Howard Gardner developed the theory of multiple intelligences to categorize types of students. Some students exhibit several of the intelligences, while others may reflect only one. The intent of understanding Gardener’s theory is to engage and motivate all students by developing instruction through varying activities.

For this assignment, complete the “Planning Instruction for Diverse Students” template based on the following scenario:

Ms. Allen, a sixth grade teacher, is about to teach a lesson on plot development and resolution. She knows she has a wide variety of students in her class with specific strengths, and wants to draw upon them to maximize student attention and learning. Ms. Allen knows using an anticipatory set will activate prior learning, as well as engage and motivate the students initially, but she also knows varying her instruction to serve her students’ needs is imperative.

Review the lesson plan included on the “Planning Instruction for Diverse Students” template.

Determine how Ms. Allen can develop specific learning opportunities based on Gardner’s theory of multiple intelligences.

For each of the intelligences listed, design a developmentally appropriate lesson activity Ms. Allen could incorporate to increase student engagement and learning.  Each explanation should be 50-100 words and based on Gardner’s theory.

Support your findings with 2-3 scholarly resources.

Grand Canyon University
American Psychological Association [APA] Style Guide for Writing

Introduction

Students of Grand Canyon University (GCU) are required to use the guidelines provided by the Publication Manual of the American Psychological Association (6th ed.) for preparing written assignments, except where otherwise noted. GCU has made APA templates and other resources available within the Student Success Center; therefore, students are not required to purchase the APA manual.

PLEASE NOTE:
The curriculum materials (Syllabus, Lectures/Readings, Resources, etc.) created and provided by GCU in the online or Web-enhanced modalities are prepared using an editorial format that relies on APA as a framework but that modifies some formatting criteria to better suit the nature and purpose of instructional materials. Students and faculty are advised that GCU course materials do not adhere strictly to APA format and should not be used as examples of correct APA format when preparing written work for class.

APA Format and Style
General

Academic writing, which is independent thought supported by reliable and relevant research, depends on the ability to integrate and cite the sources that have been consulted. Use APA style for all references, in-text citations, formatting, etc.

Write in first- and second-person sparingly, if ever. This means, avoid using I, we, and you; instead, use he, she, and they. Do not use contractions.

Paper Format

1) Use standard-sized paper of 8.5″ x 11″.

2) Margins should be 1″ all around (top, bottom, left, right).

3) Use Times New Roman 12-point font.

4) For emphasis, use italics (not quotation marks, bold, etc.).

5) Double-space.

6) Align the text flush left.

Organization

The basic organization of an APA-style paper includes the title page, abstract, body, and reference section, though students are encouraged to follow any specific directions given in their Overview assignment.

Title Page

The title page includes four elements that should be centered in the middle of the page: title, author byline, institutional affiliation followed by the course prefix and number (e.g., Grand Canyon University: PSY 351), and date of submission. Please note that even though APA does not require the date on a title page, it is a requirement for GCU papers.

Being the first page, the title page is where to set up your page header, which includes the running head and the page number. The running head—an abbreviated title that is a maximum of 50 characters—should appear flush left in all uppercase letters in the header on all pages. Page numbers should be in the header, flush right.

To format your running head and page numbers in Microsoft Word 2010, click InsertHeader Blank. In the header box that shows up, type Running head: ABBREVIATED TITLE HERE. After the title, tab over till the cursor is at the right margin, highlight the space, and click InsertPage Number and select Current PositionPlain Number.

Abstract

The abstract covers the main points of the paper and is not always required in a GCU writing assignment. Read the assignment instructions carefully to determine whether the assignment requires an abstract or not.

1) Abstract is page 2 of the assignment.

2) The word Abstract should be centered at the top of the page.

3) As per GCU policy, the abstract should not exceed 120 words.

4) Do not indent the abstract paragraph.

Body

The body will contain all of the author’s main points as well as detailed and documented support for those ideas.

1) The body begins on its own page.

2) The title of the paper should be centered at the top of the first page of the body, in initial caps.

3) The introduction follows the title, but is not labeled.

4) Use headings to separate sections of the paper, but none of the sections should start their own page. The first level of heading is centered and bolded with each word of four letters or more capitalized (see template for an example). The second level of heading (subheading) is flush left and bolded, with each word of four letters or more capitalized. Note that not all papers will have headings or subheadings in them. APA dictates that you should avoid having only one subsection heading and subsection within a section. In other words, use at least two subheadings under a main heading, or do not use any at all.
References

The references page will contain a list of all sources actually cited in the paper.

1) This should start its own page.

2) The word References, though not in italics, is centered at the top of the page.

3) Include all, any, and only sources that were actually cited in the paper.

4) Arrange the sources in alphabetical order using the authors’ last names.

Style, Punctuation, and Mechanics
Numbers

1) Use numerals for numbers 10 and above (12 of the subjects); for numbers above and below 10 grouped for comparison (2 of 16 responses); for numbers representing times, dates, measurements, and ages (2-year-olds, 2 hr 15 min); for statistics and percentages (multiplied by 5, 5% of the sample); and for numbers denoting a specific place in a series, book, or table (Table 3, Group 3, page 32).

2) Spell out numbers below 10 that do not represent precise measurements (eight items, nine pages); for numbers beginning a sentence, title, or heading (Forty-eight people responded. Ten subjects improved.); for common fractions (one fifth of the class); and for approximations of numbers of days, months, and years (about three months ago).

Acronyms

An acronym uses the first letter of each word in a name or title.

1) Acronyms must be spelled out completely on initial appearance in text. The abbreviation or acronym should appear in parentheses after that initial spelling out.

Example:

The No Child Left Behind Act (NCLB) had a profound impact on public education in the United States. The NCLB was an initiative of President George W. Bush in 2002.

Spelling and Word Usage

Use Merriam-Webster’s Collegiate Dictionary as a default for spelling words. The dictionary can also be used as a resource for hyphenation, capitalization, etc.

In-Text Punctuation

1) According to the American Psychological Association (APA), one space after terminal punctuation is considered correct for papers submitted for a grade.

2) Use ellipses when omitting material within a quote.

3) Place a comma after the penultimate word in a series. For example: Your books, ball, and bat are under the bed.

4) If a compound word is not in Merriam-Webster’s Collegiate Dictionary, use hyphens for clarity rather than omit them.

5) Hyphenate compound adjectives that precede the noun they modify, except when the first word of the compound is an adverb ending in -ly. For example: role-playing technique, two-way analysis, middle-class families, widely used method

6) Do not hyphenate a compound adjective if its meaning is established or it cannot be misread. For example: grade point average, health care management

7) See page 98 of the APA Manual for further rules on hyphenation.

Initial Capitalization

1) Capitalize all words of four or more letters in titles (books, articles, etc.) used in text. This rule does not apply within the References section, except for the titles of periodicals.

2) Capitalize proper nouns and names.

In-Text Citations

In-text citations are used in the body of a paper to show which sources a student used for particular material.

When you use material from a source, you need to document that source by using a citation and reference note. All quotations, paraphrases, and summaries must be referenced. Using material from a source without citing that source is considered plagiarism; please reference GCU’s policy on Plagiarism in the University Policy Handbook.

Citation Rules

1) In-text citations should note the author information, plus the publication year.

2) For a work by one author, cite last name followed by year on every reference. This citation can be placed at the end of the sentence, or it can be incorporated into the grammatical structure of the sentence.

Examples:

Researchers have concluded that food and comfortable setting were more important than games available to most students (Liu, 1999).

According to Liu (1999), researchers have concluded that food and comfortable setting were more important than games available to most students.

3) For a work by two authors, cite both last names followed by year on every reference.

Examples:

(Walker & Allen, 2004)

According to Walker and Allen (2004)…

4) For a work by three to five authors, cite all last names followed by year on first reference, and the first author’s last name followed by et al. and year upon subsequent references.

Examples:

(Bradley, Ramirez, Soo, & Walsh, 2006)

(Bradley et al., 2006)

5) For a work by six or more authors, cite last name of the first author followed by et al. and the year on all references.

Examples:

(Wasserstein et al., 2005)

According to Wasserstein et al. (2005)…

6) If no author exists for the source, use the first few words of the title.

Example:

Students were more concerned about having a place to socialize with other students than about all-out competition (“Philosophy and the Science,” 2001).

7) When referencing the Bible, cite the book, chapter number, and verse number(s) (starting and ending). The first time the Bible is cited in the paper, also include the version used. This system of citation for the Bible is sufficient and requires no reference note for the Bible on the References page.

Examples:

· Citing the Bible, first reference: Use book, chapter, verse, and version (Luke 2:16-20 King James Version).

· Citing the Bible, subsequent references: Use only book, chapter, and verse (Luke 2:16-20).

8) If the material is a direct quote, the page or paragraph number of the source should immediately follow.

Examples:

“Ethics examines moral values and the standards of ethical behavior”
(Ornstein et al., 2008, p. 162).

Basu and Jones (2007) went so far as to suggest the need for a new “intellectual framework in which to consider the nature and form of regulation in cyberspace”
(para. 4).

9) Quotations with 40 or more words should be in block format.

a. Omit the encompassing quotation marks.

b. Start a block quote on a new line.

c. Indent the entire block 0.5 inches from the left margin (in the same position as a new paragraph)

d. Additional paragraphs within a block quote should have the first line indented an additional 0.5 inches.

e. The in-text citation for a block quote is placed outside the final punctuation for the quote.

f. Double space.

Sample Paragraph With In-Text Citations

Liu and Berry (1999) conducted a survey of college campuses to determine the best design for a student lounge. They concluded that food and comfortable seating were more important than games available to most students. Students were more concerned about having a place to socialize with other students than about all-out competition. In fact, they continue,

arcade games could be a turn-off for some students because they did not want to compete with the noise to talk. These same students said that they would prefer to have a place where they could study and casually socialize at the same time, so seating, lighting, and noise level were all crucial. (Liu & Berry, 1999, p. 14)

This study and others (Wendell, 1978; Hartford, Herriford, & Hampshire, 2001; Johnson et al., 2004) confirm that while having activities is important, students are more drawn to comfortable multi-purpose environments.

In-Text Citation Examples
Book Reference:

Ellis, D. (2006). Becoming a master student. Boston, MA: Houghton Mifflin Company.

With a direct quote:

Ellis (2006) notes that “creative thinking is more appropriate in the early stages of planning and problem solving” (p. 223).

Without a direct quote:

It may be more appropriate to think creatively during earlier planning and problem-solving stages (Ellis, 2006).

APA References

The reference list should appear at the end of a paper. It provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper. Each source you cite in the paper must appear in your reference list; likewise, each entry in the reference list must be cited in your text.

Your references should begin on a new page separate from the text of the essay; label this page References (with no quotation marks, underlining, etc.), centered at the top of the page. The References page should be double-spaced just like the rest of your essay.

1) All lines after the first line of each entry in your reference list should be indented one-half inch from the left margin. This is called hanging indentation.

2) Invert all authors’ names; give surnames and initials for up to and including seven authors (e.g., Author, A. A., Author B. B., Author, C. C.). When authors number eight or more, include the first six authors’ names, then insert three ellipses, and add the last author’s name.

Example:

Gilber, D. G., McClernon, J. F., Rabinovich, N. E., Sugai, C., Plath, L. C., Asgaard, G., … Botros, N. (2004). Effects of quitting smoking on EEG activation and attention. Nicotine and Tobacco Research, 6, 249-267. doi:10.1080/14622200410001676305

3) In reference notes for journal articles, include both the volume and issue numbers if each issue of the journal is paginated separately (i.e., beings with page 1). If the journal paginates continuously throughout the volume, then use only the volume number in the reference note.

4) Reference list entries should be alphabetized by the last name of the first author of each work.

5) If you have more than one article by the same author, single-author references or multiple-author references with the exact same authors in the exact same order are listed in order by the year of publication, starting with the earliest.

6) When referring to any work that is NOT a journal—such as a book, article, or Web page title—capitalize only the first letter of the first word of a title and subtitle, the first word after a colon or a dash in the title, and proper nouns. Do not capitalize the first letter of the second word in a hyphenated compound word.

Reference Examples: Books, Reference Books, and Book Chapters
Entire Book — Print Version

Format:

Author, A. A. (Year). Title of work. Location: Publisher.

Example:

Daresh, J. C. (2004). Beginning the assistant principalship: A practical guide for new school administrators. Thousand Oaks, CA: Corwin.

Electronic Version of a Print Book
Format:

Author, A. A., & Author, B. B. (Year). Title of work. Retrieved from http://www.xxxxx

Example:

Shotton, M.A. (1989). Computer addiction? A study of computer dependency [DX Reader version]. Retrieved from http://www.ebookstore.tandf.co.uk/html/index.asp

Format:

Author, A. A. (Year). Title of work. doi:xxxx

Example:

Schiraldi, G. R. (2001). The post-traumatic stress disorder sourcebook: A guide to healing, recovery, and growth [Adobe Digital Editions version]. doi:10.1036/0071393722

Electronic-Only Book
Format:

Author, A. A. (Year). Title of work. Retrieved from http://www.xxxxx

Example:

O’Keefe, E. (n.d.). Egoism and the crisis in Western values. Retrieved from http://www.onlineoriginals.com/showitem.asp?itemID=135

Edited Book
Format:

Editor, A. A. (Ed.). (Year). Title of work. Location: Publisher.

Example:

Feldman, P. R. (Ed.). (1997). British women poets of the romantic era. Baltimore, MD: Johns Hopkins University.

Chapter in a Book

Format (Print):

Author, A. A., & Author, B. B. (Year). Title of chapter or entry. In A. A. Editor & B. B. Editor (Eds.), Title of book (pp. xxx-xxx). Location: Publisher.

Example (Print):

Haybron, D. M. (2008). Philosophy and the science of subjective well-being. In M. Eid & R. J. Larsen (Eds.), The science of subjective well-being (pp. 17-43). New York, NY: Guilford Press.

Format (Online):

Author, A. A., & Author, B. B. (Year). Title of chapter or entry. In A. A. Editor & B. B. Editor (Eds.), Title of book (pp. xxx-xxx). Retrieved from http://www.xxxx

Example (Online):

Haybron, D. M. (2008). Philosophy and the science of subjective well-being. In M. Eid & R. J. Larsen (Eds.), The science of subjective well-being (pp. 17-43). Retrieved from http://www.science.com/ Philosophy and the science

Format (Online with DOI):

Author, A. A., & Author, B. B. (Year). Title of chapter or entry. In A. A. Editor & B. B. Editor (Eds.), Title of book (pp. xxx-xxx). doi:xxxxxxx

Example (Online with DOI):

Haybron, D. M. (2008). Philosophy and the science of subjective well-being. In M. Eid & R. J. Larsen (Eds.), The science of subjective well-being (pp. 17-43). doi:10.1037/10762-000

Multiple Editions of a Book
Format:

Author, A. A. (Year). Title of work (xx ed.). Location: Publisher.

Example:

Parker, F., & Riley, K. (2004). Linguistics for non-linguists: A primer with exercises (4th ed.). Boston, MA: Allyn & Bacon.

Entry in an Online Reference Work — Byline Available
Format:

Author, A. A. (Year). Entry title. In B. B. Editor (Ed.), Title of reference work (xx ed.). Retrieved from http://www.xxxxx

Example:

Graham, G. (2005). Behaviorism. In E. N. Zalta (Ed.), The Stanford encyclopedia of philosophy (Fall 2007 ed.). Retrieved from http://plato.stanford.edu/entries/ behaviorism

Entry in an Online Reference Work — No Byline Available
Format:

Entry title. (Year). In Title of reference work (xx ed.). Retrieved from http://www.xxxx

Example:

Heuristic. (n.d.). In Merriam-Webster’s online dictionary (11th ed.). Retrieved from http://www.m-w.com/dictionary/heuristic

Entry in Reference Work — No Byline
Format:

Entry title. (Year). In A. Editor (Ed.), Title of reference work (xx ed., Vol. xx, pp. xxx-xxx). Location: Publisher.

Example:

Heuristic. (2007). In J. Smith (Ed.), The book of words (7th ed., Vol 3, pp. 65-66). New York, NY: Jones and Lawrence.

Book Written and Published by Organization
Format:

Organization Name. (Year). Title of work. Location: Publisher.

Example:

American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: Author.

Note that the organization is both the publisher and the author, so the word “Author” is noted in place of the publisher’s name.

The Holy Bible

The Bible does not need to be listed on the reference page, but it does need to be cited in-text. (Refer to in-text citation rule.)

Reference Examples: Periodicals

Journal Article With DOI
Format:

Author, A. A. (Year). Title of article. Journal Title, Volume(Issue), xxx-xxx.

doi:xxxxxx

Example:

Kalpič, B., & Bernus, P. (2006). Business process modeling through the knowledge management perspective. Journal of Knowledge Management, 10(3), 40-56. doi:10.1108/13673270610670849

Journal Article Without DOI and Retrieved From Internet
Format:

Author, A. A. (Year). Title of article. Journal Title, Volume(Issue), xxx-xxx. Retrieved from http://www.xxxxxxxx

Example:

Sillick, T. J., & Schutte, N. S. (2006). Emotional intelligence and self-esteem mediate between perceived early parental love and adult happiness. E-Journal of Applied Psychology, 2(2), 38-48. Retrieved from http://ojs.lib.swin.edu.au/index.php/ejap

Journal Article Without DOI and Retrieved From Print Version
Format:
Author, A. A. (Year). Title of article. Journal Title, Volume(Issue), xxx-xxx.
Example:

Light, M. A., & Light, I. H. (2008). The geographic expansion of Mexican immigration in the United States and its implications for local law enforcement. Law Enforcement Executive Forum Journal, 8(1), 73-82.

Article in a Magazine — Print

Format:

Author, A. A. (Year, Month). Article title. Magazine Title, Volume(Issue), xxx-xxx.

Example:

Mehta, P. B. (1998, June). Exploding myths. New Republic, 290(25), 17-19.

Article in a Magazine — Online
Format:

Author, A. A. (Year, Month). Article title. Magazine Title, Volume(Issue). Retrieved from http://www.homepage

Example:

Clay, R. (2008, June). Science vs. ideology: Psychologists fight back about the misuse of research. Monitor on Psychology, 39(6). Retrieved from http://www.apa.org/monitor

Article in a Newspaper — Print
Format:

Author, A. A. (Year, Month Day). Article title. Newspaper Title, pp. xx, xx.

Example:

Schwartz, J. (1993, September 30). Obesity affects economic, social status. The Washington Post, pp. A1, A4.

Article in Newspaper — Online
Format:

Author, A. A. (Year, Month Day). Article title. Newspaper Title. Retrieved from http://www.homepage.com

Example:

Brody, J. E. (2007, December 11). Mental reserves keep brain agile. The New York Times. Retrieved from http://www.nytimes.com

Report from University or Government Organization, Corporate Author
Format:

Organization name. (Year). Title of report (Publication No. xx). Retrieved from http://www.xxxx

Example:

U.S. Department of Health and Human Services, National Institutes of Health, National Heart, Lung, and Blood Institute. (2003). Managing asthma: A guide for schools (NIH Publication No. 02-2650). Retrieved from http://www.nhlbi.nih.gov/health/prof/asthma/asth_sch

Authored Report from Nongovernmental Organization
Format:

Author, A. A., & Author, B. B. (Year). Title of report (Research Report No. xxx). Retrieved from Agency name website: http://www.xxxxxxxxx

Example:

Kessy, S. S. A., & Urio, F. M. (2006). The contribution of microfinance institutions to poverty reduction in Tanzania (Research Report No. 06.3). Retrieved from Research on Poverty Alleviation website: http://www.repoa.or.tz/documents_storage/Publications/Reports/06.3_Kessy_and_Urio

Web Pages

The basic format for referencing Web pages is as follows:

Format:

Author, A. A. (year). Title of work [format description]. Retrieved from http://URL.

Note: The format description in brackets is used when the format is something out of the ordinary, such as a blog post or lecture notes. For other examples of format descriptions, refer to page 186 of the Publication Manual. If no date is given for the work, use (n.d.).

Examples:

Author Known

Landis, B. (1996). Carlisle Indian Industrial School history. Retrieved from http://home.epix.net/~landis/histry.html

Author Unknown

TCA Abu Dhabi launches new Global Destination campaign. (2016, November 1). Retrieved from

http://www.uaeinteract.com/news/default3.asp?ID=20

Note: Use the article title or Web page title as the first element of the citation if the author is unavailable.

When discussing an entire website (as opposed to a specific page on the website), an entry does not appear in the reference list, but is cited within text as shown in the following sample sentence:

The International Council of Museums website provides many links to museums, codes of ethics, and the museum profession (http://www.icom.org/).

© 2014 Grand Canyon University 1 Last updated: August 6, 2019

© 2014 Grand Canyon University 16 Last updated: August 6, 2019

Rubic_Print_Format

Criteria

10.0% Not addressed.

10.0% Not addressed.

10.0% Not addressed.

10.0% Not addressed.

10.0% Not addressed.

10.0% Not addressed.

10.0% Not addressed.

10.0% Not addressed.

10.0% Not addressed.

Course Code

Class Code

Assignment Title

Total Points

ELM-200

ELM-200-O501

Planning Instruction for Diverse Students

70.0

Criteria

Percentage

No Submission (0.00%)

Insufficient (65.00%)

Approaching (75.00%)

Acceptable (85.00%)

Target (100.00%)

Comments

Points Earned

100.0%

Interpersonal Intelligence

10.0%

Not addressed.

Lesson activity demonstrates insufficient understanding of Interpersonal Intelligence.

Lesson activity demonstrates moderate understanding of Interpersonal Intelligence.

Lesson activity demonstrates considerable understanding of Interpersonal Intelligence.

Lesson activity demonstrates comprehensive understanding of Interpersonal Intelligence.

Logical-Mathematical Intelligence

Lesson activity demonstrates insufficient understanding of Logical-Mathematical Intelligence.

Lesson activity demonstrates moderate understanding of Logical-Mathematical Intelligence.

Lesson activity demonstrates considerable understanding of Logical-Mathematical Intelligence.

Lesson activity demonstrates comprehensive understanding of Logical-Mathematical Intelligence.

Visual-Spatial Intelligence

Lesson activity demonstrates insufficient understanding of Visual-Spatial Intelligence.

Lesson activity demonstrates moderate understanding of Visual-Spatial Intelligence.

Lesson activity demonstrates considerable understanding of Visual-Spatial Intelligence.

Lesson activity demonstrates comprehensive understanding of Visual-Spatial Intelligence.

Musical Intelligence

Lesson activity demonstrates insufficient understanding of Musical Intelligence.

Lesson activity demonstrates moderate understanding of Musical Intelligence.

Lesson activity demonstrates considerable understanding of Musical Intelligence.

Lesson activity demonstrates comprehensive understanding of Musical Intelligence.

Bodily-Kinesthetic Intelligence

Lesson activity insufficient understanding of Bodily-Kinesthetic Intelligence.

Lesson activity demonstrates moderate understanding of Bodily-Kinesthetic Intelligence.

Lesson activity demonstrates considerable understanding of Bodily-Kinesthetic Intelligence.

Lesson activity demonstrates comprehensive understanding of Bodily-Kinesthetic Intelligence.

Intrapersonal Intelligence

Lesson activity demonstrates insufficient understanding of Intrapersonal Intelligence.

Lesson activity demonstrates moderate understanding of Intrapersonal Intelligence.

Lesson activity demonstrates considerable understanding of Intrapersonal Intelligence.

Lesson activity demonstrates comprehensive understanding of Intrapersonal Intelligence.

Naturalist Intelligence

Lesson activity demonstrates insufficient understanding of Naturalist Intelligence.

Lesson activity demonstrates moderate understanding of Naturalist Intelligence.

Lesson activity demonstrates considerable understanding of Naturalist Intelligence.

Lesson activity demonstrates comprehensive understanding of Naturalist Intelligence.

Verbal-Linguistic Intelligence

Lesson activity demonstrates insufficient understanding of Verbal-Linguistic Intelligence.

Lesson activity demonstrates moderate understanding of Verbal-Linguistic Intelligence.

Lesson activity demonstrates considerable understanding of Verbal-Linguistic Intelligence.

Lesson activity demonstrates comprehensive understanding of Verbal-Linguistic Intelligence.

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used.

Submission includes mechanical errors, but they do not hinder comprehension. Includes some practice and content-related language.

Submission is largely free of mechanical errors, although a few minor errors are present. Includes appropriate practice and content-related language.

Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language.

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors.

Sources are documented, as appropriate to assignment and style, although some formatting errors are present.

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error.

Total Weightage

100%

ELM 200 Topic 4 Assignment Example

Visual-Spatial
Intelligence

For this activity each student will be provided a copy of a short story to read to themselves and illustrate on their own. The copy of the story will have blank pages opposite the pages with the words for the student to create their illustrations and label the parts of plot. The illustrations must correctly depict what is going on in the story on the opposite page. Comment by Katy Sell: Nice job here! This is an appropriate visual-spatial intelligence activity that aligns with Ms. Allen’s reading lesson about plot. It is also age appropriate for her 6th grade students.

This activity meets the Visual-Spatial Intelligence by requiring the student to use important details from the story intertwined with their own ideas to create illustrations. This will allow them to exhibit their ability to understand the story through an outlet besides words (Ormrod & Jones, 2018). Comment by Katy Sell: This last part is crucial and is often missing from student submissions. She did a nice job explaining HOW this activity meets this specific intelligence. Comment by Katy Sell: The student includes research support that further strengthens her points/defense. One citation per intelligence is expected.

Name:

Date:

Course:

Instructor:

Planning Instruction for Diverse Learners

Sample Lesson Plan

Name: Trisha Allen

Grade/Topic: 6th Grade ELA

Lesson Name: Plot Diagram

National/State Learning Standard: Arizona’s English Language Arts Standards – 6th Grade 6.RL.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Academic Language: Exposition, conflict, rising action, climax, falling action, resolution, plot, plot diagram

Specific Learning Targets/Objective: Students will be able to identify story elements of a fable and defend why they would be defined as exposition, conflict, rising action, climax, falling action, and resolution.

Anticipatory Set: Students will watch a brief video that introduces a plot diagram through the Disney movie “The Lion King.” Throughout the video, students will be asked if they can identify other favorite movies (or books) that contain a coinciding element of the plot diagram. Students will use these examples later on in the lesson.

Multiple Means of Representation: Define vocabulary and provide specific examples of these terms in various books, fables, and or movies. Explain that as a story progresses, characters’ actions generally follow a predictable format. Using an example of a recent animated blockbuster movie, have students identify the different aspects of the plot diagram.

Multiple Means of Expression: Students will diagram the plot of a short fable using vocabulary from the lesson. Students will defend their rationale on the provided diagram sheet.

Differentiating for Diverse Learner

Multiple Means of Representation: Define vocabulary and provide specific examples of these terms in various books, fables, and or movies. Explain that as a story progresses, characters’ actions generally follow a predictable format. Using an example of a recent animated blockbuster movie, have students identify the different aspects of the plot diagram.

*Please review the original assignment directions and rubric prior to submission. Don’t forget: 50-100 words per response is minimum. One citation per intelligence is expected. 2-3 different scholarly sources required.

Howard Gardner’s Multiple Intelligence Theory

Lesson Activity

Interpersonal
Intelligence

(Example: Place students in groups of six. Each student will be assigned a vocabulary word with an accompanying example and he or she will become the vocabulary word expert. Each student will then teach their vocabulary word with its accompanying example to the other five students.

This activity meets the interpersonal intelligence by encouraging students to talk with each other while developing an understanding of the content (in-text citation).

Please complete your own lesson activity for interpersonal intelligence:

Logical-Mathematical
Intelligence

Visual-Spatial
Intelligence

Musical
Intelligence

Bodily-Kinesthetic
Intelligence

Intrapersonal Intelligence

Naturalist
Intelligence

Verbal-Linguistic
Intelligence

References

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Instructions for Assignment 4

Week 4 Assignment: Planning Instruction for Diverse Students

Please watch my video to help you with this week’s assignment:

 

Howard Gardner developed the theory of multiple intelligences to categorize types of students. Some students exhibit several of the intelligences, while others may reflect only one. The intent of understanding Gardener’s theory is to engage and motivate all students by developing instruction through varying activities.

For this assignment, complete the “Planning Instruction for Diverse Students” template based on the following scenario and lesson plan:

Ms. Allen, a sixth-grade teacher, is about to teach a lesson on plot development and resolution. She knows she has a wide variety of students in her class with specific strengths and wants to draw upon them to maximize student attention and learning. Ms. Allen knows using an anticipatory set will activate prior learning, as well as engage and motivate the students initially, but she also knows varying her instruction to serve her students’ needs is imperative.

Determine how Ms. Allen can develop specific learning opportunities based on Gardner’s theory of multiple intelligences.

For each of the intelligences listed, design a developmentally appropriate lesson activity Ms. Allen could incorporate to increase student engagement and learning. Each explanation should be 50-100 words and based on Gardner’s theory. **Please keep in mind, if you want to earn a 5 on the rubric, your explanation for each activity must be 50-100 words or more and contain scholarly citations that support your description to be considered “comprehensive understanding”.

Also, don’t forget that each intelligence activity must still be aligned to Ms. Allen’s reading lesson’s standard and objective on plot. If alignment is not followed, then you will not earn full credit on this assignment.

Support your findings with 2-3 scholarly resources. (make sure to use your textbook)

While GCU format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented, using GCU documentation guidelines, which can be found in the GCU Style Guide, located in the Student Success Center.

Please use the attached corrected template below. It is required.

I have attached a visual example with some instructor feedback as well. Please see below.

Also, if you need some help understanding the COE Lesson Plan format, please see that attached file below.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion of the assignment. (**Please see my comment about the rubric above, to earn the best possible grade.)

One citation per intelligence is expected. 2-3 different scholarly sources required.

The links for the videos to watch them all you have to do is (ctrl + click the link) and it will allow you to open all links and videos. If you have any trouble doing this then you can go in to the micro phone and you will see the box with a link and if you scroll down you will also find all the other important links that you will need.

Resource: Loom Video for supporting the COE Lesson Plan Template

Greetings, College of Education Faculty-

 

 

The College of Education (COE) recently began utilizing a new lesson plan template that follows the standards of the universal design within its courses. Over time, faculty, students, and staff provided feedback on the usability of the template. In response, COE has developed a Loom video to better orient faculty and students to the components of the lesson plan template in support of using the template in the classroom.  

 

This video was created by Dr. Meredith Critchfield and Dr. Brandon Juarez, full time faculty for the College of Education, and can be viewed via the link below. In viewing the video, you’ll hear more about the background and value of universal design for learning as well as the importance of each lesson plan template section. Please view this as a resource to better understand the COE lesson plan template as well as a resource in how to support students using this template with assignments. Please feel free to share this resource with your students. A transcript of the video will soon be available and will be added to the Student Success Center as a resource. The goal is to have this available during the spring semester.   

 

You may view the video here: 

 

Video components include and can be located at the following times: 

 

0:17 – Lesson Plan 5 Components  

2:24 – Lesson Plan Specifics 

2:39 – UDL Terms  

6:00 – Lesson Plan Template Breakdown 

6:04 – Instructional Plan Title 

7:12 – Lesson Summary and Focus 

7:45 – Classroom and Student Factors/Grouping 

8:34 – National/State Learning Standards 

9:24 – Specific Learning Target(s)/Objectives 

11:35 – Academic Language 

13:05 – Resources, Materials, Equipment and Technology  

14:34 – Anticipatory Set 

16:00 – Multiple Means of Representation 

19:28 – Multiple Means of Engagement 

21:45 – Multiple Means of Expression 

24:25 – Extension Activity and/or Homework 

 
 

Please do not hesitate to contact the COE Programs Team at 

COEPrograms@gcu.edu

 if you have any questions about the lesson plan template or how to support student learning. Thank you for your time and effort in making our learning environment as successful as possible.  

 

Faculty Training & Development 

On behalf of 

Stacy Vaught on behalf of the College of Education 

Grand Canyon University