Jessie Worger

Different Learners Assignment

10/18/14

Diversities/Personalities
Visually Impaired Students

Hard of Hearing and Deaf

Gifted Students

Kinesthetic/Bodily

Musical/Rhythmic

Logical/Mathematical

Specific Activity
Unit Theme: Family
Level: Intermediate-low

Activities
For visually impaired students, I would have a
seating chart where those students are closer to the
board and I would provide them with worksheets
and texts with bigger fonts. For activities, I might
do more activities where we do partner work and do
activities where we speak to each other.
For these students, I would also have them sit closer
to the front and assign them a buddy (a very
advanced student) to tell them what is going on
when I am speaking. I would try not to spend too
much time in the front lecturing and instead have
my students involved in small group work such as
preparing for a presentation.
For my gifted students, I would assign them
important classroom jobs such as catching up a
student that was absent or helping one of their peers.
I would be sure to always show my gratitude toward
that student. If we were doing an activity where I
was asking questions and students were raising their
hand to answer, I would give the gifted students
higher level thinking problems.
If I was teaching greetings, the day before I would
teach the vocabulary words and phrases. The next
day after they have practiced at home I would have
the students stand up and walk around the class
shaking hands and greeting each other. Next I
would have friend bingo where they have to walk
around and find people that fit the description on the
bingo card such as es rubia.
For almost lesson over grammar I teach, I would try
to find some chant, rhyme or song to go along. For
one activity, I would teach a lesson over grammar.
Then, my student would have 30 minutes to create a
music video that explains the grammar lesson and
has examples in it.
When we are learning numbers, I would have an
activity where we do flashcards in Spanish. One
person would have the flash card and would say uno
y uno to his two friends. The two friends then have
to race to say the correct answer. Also, I would
love to have my students do cross words, word
searches, and logic puzzles in Spanish.

An activity that I would have my students do, which would involve the multiple
intelligences of intrapersonal, interpersonal, verbal, bodily, visual, and musical is a group
presentation.
The topic of the group presentation would be Families in Latin America and the
objective would be for a group to present to the class how the cultures and customs in
Latin American families are different from U.S families. I would tell students that they
could do a presentation with power point, film a short video, create a mural, create a
music video, or lead a class activity.

For students that are visual/spatial, they could do a powerpoint that incorporates many
pictures and diagrams. They could also make a big poster or a mural to show a family
tree or some other visual prop.
For the students that are interpersonal, they could either create a movie or simply present
in front of the class. For the students that are music/rhythmic learners, a Spanish song or
creating a rhyme that focuses on Hispanic family traditions could be an option.
For the students that are bodily/kinesthetic, an activity that shows the different values of
Hispanic families may be interesting to them.
I would try to guide students into groups by which type of presentation they are interested
in doing. I feel that giving the students a quick multiple-intelligences quiz would be
helpful to split them up into groups. I would try to group the students that have similar
intelligences together so that they could agree easily on a mode in which to present their
project.
This project is very open and I would be willing to let the students share their knowledge
to the group in whatever way they want to as long as their presentation is informative and

respectful.