Geometry Lesson

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Geometry Lesson

• Triangles
• Quadrilaterals

Alaina McMahon Week 4 Application EDUC
6615 January 25, 2007
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Visual Representation of My Lesson

• I understand that not all people are familiar
  with Geometry, and I wanted to make sure that
  anyone who looks at this presentation would have
  a better insight of my lesson. The next few
  slides are actual parts of my lesson on triangles
  and quadrilaterals. I taught this lesson on my
  SMART Board, which allows me to be more creative
  in how I teach mathematics.

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What characteristics do you have in order to be
accepted in each club?
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Multiple Intelligences Employed

• Verbal-Linguistic
• Students listened to me as I gave my lecture.
• Students discussed answers with peers and myself.
• Logical-Mathematical
• Students compared the different triangles and
  quadrilaterals.
• Students had to reason why the characteristics of
  the triangles and quadrilaterals overlap.
• Students had to take notes during the lesson.

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Multiple Intelligences Employed

• Spatial
• Students had to understand the relationship chart
  and Venn diagram for quadrilaterals.
• Students had to use their abilities to visualize
  the polygons in their minds.
• Students had to follow a very visual presentation
  of notes.
• Students were exposed to a variety of colors and
  shapes.

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Multiple Intelligences Employed

• Bodily-Kinesthetic
• Students had to get up and role play how the Venn
  diagram works by explaining the Quadrilateral
  Club.
• Interpersonal
• Students and I discussed the relationships of
  different triangles and quadrilaterals.
• After completing a problem on their own students
  compared their answers with their peers.
• I used a lot of body language and voice
  inflections to explain the Quadrilateral Club.
• Intrapersonal
• Students worked on problems on their own.

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Learning Styles Employed

• Mastery Learner (ST)
• Students learned through my demonstrations of how
  quadrilaterals are related.
• Students used their inclination for remembering
  and describing the different triangles and
  quadrilaterals.
• Interpersonal (SF)
• Students where able to role play with one another
  when explaining the qualifications to get into
  the different Quadrilateral Clubs.
• Understanding (NT)
• Students had to listen intently from my lecture.
• Students used their inclination for analyzing and
  connecting the relationships of triangles and
  quadrilaterals.
• Self-Expressive (NF)
• Students had to contemplate why the different
  triangles and quadrilaterals have characteristics
  that overlap.

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Principles of Diversity

• Principle 1 Comfort
• As Silver, Strong, and Perini (2000) stated, It
  is important to create comfort by employing
  learning activities in each of the four style
  neighborhoods and in a wide range of
  intelligences (p. 44).
• As you can see from earlier slides I did hit
  three out of the four learning styles and six out
  of the eight intelligences.
• This lesson was indeed a lesson for all types of
  learners, which produced a high comfort level for
  my students.

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Principles of Diversity

• Principle 2 Challenge
• Students are challenged to think beyond the
  basics of a triangle, square, and rectangle.
• Students must be able to list and describe all of
  the characteristics of the different triangles
  and quadrilaterals.
• Triangles - equilateral, isosceles, scalene,
  acute, obtuse,
  and right
• Quadrilaterals parallelogram, rectangle,
  square, rhombus, and
  trapezoid
• Students must understand how and why the
  characteristics overlap.

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Principles of Diversity

• Principle 3 Depth
• Students were required to use higher thinking to
  answer questions, which ensured their
  understanding of the material.
• For example A square is a rectangle.
• (Never, Sometimes, or Always)
• A triangle is a quadrilateral.
• (Never, Sometimes, or Always)
• Deeper thinking and thinking out of the box must
  take place to answer these questions.

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Principles of Diversity

• Principle 4 Motivation
• Students were motivated through the fun of role
  playing.
• It was not the traditional lecture for 42
  minutes.
• Students were enthralled in my ability to animate
  the lesson with my energetic body language and my
  personal excitement for the lesson.

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Summary

• In the past when I taught this lesson on
  triangles and quadrilaterals I was never aware
  that I was hitting the different learning styles
  and intelligences. I personally thought I was
  just being creative in how I was teaching the
  lesson. Today I am more in tuned with my
  students individual learning needs. I take
  larger strides to make sure I am reaching all of
  my students on their level of learning. I am more
  focused on being a teacher with an open mind to
  diversity from my normal routines. If I make sure
  that I am paying attention to the four key
  principals of comfort, challenge, depth, and
  motivation, I am sure I will reach the maximum
  achievement of using these two models of
  learning.

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References

• Silver, H. F., Strong, R. W., Perini, M. J.
  (2000). So each may learn Integrating learning
  styles and multiple intelligences. Alexandria,
  VA Association for Supervision and Curriculum
  Development.