Jeff Rykal, Educ 381
Combination Plan #2
Multiple Intelligences Holistic Plan
Leslie Owen Wilson/Updated Spring 2002
Jeff Rykal, Educ 381
Combination Plan #2
Multiple Intelligences Holistic Plan
Area of Concentration: 9th grade algebra
Aim: Students will learn to appreciate and understand mathematical concepts
Goal: Students will be able to understand and apply basic algebra concepts.
Holistic lesson plans include Cognitive, Affective and Kinesthetic/Physical components
Holistic Lesson Objectives:�
Cognitive: Students will be given a problem in the form of a paragraph. They will be asked to identify all the needed and unneeded information. The students will then restate the problem in the form of an algebraic equation. The students will then interpret the equation and solve for the correct answer.
Affective: The students will be divided into an even number of groups containing 3-4 students. The students will cooperate together to create their own word problem. Each student must contribute at least one idea that will be integrated into the word problem.
Projects: Each group will then trade the story problems they created above with another group. The groups must then decide on one way to present the problem. They can choose from the projects listed below, or the groups can present their problem by other means as long as the teacher approves it. Bodily/Kinesthetic and Verbal/Linguistics: These groups can perform their story problem in dramatic presentation. The group must find a way to act out the solution to the problem. They may use the other students in the class if the problem calls for it. This presentation is limited to 10 minutes.
Visual/Spatial: These groups can demonstrate how to solve the problem through the use of manipulatives. The manipulatives can either be supplied by the teacher or brought from home by members of the group. This presentation must last 5 to 10 minutes
Musical/Rhythmic: These groups can make up a song or jingle that somehow incorporates the story problem and the solution to it.
Interpersonal: These groups can write up a brief lesson plan on how they would teach the problem. The group would then team-teach the problem to the rest of the class for 5 to 10 minutes
Intrapersonal: These groups may not wish to do a presentation to the class. Instead they must choose a recorder for the group and type up a formal report on how they would go about solving this word problem. They must include each step and a detailed description of each step. This report must be no less that one page hand-written.
Additional Material: The teacher should allow almost free reign on the students’ presentations. Let them express their understanding in the best way they know how. This is designed as a two-day activity; however, if time is a factor, it may be lengthened or shortened.
Evaluation: This activity is worth a total of 50 points. 10 points for completing the assignment, 25 points for peer evaluation by the students own group members, and 15 points that are subjective. I will be looking for complete understanding of the process by which story problems are solved.
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