Introductory activity: approximately 3-45 minute class periods
Teacher
Preparation
Teacher should prepare a model of their own strengths using the Inspiration software. Words and icons can be used to represent the various strengths. Distance from yourself as the central icon can also be used to represent the degree of strength. Ideally, your inspiration model should be viewed on a monitor for the whole class to see but small groups can look at your work around one computer. Students should have a working knowledge of Inspiration and how to use it. A model of the brain and the areas that control various functions will be posted on a bulletin board by the end of the entire unit.
Materials
Lesson Procedure
1. Start with a powerpoint slide show depicting different people the students might recognize who excel in what they do. Have this lead into a discussion of differences/strengths/weaknesses and the role of the brain and the mind.
2. Move from the discussion of famous people to a discussion of things they enjoy ... things they are good at.
3. Explain that we can "map" what we are good at by using Inspiration software. Using the teacher as an example create or review her/his strength map.
4. If students are not familiar with Inspiration, teach them how to use rapid fire, symbol change, and the icons. (It is not difficult.)
5. Provide students with an interest inventory in order to probe their thinking about their own strengths.
6. Students develop their own Inspiration map enhanced by altering symbols, icons, and distance from themselves at the center of the map.
7. Students orally present their affinities map with visual representation of it using Inspiration.
8. Begin the introduction of the brain's role in things we do well or don't do so well.
9.This becomes the jumping off point for a unit on reading in the content areas.
10. After reading about each part of the brain and the functions it controls, we will refer back to our Inspiration maps and link that section of the brain to the strengths the students have using visual representations of these strengths and connecting them to the area of the brain on the bulletin board.
Debrief (checking for understanding)
Extension/Going Further
Comments/Instructor's Note
Submitted By
Robin Talkowski
School
John Glenn Middle School
Training
Site
Other
Training Site
Submitted
By
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