Description
Directions: Part 1
Discussion – Applying Gardner’s Multiple Intelligences
Gardner’s theory of multiple intelligences challenged our understanding of how individuals learn. The theory recognizes that each student approaches the learning process with a different type of intelligence. In other words, teachers need to align learning activities with a student’s learning style (intelligences). For instance, math can be a tough subject for some students. However, when math is taught using learning activities that match a student’s intelligences, the student will find the learning process more interesting and, therefore, will be more likely to master the content. Did you know that math can be learned by making a math podcast (musical intelligence), dancing (bodily-kinesthetic intelligence), creating puzzles (logical intelligence), and many other activities?
You’re a college professor who teaches General Psychology. In the current chapter, you want students to master the concept of memory. You’re interested in applying Gardner’s Multiple Intelligences in your classroom. Choose two (2) types of intelligence and create a learning activity that supports each type of intelligence.
State the type of intelligence you’ll be using to teach about memory. Create a learning activity that reflects that type of intelligence. Explain how the activity relates to that type of intelligence. Explain how your activity will enhance the student’s learning.
Finally, briefly describe the types of intelligence you believe that YOU possess.
When you reply to your peers, comment on the following:
What are your thoughts about their learning activities?
Can you think of another learning activity that could support the types of intelligence your peer discussed?
Scoring Breakdown: Students are required to complete an initial post and two reply posts.
Initial Post: 15 points
Two Reply Posts: 8 points (4 points for each)
classmate #1 Megan
1/9/24, 9:23 PM
NEW
The types of intelligence that I have chosen are visual-spatial intelligence and musical intelligence. For Visual-spatial intelligence, the activity would be learning and creating origami.
Origami is the art of folding paper, when you learn to fold paper in certain sequences you can create many different forms. In this activity, the students will be shown how to create a simple origami object and then use their memory to recreate the steps themselves. Once they complete the first simple object, they can be shown how to create one a little harder, and so on. This activity will enhance the students’ learning by helping them memorize steps and learn the importance of taking steps to solve problems. For musical intelligence, the memory activity would be playing a part of a few appropriate songs, having the students listen closely to the tunes, and then choosing a song to only play the small piece of the tune and have the students pick which song it belongs to.
The type of intelligence I believe I possess is logical-mathematical intelligence. Math has always been my strongest subject, I have always been good with numbers, formulas, and experiments.
classmate # 2 Aasiyah
1/9/24, 8:41 PM
NEW
Musical intelligence
I chose this type of intelligence for my learning activity because I, myself have a love for music unmatched by any other type of intelligence. The sheer love I have for music and having witnessed first-hand the strong emotional and neuroplastic impact music can bring about meant I’d simply be doing my students a disservice by not exposing them to this avenue of intelligence. Let’s briefly reflect, can you as an adult sing nursery rhymes you heard only as a young child? If you can, that’s an amazing form of musical intelligence AND memory!
The type of learning activity I chose to stimulate the memory of my students was tracing a drop of blood through the heart, via a song. This type of activity uses all avenues of musical intelligence, from patterns, rhythm, sound, and even melody. This type of intelligence will enhance my student’s memory because the human brain secretly loves patterns. Predictability and routine can sometimes however lead to a rather lax mind. The choice of musical intelligence also brings the ability to stimulate neuroplasticity within the brain, as the constant exposure of typical musical elements satisfies the brains need for pattern, but the ever-changing melodies can bring the brain full circle into learning in a totally different, brain rewiring type of way! I believe that only musical intelligence can bring that type of brain rewiring to stimulate the capacity of memory in a way that uses both a familiar rhythm, yet a varying intelligence style that keeps the brain from getting complacent.
Naturalistic Intelligence
The second type of intelligence I chose to stimulate the memory of my students was naturalistic intelligence. I chose this type of intelligence because this type of intelligence also stimulates neuroplasticity with the brain, but it also aids the student in getting more acquainted with their environment WITHOUT electronic devices. Let’s briefly reflect, thinking back to your childhood, I’ll bet you can remember a time when you tasted something in nature that you’d rather not experience again, whether your friends dared you, or you simply grew curious. These strong memories were made through naturalistic intelligence. The activity I chose to stimulate memory within my student population was consumption of various RAW plants, berries and herbs during an outdoor classroom hike. The thought process behind this was garnering up new experiences, and memories via tasting nature. My students may taste something amazing and remember something new. My student population can also taste something awful, stimulating a displeasing memory. I’d have my students identify, and log what they tasted and what they thought about it. During the completion of the exercise, I’d have all students present what they learned and thought, without notes of course! I want these students building memories, not notes! Furthermore, I will NOT be exposing my students to harmful, or poisonous plants, berries, or herbs. I believe I possess both musical and naturalistic intelligence, which is why I deem exposure to my student body to be paramount. I feel heavy utilization of both intelligence types helped me become a rather well-rounded individual with the capacity of a strong memory.
CITATIONS:
https://www.verywellmind.com/gardners-theory-of-mu…
Part 2
Written Assignment – Sammy’s Behavior Modification Plan
Project Narrative: A little boy named Sammy
Read the following narrative about a young boy named Sammy. After reading the project narrative, you will complete three forms:
Behavior Modification Plan
Behavior Chart
Observation Recording FormFive-year-old Sammy was an absolute joy. He eagerly followed the directives given to him by his parents. He ate his vegetables, went to bed on time, cleaned up after himself, and even said, “please” and “thank you.” His kindergarten teacher reported that he was eager to learn and played nicely with his peers, sharing his toys willingly and taking turns during games. Sammy even behaved himself for the babysitter when his parents went on date nights. The summer before first grade, his parents told him that he was going to be a “big brother.” Sammy shared in their enthusiasm. He was curious about his new baby brother or sister and asked all sorts of questions. His parents got a kick out of Sammy’s inquisitiveness and excitement about the news. They saw it as a good sign and knew that the baby would be a welcome change.
A few months later, Sammy’s mom went into labor early and was admitted to the hospital. Because his father wanted to be by her side, Sammy went to stay with his grandparents who lived close by. Due to complications, his mother had to have a Cesarean section (C-section) and was placed on bed rest to recover. Sammy’s new sister, Jenna, was born premature and needed to remain in the Neonatal Intensive Care Unit (NICU) for two weeks.
Due to everything going on with the birth of Jenna, Sammy didn’t see much of his parents during those few weeks. He didn’t even get to meet his baby sister. Sammy was confused and growing increasingly impatient at his grandparents’ house. He began acting out. He refused to eat his vegetables and became fussy at bedtime. If they asked him to do something, Sammy would defiantly yell, “You’re not the boss of me!”
After two weeks passed, Mom, Dad, and Jenna were on their way home. Understanding how much Sammy missed his parents, his grandparents made sure he was at home before they arrived. When he saw his mother, Sammy rushed up to give her a hug but was stopped by his father who explained that “Mom has an ouchie, and you can’t hug her right now.” Sammy was eager to help with Jenna as well. Unfortunately, his mother and father would not let him hold her or play with her because she was “too tiny and delicate.”
Sammy was confused. He used to be the center of attention. Now, no one had much time to play with him or read him books. Everything was about Jenna—Jenna this and Jenna that. His parents were always changing diapers, feeding, singing, swaddling, and fussing over Jenna. He wondered, “Is that all they care about now?” Things were strange and different. Jenna was now the main attraction—the star of the show. His frustration grew and grew at home. The once-compliant little boy started defying his parents’ directives. He called his vegetables “gross” and refused to eat them. At bedtime, Sammy wouldn’t turn out his light and continued to play despite his parents’ endless warnings for him to “Turn out the lights and go to bed young man, or else!” During the nighttime, Sammy would sneak into his parents’ bedroom and try to crawl into bed with them. Whichever parent was awake and not tending to Jenna’s needs would angrily take him back to his bedroom. Sammy couldn’t believe how much things had changed. He felt like he was just a nuisance now.
Meanwhile, Sammy started first grade. He was eager to be back in school and away from the “Jenna Show” at home. The school year started off great. Sammy was on a roll, doing his work and meeting new friends. When he got his first progress report, he was eager to show his parents. He got good grades and a bonus star for good behavior.
Upon arriving home, Sammy was greeted by his grandparents who told him that his parents took Jenna to a doctor’s appointment. His disappointment was written all over his face. He raced to his room and slammed the door.
A month passed and not much was changing at home. Due to being born premature, Jenna had lots of doctor’s appointments which took the place of taking trips to the park and cuddling on the couch together to watch his favorite shows.
When he tried to ask his parents questions about Jenna, they would tell him, “It’s complicated. Don’t worry. Your baby sister will be okay.” Sammy did worry but not about Jenna. Sammy felt discouraged and angry. Temper tantrums were soon a daily occurrence. Sammy hit his father a few times when trying to get his attention. While his acting out at home continued to intensify, his parents were too tired and busy to discipline him.
Sammy’s second progress report stunned his parents. Not only was he getting failing marks in his classes, but he was also getting in trouble for not following rules, getting out of his seat during class, and being aggressive with his peers. When his teacher asked Sammy to participate in class activities, he would refuse. Sometimes, he would throw his books and pencils on the floor. The progress report also noted that Sammy had hit his peers a few times during recess for which he was sent to the principal’s office. His mother and father both sat down to “talk” with him about his acting out in school. Finally, he had their attention!
Things continued to get worse at home and at school.
Instructions: Behavior Modification Plan, Behavior Chart, Observational Recording Form
Click on the link below to download the Behavior Modification Plan, Behavior Chart, and Observation Recording Form. Each section has specific instructions. Please read the instructions for each part carefully.
Behavior Modification Plan
Complete each section of the behavior modification plan. Refer to the textbook, lesson content, and the Live Classroom lecture for the information needed to apply the behavioral concepts to the project narrative.
Behavior Chart
Choose six (6) replacement behaviors you want to see Sammy increase. Include positive behaviors you want to see him exhibit at home and at school. Since we are going to focus on encouraging positive behaviors, the behavior chart will only be used to track replacement behaviors. Remember to state your replacement behaviors in behaviorally-specific terms (i.e., be nice vs. share toys with peers).
For each behavior, act as if you’re tracking Sammy’s behavior over a one-week period. Record the daily frequency of each behavior. For each day of the week, specify how many markers (points, stars, stickers, etc.) Sammy will need to earn to get a reward. Create a behavior chart that would motivate Sammy to learn positive behaviors. Use your imagination when creating your chart (i.e., stickers, happy faces, stars). A colorful, imaginative chart will increase the likelihood that Sammy will “buy into” the behavior modification plan.
Observation Recording Form
This form requires you to apply the principles of the A-B-C behavioral model. Read about the Antecedents (A) and Behaviors (B) for each situation. Your job is to step into the role of Sammy’s teacher and provide a Consequence (C) that will support and encourage Sammy to learn more positive behaviors. The consequences need to use positive or negative reinforcement, NOT punishment. For each reinforcer, you will identify if it is a positive reinforcer or a negative reinforcer.
Unformatted Attachment Preview
SAMMY’S BEHAVIOR MODIFICATION PLAN
_____________________________________________________________________________
Step #1: Define the target and replacement behaviors.
What is the specific behavior that needs to be changed? Target behaviors are problematic
behaviors that need to be decreased. Replacement behaviors are positive, desirable behaviors
that need to be increased. The target and replacement behaviors need to be stated in
behaviorally-specific terms. Remember to address behaviors that are occurring at home and at
school.
3 target behaviors to be decreased:
1.
2.
3.
3 replacement behaviors to be increased.
1.
2.
3.
_____________________________________________________________________________
Step #2: Choose the types of reinforcers and punishments.
Since positive punishment is the least effective method, we will focus on using negative
punishment for the target behaviors. For each of the target behaviors stated in Step #1, choose a
specific negative punishment:
1.
2.
3.
Select reinforcers (positive and negative) for the replacement behaviors. For each of the
replacement behaviors stated in Step #1, choose a positive or negative reinforcer:
1.
2.
3.
_____________________________________________________________________________
Step #3: Decide on reinforcement schedules.
Choose two reinforcement schedules and discuss why you believe each schedule will help
Sammy learn more positive behaviors.
Reinforcement schedule #1:
Reinforcement schedule #2:
Put your APA references for this assignment here:
BEHAVIOR CHART
_____________________________________________________________________________
Choose 6 replacement behaviors you want to see Sammy increase. Include positive behaviors
you want to see him exhibit at home and at school. Since we are going to focus on encouraging
positive behaviors, the behavior chart will only be used to track replacement behaviors.
Remember to state your replacement behaviors in behaviorally-specific terms (i.e. share toys
with peers vs. be nice).
For each behavior, act “as if” you are tracking Sammy’s behavior over a one-week period.
Record the frequency of each behavior. You might think about choosing “markers” that will
reflect replacement behaviors (stars, smiley faces). For each day of the week, specify how many
markers (points, stars, stickers, etc.) Sammy will need to earn in order to get a reward.
Specify how many points Sammy must earn in order to get a reward.
Create a behavior chart that would motivate Sammy to learn positive behaviors. Use your
imagination when creating your chart (i.e., stickers, happy faces, stars). A colorful, imaginative
chart will increase the likelihood that Sammy will “buy into” the behavior modification plan.
Replacement
Behaviors
Mon
Tues
Wed
Thurs
Fri
Sat
Sun
Replacement
Behaviors
Mon
Tues
Wed
Thurs
Fri
Sat
Sun
Total number of
points earned
per day
Point System for earning reinforcers (i.e., identify the reinforcer Sammy will receive):
4-5 points =
2-3 points =
1-2 points =
0 points =
_____________________________________________________________________________
OBSERVATION RECORDING FORM
_________________________________________________________________
This form requires students to apply the principles of the A-B-C behavioral model. Read about
the Antecedents (A) and Behaviors (B) for each situation. Your job is to step into the role of
Sammy’s teacher and provide a Consequence (C) that will support and encourage Sammy to
learn more positive behaviors. The consequences need to use reinforcement (positive and
negative) not punishment. For each of the 5 situations, you must identify what type of
reinforcer they are applying—positive reinforcement or negative reinforcement.
Situation 1
Situation 2
Situation 3
Situation 4
A
B
The teacher asked
Sammy to read aloud
during story time.
Sammy refused to
read. When the
teacher asked him
again, Sammy threw
his book on the
ground.
Sammy and his peers
were outside on the
playground during
recess. When picking
teams, Sammy was
picked last.
Sammy took the
kickball and threw it at
one of his peers and
hit him.
During homework
time, the teacher
asked Sammy to
open his book and
begin his lesson.
Sammy opened his
book and started
doodling on the pages
of the book. The
teacher told him to
stop destroying the
book. Sammy tore off
several pages in the
book.
The teacher asked
Sammy to come to
the front of the
classroom to do a
math problem on the
board.
Sammy refused to get
out of his chair and go
to the board. When
the teacher asked him
again, he said, “This
is dumb! I’m not doing
it.”
C
Situation 5
A
B
Sammy’s classmates
laughed at him when
he couldn’t answer
the teacher’s
question.
Sammy screamed,
“Shut up you idiots!”
and ran out of the
classroom, slamming
the door.
C
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