Part 1 Think about how people learn, how they show us what they’ve learned, and

Part 1 Think about how people learn, how they show us what they’ve learned, and why it’s important to know how students learn. To understand the concepts, choose one of the learning style surveys listed below from this week’s resources, or use one with which you are already familiar. Literacy Works. (n.d.). Assessment: Find your strengths. https://www.literacynet.org/mi/assessment/findyourstrengths.html EducationPlanner.org. (2011). What’s your learning style? 20 questions. Retrieved from http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml Then take the Multiple Intelligences inventory found at: http://ed.ted.com/on/tOyP1gMy Consider your results and what they indicate about you: Your predominant learning style, and your learning style in relation to your self-identified multiple intelligence strength Whether your learning style preferences were surprising to you Characteristics of your learning and strengths that led you to believe what your style was. Write a post of 250–300 words about your learning style and multiple intelligence strengths and/or weaknesses. Give an example of a learning activity you enjoy based on your style and intelligence strength. Explain why knowing students’ learning styles and multiple intelligences would be important to a teacher. In the past, intelligence was determined by IQ tests, which measured intelligence solely in reading and math inferring that some students were “smart” and others were not. How does Gardner’s theory of multiple intelligences refute these past notions and empower and challenge teachers to believe in and support the ability of all students to learn and succeed in school? Part2 Return to the Virtual Field Experiences from Week 1, titled Voices in the Field: Diversity in Ms. Ramos’s Class (VF1) and Ms. Ramos’s Class: Virtual Field Experience (MR1). Select three children and describe what you think their learning strengths and multiple intelligences are based on your observations. Use specific examples from the videos and support your analysis with information from the resources. Use the time reference method discussed in Week 1 to support your responses. recommended minimum length is 1–2 pages. Part3 Review the following second-grade Common Core standard in literacy: English Language Arts Standards » Reading: Literature » Grade 2 » 2 Links to an external site. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Select any two multiple intelligences. For each intelligence selected: Describe the intelligence and propose an activity that would allow students with strengths in this area to show they have achieved this second-grade standard. Reflect on how two different activities might allow students to use their strengths to master the same standard. (At least one of these strategies should support or expand learner expression in speaking, writing, or other media.) Discuss any challenges the student may face or errors that may be made during these activities. How will you use students’ errors as an opportunity for learning? Discuss the technology tools (if any) that would support this activity. Support your analysis with information from the resources. recommended minimum length is 3 pages.