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
expert
Reflection why I chose this
person
What I learned
a
b
o
u
t

t
h
i
s

Strength

Verbal/
Linguistic
Jose Jose regularly engages in
public speaking such as
preaching and giving
presentations. He very sociable
and enjoys talking for long
periods of time whether in a
formal or informal setting.

I found out that Jose shows
what he has learned best
through verbal expression.
However, he also shows that
he likes to learn new things in
a variety of ways; including
kinesthetic, logical, spatial,
and naturalist activities such as
organizing and practicing
computer skills.
I think that creating an online
forum for students to add notes
and view other notes will help
verbal students since verbal
students enjoy thinking out loud
to other people. They would
benefit from showing their
thought process to others. I
would also encourage them to try
recording their notes using voice
recognizing software to generate
a hard copy that they could
elaborate on later.

Interpersonal
Joanne Joanne is a very talkative and
outgoing person. She likes to
meet all types of people and
easily becomes friends with
people. She works in health
care which allows her to talk
To help interpersonal students I
would allow students to
communicate via email, twitter,
Skype or google +. I would
assign study groups that allow
students to discuss problems and


to many types of people
throughout the day.

Joanne enjoys working both in
groups and by herself. She
likes to be able to consult with
people about what to do but
also likes completing certain
things on her own. If she has
to concentrate she prefers to
do the work quietly but likes
knowing that her work is part
of a group or team effort. Part
of what she likes best about
her job is that she knows every
person contributes in their own
way and that they all have a
different experience but they
can all share with each other.
information.

Bodily-
Kinesthetic
Daniel Daniel is currently an
undergrad student majoring in
English. However he loves
playing sports such as
basketball and soccer. He
regularly goes jogging and
enjoys participating in fun
leagues for sports.

Daniel prefers to walk while
reading or studying. He even
enjoys watching TV while on
a treadmill. If he is sitting he
enjoys playing with a squeeze
ball or doodling in order to
concentrate. He likes to be
able to get up and stretch in
order to keep from feeling
fidgety. If he has to stay seated
and concentrate for a test he
can do so but he prefers to
have some freedom of
movement when studying.
To help kinesthetic students I
would try to use motion
recognizing game systems such
as the Kinect. I would also have
students create videos where they
use movement to demonstrate or
explain a topic.



Intrapersonal
Mireya Mireya is pursuing a degree in
school psychology and is in
the process of becoming a
licensed practitioner of clinical
counseling as well school
counseling. This shows that
she has extensive training in
empathy and self reflection.
She has always had a habit of
journaling and writing poetry
about her feelings.
Prefers to be alone when
working. She enjoys working
in groups when she trust the
people she is working with and
she can contribute in her own
way without stress.
I would use google docs to allow
students to submit work and
presentations. I would also use
google forms gather information
and allow each student to analyze
the information on their own.

Naturalist
Mery Mery has always been a
gardener and was raised on a
farm. She knows how to grow
plants from both seeds and
cuttings. She is also aware of
what medicinal properties
plants have and likes to learn
about different plant
properties. She is also skilled
at cooking. A skill she
developed through trial and
error.
Mery was able to develop
strong naturalist intelligence
due to need, but may have had
inclinations to other
intelligences that she is not
able to use as often. She
expresses a desire to know
how something is going to turn
out before doing it, hinting that
she may have logical leanings
and likes to do things in a
sequential and measured order.
I would use a mapping app such
as NovaMind to help naturalist
students map out notes and
categorize them.
I would also have naturalist
students organize discussion
forums and notes for other
students, letting them act as site
moderators to help students find
key information and make
connections.



Visual-
Spatial
Raquel Raquel works as a graphic
designer that has always
shown the ability to recreate
drawings that she liked. She
has been trained in traditional
arts such as painting and
sculpture and excelled in these
areas. Also draws out plans for
her home renovations without
any training in interior design.
Raquel strongly exhibits
visual/spatial intelligence and
uses her skills throughout the
day. She is also aware of other
areas that she would like to
develop such as verbal skills.
For topics such as geometry I
would have students take
photographs if shapes and
concepts and post them to
Instagram or a class site. I would
encourage visual learners to draw
or diagram word problems and
scan them to online notes. I
would also email or post class
notes before a lecture so they
have a visual of what I am
explaining.

Musical
Rhythmic
Jennifer Jennifer double majored in
music and psychology. She
enjoys playing the guitar and
singing in church. She is
currently working towards
getting and masters in family
therapy.
Even though Jennifer is
pursuing a career in
psychology she still practices
guitar and singing everyday.
She enjoys watching other
bands perform and would like
to continue to take lessons.
Jennifer listens to music while
studying and reading. It is hard
for her to study without music.
However, she does not know
how to compose music or
write lyrics.
I would have musical/rhythmic
students come up with rhymes or
songs to help remember key
terms and vocabulary. I would
also use visual and musical
strengths together by having
students make a having students
choose music they feel connects
to images related to math.

Logical
Mathematical
Joshua Joshua is currently medical
student. He is a very talkative
and popular person. He likes to
make pros and cons list to
make decisions. He also likes
to do a lot of research before
making decisions and creates
schedules and time limits for
himself.
Considering math is logical and
mathematical all of the content
would relate to their intelligence.
However, I would provide
rubrics and guidelines to help
logical students know what is
expected and how they will be
graded. I will also use google
docs and software such as


Joshua enjoys learning many
subjects and is very open to all
types of new experiences.
When it comes to a good
learning environment he likes
planning out what to do and
have specific goals in mind. If
he has specific goals and
enough time to think things
through, he is happy working
on his own or in a group. The
best learning environment
would be enough space to
work, that is relatively clutter
free and with quiet music or
background noise.
numbers to let logical thinkers
work through data and come to
their own conclusions.




Section II: Project One Overview

Teacher name: Wendy Flores

Unit Title: Constructions and Centers of a Triangle

Unit Objectives: Students will learn how to make different constructions including
perpendicular bisectors and angle bisectors to find the different centers of a triangle. Students
will also explain Eulers line and discuss why an equilateral triangle has one center point.

Common Core Standards Addressed

Geometry: Congruence
Make geometric constructions.
12. Make formal geometric constructions with a variety of tools and methods (compass and
straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.).
Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing
perpendicular lines, including the perpendicular bisector of a line segment; and constructing a
line parallel to a given line through a point not on the line.
Technology Standards Addressed

1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products
and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of
digital environments and media
b. Communicate information and ideas effectively to multiple audiences using a variety of
media and formats
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
a. Plan strategies to guide inquiry


b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a
variety of sources and media
c. Evaluate and select information sources and digital tools based on the appropriateness to
specific tasks
d. Process data and report results
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal
and ethical behavior.
a. Advocate and practice safe, legal, and responsible use of information and technology
b. Exhibit a positive attitude toward using technology that supports collaboration, learning,
and productivity
c. Demonstrate personal responsibility for lifelong learning
6. Technology Operations and Concepts
Students demonstrate a sound understanding
of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively
Why this subject? I chose this subject because it is one of the few naturally kinesthetic subjects
in mathematics. I also chose to integrate the construction standards with centers of a triangle
because it will provide clear directions as to why we are learning constructions. In addition,
defining and differentiating between the different centers of the triangle requires the student to
memorize many highly related vocabulary words that are easily confused and misunderstood.

Unit Summary:

In this unit students will first learn how to make basic constructions for lines and angles. They
will then apply these constructions to triangles in order to find the different centers of a triangle.
After students have learned to identify the different centers of a triangle they will discuss and
explore Eulers line and why an equilateral triangle has one center point. Through these activities
students will build vocabulary and kinesthetic skills.
Section III: Bloom / Gardner Grid: add activities for different MIs along the Blooms
continuum. Incorporate technology in ways that enhance learning. Please color-code this
grid. Put Blooms taxonomy terms in green, technology terms in red, and MIs in purple.


Bloom
Gardner
Remember Understand Apply Analyze Evaluate Create
Verbal/
Linguistic
The student
will write
mnemonic
devices to
help them and
the other
students
remember the
different
centers of a
triangle and
share them
on Twitter.
The student
will write and
record a video
blog where
they
summarize the
basic steps and
tools needed to
complete a
construction.
The students
will narrate
an animation
or video of a
construction
and give
explanations
and pointers
on how to
successfully
complete a
construction
and share it
on Youtube
or Vimeo.
The student
will write a
blog using
Blogger,
explaining
what Eulers
line is and
why three of
the centers of
a triangle are
co-linear.
The students
will compare
the
Orthocenters
of an acute,
obtuse, right
and
equilateral
triangle
through
Google + or
Skype and
discuss why
this center
can lie
outside of the
triangle.
Students will
present a
Keynote or
Powerpoint
comparing
and
explaining
the centrality
of a right
triangle,
obtuse
triangle and
an equilateral
triangle to
the class.
Interperson
al

Students will
create a
shared
notebook on
Evernote and
create a short
summary of
the note and
add a voice
recording.
They will
review the
notes of other
students and
edit notes to
reflect what
they have
learned from
other students.
Students will
tweet the
coordinates of a
point with
#circumcenter.
They will then
choose two
other tweets
from
classmates and
use those
coordinates to
find the
circumcenter
of the triangle.
In groups of
three,
students will
find three
restaurants in
the Los
Angeles area
they would
like to eat at.
After they
locate the
restaurants
on Google
Maps and
print it out.
They will
then find the
Incenter of
the triangle
and label it
as their
meeting
point.
Students will
create a list
of questions
for an artist,
designer or
architect and
interview
them through
email or
Google + and
interview
them
regarding the
use of
triangles and
centrality in
aesthetics.
Using
https://today
smeet.com/
students will
meet in
groups of
four to
discuss
which center
and
construction
they would
like to
present to the
class through
a film and
assign tasks
for each team
member to
do.
In groups,
students will
collaborate
and create a
short film
using the
StopMotion
app to make
a stop motion
film to either
define a
center or
show how to
make a
construction.

Bodily-
Kinesthetic
Students will
make
constructions
and label each
action and
term using the
Penultimate
app.
Students will
create a short
how-to
Youtube video
explaining how
to find the
circumcenter of
an obtuse and
right triangle.
Students will
create a
short skit
using one
type of
triangle and
the search for
one of the
centers to
teach others
The students
will create a
large x and y
axis on the
floor and
graph
different
triangles
using string
or tape.
The students
test a model
to see which
triangular
center has
the most
balance
when
balancing a
cardboard
Students will
use stakes
and twine to
create any
type of
triangle in a
field or park
by placing
the stakes in
the ground


about the
properties of
the triangle
and center.
They will
then use their
phones to
take pictures
of the skit
and record it
using
StoryRobe,
where they
will add the
pictures and
narration.
Students will
take turns
guessing
where
certain
centers of
each triangle
are and
stand at the
center.
Students will
use the
Geometry
Construction
s: Tutor app
to check their
centers.
Students can
win points for
correctly
guessing a
center.
triangle on
pole. They
will fill out a
Google Form
detailing their
findings from
the
experiments.
and
wrapping
around the
stakes. They
will then
find the
orthocenter,
circumcente
r and
centroid of
their
triangle and
mark the
centers. The
students will
use
Photosynth
to create a
panorama
photo of their
surroundings
from each
center and
upload the
pictures to
Instagram.

Intraperson
al
The student
will write
down key
terms from
the book and
use
PetiteDiary to
write a
reflection of
what types of
memories the
key terms
bring up.
These diary
entries can be
used as a base
for the symbol
creation
project.
The student
will look
through the
chapter in the
textbook and
note down the
relationships
within
triangles. They
will create a
set of goals
and deadlines
for themselves
and add these
goals to a
mobile
Calendar app.
The student
will reflect
on their
goals and
write a blog
using
Blogger,
Wordpress
or Tumblr
about what
activities the
student is
excited
about or is
concerned
with.
Encourage
the students
to reflect on
how to
prioritize
tasks and to
create a plan
of action.
The student
will make the
constructions
and find the
centers of
triangles.
Then the
students will
use a search
engine such
as Bing or
Google to
learn about
Kandinskys
theory of
geometry in
art. The
student will
create a
Keynote that
compares
Kandinskys
theory and
their own
observations
on creating
triangles and
finding their
Students will
watch the
EduCreation
s
presentations
of the other
students
symbols. The
students will
think about
how they
relate to the
symbol and
post the
image of a
symbol they
related to
their
Instagram or
Facebook.
Students will
use each
diagram of a
triangles
center to
create a
symbol that
represents a
person,
place, thing
or event.
They will use
EduCreatio
ns to make a
small
presentation
of their
symbols and
share them
with the
class.


centers.

Naturalist
Students will
write a list of
key terms
from the text
book and
create
categories for
the terms on
Pinterest.
Students will
write a
description of
each category
or board on
their Pinterest
account.
Students will
search for
images or
videos and
pin them to
each of their
boards. They
will create a
catalogue for
the unit on
their
Pinterest
account that
provides
descriptions,
images and
helpful links
for the unit.
Students will
create a chart
using
MindMeister
that organizes
key terms.
Students can
organize
information
through
order of
importance,
level of
difficulty, or
what
terms/concep
ts should be
learners first.
Students will
discuss
through
Adobe
Connect
which center
they believe
would be the
most useful
to find in
different
situations.
For example
where would
be the best
place to set
up a display
in a triangular
room. Which
center would
be the most
useful to find
if setting up a
tent or cover.
Students
could also
hypothesize
which center
a ball would
roll to if it is
held in a
scalene
triangular
sheet.
Students will
organize a
triangular
space
outdoors for
an art
exhibit. They
will create
different
triangle
spaces and
find different
centers. They
will place a
piece of art
or item in the
center and
then
photograph
their exhibit
space and
post it on
Instagram.

Visual-
Spatial
Students will
observe a
video of a
construction
on Vine
created by
other students
in order to
memorize the
construction.
Students will
use a mind
mapping app
such as
Maptini to
organize
different
triangles and
relate where
different
centers of a
triangle will
be. For
example, an
Students will
upload a
picture or
series of
pictures they
drew that
shows step
by step
guide to
making a
perpendicul
ar bisector
to Pinterest
or
Students will
sequence
videos and
pictures
demonstrating
different
constructions
they have
collected
from
Instagram,
Pinterest or
Vine into a
Keynote
Students will
evaluate each
others
Instagram or
Pinterest
pictures and
make an
outline of
how to create
different
centers and
post them to
Google +.
Students will
create an
animation or
GIF using
Photoshop
showing
quick steps to
finishing a
construction.
They will
then embed
the GIF into
a post on
Blogger.


obtuse
triangles
orthocenter will
lie outside of
the triangle.
Instagram. showing the
proper steps
needed to
find the
centroid,
orthocenter
or the
circumcenter
of a triangle.

Musical
Rhythmic
Students will
find sound
effects from
Garageband
or
http://www.fre
esound.org/br
owse/tags/sou
nd-effects/
and match
each sound
effect to an
action used in
constructions.
Students will
paraphrase the
definition of
each center and
re-write lyrics
to a song of
their choice to
memorize the
definition. They
will find
instrumental
versions of
their song on
Youtube,
Vimeo or
Jamendo.
Students will
edit their
lyrics and
record their
song in
Garageband
and share
using
Audioboo.
Students will
edit together
using
Garageband
a mash-up of
different
songs
that were
created by the
class in order
to showcase
elements they
think are
important. For
example, a
student can
create a mash
up that
highlights
terms that
appear often
such as
height,
median or
altitude.
Students will
meet on line
through
Google + or
Adobe
Connect and
listen to the
mash ups.
They will
discuss how
the songs
reflect the
properties of
the centers
and/or
constructions.
Students will
also discuss
what they
learned from
the mash ups.
Students will
design and
edit a music
video using
the song or
mash up of
their choice.
They will
upload the
music video
to Vimeo or
Youtube.

Logical
Mathemati
cal
Students will
choose three
different
types of
problems to
solve from the
textbook.
Once solved
the student
will upload
the picture to
Wikispaces
for use in the
gallery.
Students will
work through
a proof and
submit an
explanation
with that proof
to the class
Wikispace.
The students
will create a
diagram of
the art
exhibits
done by other
classmates
and draw it
using Paper
by
FiftyThree
or Draft.
Students
must create
a diagram to
a scale and
label the
points,
center and
scale. They
Students will
organize the
structure of
the
Wikispace by
adding links
and an
outline to the
home page.
The home
page must
provide
directions on
how to
navigate the
site and
subheadings
for finding
information.
The students
will be
assigned
three other
sections of
the
Wikispace to
verify for
correctness.
If the student
finds any
incorrect
information
they will
submit the
correction to
the
moderator
or teacher to
evaluate and
Students will
create a
forum page
on the
Wikispace to
discuss the
relationship
between
right
triangles,
circles and
the
circumcente
r of the
triangle.


must then
upload the
diagram or
share on
Instagram.
edit the
page.