Differentiation through Multiple Intelligences
Differentiation in the classroom is not an option anymore.
Is it difficult? Maybe
Does it take time? Probably
Will it motivate your students? Yes!
Will it help them learn? Absolutely!
The trick to differentiation is taking baby steps.
Teaching with Multiple Intelligences is an easy and fun way to start differentiating
today.
What are Multiple Intelligences?
Well, we all know the two most visible and dominant
intelligences in the school system are linguistic and logical-mathematical.
Why? That’s simple…because of the curriculum.
The theory of Multiple Intelligences was developed in
1983 by Dr. Howard Gardner.
It suggests that
the traditional notion of intelligence, based on I.Q. is far too limited.
Dr. Gardner says
that we should place equal attention on individuals who show gifts in the other
intelligences: the artists, architects, musicians, naturalists, designers,
dancers, therapists, entrepreneurs, and others who enrich the world in which we
live.
Here are the different Multiple Intelligences:
Multiple Intelligences Kid friendly terms
Linguistic
|
Word Smart
|
Logical-Mathematical
|
Number Smart
|
Visual-Spatial
|
Art or Picture
Smart
|
Musical
|
Music Smart
|
Naturalistic
|
Nature Smart
|
Intrapersonal
|
People Smart
|
Interpersonal
|
Self Smart
|
Bodily-Kinesthetic
|
Body Smart
|
Everybody has a bit of each intelligence. But some are
more dominant that others.
The trick is finding what each person is good at. How
they learn. How they think.
It’s important to tell your students that liking
something doesn’t mean that they have THAT specific intelligence as a strength.
I’ll explain. I love listening to music all the time.
It gives me energy and I like hearing sounds and rhythms. But that doesn’t mean
that musical intelligence is one of my strengths. That I’m Music Smart. In fact, it is one of my least dominant
intelligences. So don’t forget…liking something doesn’t mean that it’s your
strength.
So how can you differentiate your teaching with Multiple Intelligences?
You don’t have to
teach or learn something in all eight ways, but take the time to see what the
possibilities are when you plan for your week.
Here are key words
that can help you differentiate
your teaching with multiple intelligences.
Linguistic
|
Writing,
speaking, vocabulary, words puzzles, interviews, reading, spelling
|
Logical-Mathematical
|
Math games,
logic puzzles, numbers, computer games, problem solving and thinking
activities, patterns
|
Visual-Spatial
|
Pictures,
diagrams, sculptures, puppets, drawing, puzzles, building, mind maps, montage
using pictures
|
Musical
|
Music, songs,
instruments, rhythmic language, poetry
|
Naturalistic
|
Plants, pets,
classifying, natural objects, environment, outdoors
|
Intrapersonal
|
Reflections,
journaling, self-directed projects, goal-setting, independent
|
Interpersonal
|
Cooperative
groups, interviews, board games, people, social
|
Bodily-Kinesthetic
|
Sports,
role-playing, movement, building, fine and gross motor skills, learn with the
body
|
The trick is to
think outside the box and give students options. This will empower them!
Maybe they don’t
need to show their knowledge on paper. Paper is okay but not all the time. And
not for all students.
Some of you are
probably thinking: How will we assess them?
Maybe they can
explain it or role-play their learning. Maybe they can draw it or create a
montage. Maybe they can prepare a Powerpoint or write a book of information.
Maybe they can record their knowledge.
There are so many options.
THE question you
should ask your students is: How can you show me what you have learned? The
trick is to involve students by asking them how they can show what they have
learned. They will come up with so many different ideas. When they realize that
their teacher is open to differentiation, they will share their ideas and be
motivated to come to school.
Another
way to differentiate in class is by
offering students the possibility to work on self-directed projects. Sometimes,
self-directed projects have NOTHING to do with learning. NOTHING to do with the
curriculum. For some kids, it has everything to do with MOTIVATION. Here are
some examples chosen by my students.
20 to 30 minutes
to:
- - Read
- - Create
a PowerPoint of their choice.
- - Help
students in a lower level once a week.
- - Plan
a lesson that they will teach in class.
- - Help
out the physical education teacher once a week.
- - Write
a book.
- - Learn
a new skill. (Examples: How to make bracelets?, How to make a smoothie?)
I usually choose
specific times for self-directed projects: during morning work, library or
reading. Some other times can be chosen to accommodate my colleagues.
I always promise my
students that they will have at least one self-directed project during
the school year. First, I meet with a student and ask him what he would like to do. Then, I tell him what day and time he can work on his project. After a few days, I meet with another student. And then another...
You can start this
at any time. When I meet with my students, I always tell them that it is their
responsibility to remember their day. If they miss it, they don’t get to work
on their project the next day. This helps students to become more autonomous. I
have been doing this for many years and I can promise you that students do NOT
forget their day. They are very
motivated to work on something they have chosen, with my help of course.
Thank you for reading!
Clipart and font by:
