite as many facts
as they can remember
to tell about the
planet being studied.

Students will use

Educreations to record a
short presentation
explaining the eight
different phases of the

Working in groups,
students will list as
many facts as they
can about the planet
being studied. Then
they will make a
Google presentation
to record their facts.
Students will tweet
using Twitter to
describe what they
have learned about
the planet being

Students will use Skype

to interview an astronaut
from NASA. Students
will then share their
findings in a NearPod
presentation for the class.

Students will use a

Haiku Deck
slideshow to recall as
many facts as
possible about the
planet being studied.
The student will
express their facts
using a visual and/or
short written
Students will classify
the planets by shape,
size, appearance,
temperature, etc. and
record their findings
in a Google Doc.
Students will
illustrate their
vocabulary words
then using iPhoto and
a Flashcard app they
will create photo
flashcards to match

Students will play

Identify Planets to
demonstrate their mastery
of the planet names and
Students will reflect on
their learning by writing a
newspaper article from
the perspective of an
astronaut traveling
through space. The article
will include their findings
from planets already
In Mindmeister, students
will organize a thought
web to classify the
character traits of the
inner and outer planets.

Students will map the

characteristics of the
eight planets in a
mindmap using Coggle.

Students will create a Prezi

with verbal screencast to
compare one inner planet
and one outer planet. The
students will share their
presentations using Google
Students will use Blogger to
record a comparison of one
inner and one outer planet.
Students will then comment
on three blogs to discuss
their peers comparisons.

Students will share their

findings orally and create a
Wordle to demonstrate
what they have learned
about the planet of their
choice, the sun or the
Students will role-play and
direct a radio show in
small groups using iMovie
to report on the latest
discoveries in space travel.

The students will create a

cartoon in Toontastic to
compare one inner and one
outer planet.

Students will collaborate in

small groups to record a
short commercial using
iMovie advertising a
relaxing vacation on their
favorite planet.

In Creately, the students will

compare one inner and one
outer planet in a Venn

Using Microsoft Word,

students will create a
brochure advertising a
relaxing vacation on their
favorite planet in outer
space to advise their
classmates in making the
best vacation choice.

Students will compare the

physical attributes of the
planets and divide them into
two groups according to
their traits in the T-chart app
to discover the inner and
outer planet classifications.

Using Timeline app

students will sequence five
important space
exploration journeys and
demonstrate an
understanding of their
impact on the space
Using the Creative Book
Builder App, students will
write a book, including
relevant images, about
three star constellations
and the legend attached to
each to illustrate their
understanding of star

Students will create a short

video using the Animoto app
to teach through pictures the
eight phases of the moon.



Students will
compose a chant to
learn the names and
order of the eight
planets and record it
using VoiceThread.

Students will use

Notability to list and
organize the
characteristics of
each planet.

Using YouTube students

will listen to different
songs and chants about
each planet and record
their findings in

Working in groups,
students will collaborate
on a Google spreadsheet
to arrange a graph
representing the size and
temperature of each

Students will look for

patterns in the sky to
identify constellations. Then
they will generate a talking
character to tell the legend
of a constellation of their
Using Glogster, students will
create an interactive poster
to categorize their learning
about three star

Students will work in

groups to record a song
using Garage Band to
summarize their learning
throughout the unit and
teach it to the class.

Students will present a

Prezi to persuade their
classmates to invest in
their next space travel
venture by presenting facts
and recent discoveries
learned throughout the
space unit.