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Differentiation and Multiple Intelligences

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Allison Thomann

on 6 July 2015

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Transcript of Differentiation and Multiple Intelligences

Differentation:
"Differentiated instruction is the way in which a teacher anticipates and responds to a variety of student needs in the classroom. To meet student needs, teachers differentiate by modifying the content (what is being taught), the process (how it is taught) and the product (how students demonstrate their learning)."
Verbal-Linguistic
Visual-Spatial
Influenced by shapes, images, patterns, designs, and textures.
These learners also possess the innate ability to perform tasks that require ‘seeing with the mind’s eye’ (visualizing, pretending, imagining).
Prefer watching a demonstration that shows them what to do and how to do it.
They respond best and learn more from something on a screen – especially if it moves – than they do from printed words on the page.

Visual-Spatial
Posters
Art work
Slides
Charts and graphs
Mapping activities
DVDs
Museum visits
Smart Boards
Drawing, painting, and illustrating
Graphic design
Collage making
Poster making
Photography
Multiple Intelligences
Differentiation and Multiple Intelligences
By: Terri Cuttell, Sarah Peters and Allison Thomann
Multiple Intelligences:
“Students posses different kinds of minds and therefore learn, remember, perform, and understand in different ways. Gardner proposed that every human being possesses seven different intelligences that reflect different ways of interacting with the world.”
What does it look like?
Verbal-Linguistic
How can you differentiate?
What does it look like?
How can you differentiate?
Logical-Mathematical
What does it look like?
Logical-Mathematical
How can you differentiate?
Bodily-Kinesthetic
What does it look like?
According to Luanne Fose, These type of learners learn best by doing.

This type of learner finds it quite difficult to sit still for long periods of time and becomes easily bored or distracted if not actively involved in a hands-on type of lesson.
Bodily-Kinesthetic
How can you differentiate?
Musical
What does it look like?
Musical
How can you differentiate?
Interpersonal
What does it look like?
Interpersonal
How can you differentiate?
Intrapersonal
What does it look like?
Intrapersonal
How can you differentiate?
Naturalist
What does it look like?
Naturalist
How can you differentiate?
Existentialist
What does it look like?
Existentialist
How can you differentiate?
Conclusion
The way we think affects the way we learn.
Assessment
http://study.com/academy/lesson/what-is-differentiated-instruction-examples-definition-activities.html
Fose, L. Exploring Technology to Address Student Multiple Intelligences & Learning Styles. Retreived from http://www.calpoly.edu/~lfose/articles/Exploring_Technology.pdf
As teachers, we need to be aware of this fact and differentiate our instruction to better the education of all students.
Verbal-linguistic students' dominant intelligence builds on reading, writing, and speaking.
Fose, L. Exploring Technology to Address Student Multiple Intelligences & Learning Styles.
http://www.calpoly.edu/~lfose/articles/Exploring_Technology.pdf
“This type of learner understands the order and meaning of words and has the ability to effectively use language to express their thoughts.”
"Multiple intelligences theory was originally developed as an explanation of how the mind works - not as an education policy."
Abbeduto, L. & Symons, F. (2014).
Taking Sides: Clasing Views in Educational Psychology
. McGraw-Hill. (pages 110-124)
However, the MI Model is "not specifically designed to meet the needs of gifted learners."
"The Multiple Intelligence Model can be adapted for all learners at all ages in any subject area."
Clark, Barbara. Growing Up Gifted. 2013. Pearson Education. (p. 305)
It better meets gifted needs if combined with other models that are specifically designed for the gifted learner.
Clark, Barbara. Growing Up Gifted. 2013. Pearson Education. (p. 305)
Activities such as storytelling, brainstorming, tape recording, journal writing, and publishing allow these learners to demonstrate their strengths
http://www2.uwstout.edu/content/lib/thesis/2011/2011gangis.pdf
Students that are verbal-linguistic learners like "literature, poetry, discussions, debates, word games, puns, creative writing, stories, and public speaking."
Fose, L. Exploring Technology to Address Student Multiple Intelligences & Learning Styles
http://www.calpoly.edu/~lfose/articles/Exploring_Technology.pdf
Gangi, S. (2011, May). Differentiating Instruction using Multiple Intelligences in Elementary School Classroom: A Literature Review.
How to integrate technology for the verbal-linguistic
Online discussions, logs, journals, blogs
Create podcasts for your students to listen to or have them make their own podcasts
Create presentations on Powerpoint or other programs
Incorporate mind-mapping programs
Word puzzles and games
“This type of learner is very systematic and extremely organized and almost always have a logical rationale or argument for what they are doing or thinking.”
The logical-mathematical intelligence is the capacity to understand logic and
numeric operations.
Gangi, S. (2011, May). Differentiating Instruction using Multiple Intelligences in Elementary School Classroom: A Literature Review.
http://www2.uwstout.edu/content/lib/thesis/2011/2011gangis.pdf
http://www2.uwstout.edu/content/lib/thesis/2011/2011gangis.pdf
Fose, L. Exploring Technology to Address Student Multiple Intelligences & Learning Styles
To engage the logical-mathematical learner...
incorporate graphic organizers in your lessons
add logic problems
have students share problem solving strategies
use puzzles in your teaching
give students the opportunity to make conclusions based on observations
look for patterns
make connections between events
https://differentiatedstrategies.wikispaces.com/Differentiated+Strategies+Based+on+Learning+Style
http://www.edugains.ca/resourcesDI/EducatorsPackages/DIEducatorsPackage2010/2010DIScrapbook.pdf
This type of learner knows themselves and likes to learn by thinking about themselves.
Fose, L. Exploring Technology to Address Student Multiple Intelligences & Learning Styles
http://www2.uwstout.edu/content/lib/thesis/2011/2011gangis.pdf
“The Intrapersonal Learner desires knowledge about the meaning, purpose, and significance of things."
To reach an Intrapersonal Learner try...
reflections - self-reflections, reflections on process or learning
having them write an autobiography
assigning journals, logs, or diaries
student portfolios
https://differentiatedstrategies.wikispaces.com/Differentiated+Strategies+Based+on+Learning+Style
“External rewards are not necessary with the Intrapersonal Learner; rather he is inwardly motivated and has a strong sense of his beliefs, values, and spirituality.”
Fose, L. Exploring Technology to Address Student Multiple Intelligences & Learning Styles
http://www2.uwstout.edu/content/lib/thesis/2011/2011gangis.pdf
How to integrate technology for the Intrapersonal Leaner
Online forums to keep a journal for reflections
Blogging
Programs for mind-mapping
Create online avatars that resemble themselves
Fose, L. Exploring Technology to Address Student Multiple Intelligences & Learning Styles
http://www2.uwstout.edu/content/lib/thesis/2011/2011gangis.pdf
How to integrate technology for a Logical-Mathematic Learner
Use spreadsheet to collect, organize, and analyze data
Virtual worlds where students will need to experiment and solve problems
Online logic games and puzzles
Graphing simulators
Logical and visual demonstrations
http://teaching.monster.com/benefits/articles/8484-using-technology-to-differentiate-instruction
Using technology to differentiate instructions
Not everyone agrees with this idea because it has not been scientifically validated. However, some feel it has "been validated in its successful classroom application."
theory?
Valid
No published studies offer evidence of the validity of the MI theory.
"MI theory cannot be validated through application research because such research assumes the validity of the intelligences and because positive application effect may be caused by confounding independent factors such as novelty and excitement.
Abbeduto, L. & Symons, F. (2014).
Taking Sides: Clasing Views in Educational Psychology
. McGraw-Hill. (pages 110-124)
Abbeduto, L. & Symons, F. (2014).
Taking Sides: Clasing Views in Educational Psychology
. McGraw-Hill. (pages 110-124)
This type of learner appreciates the natural environment and is concerned with its preservation.
These individuals are said to be highly aware of even subtle changes to their environments.
These types of learners are very sensitive to sounds in their environment.

People who have strong musical intelligence are good at thinking in patterns, rhythms and sounds. They can easily recall melodies and understand musical structure.
Cherry, K. (n.d). Gardner's Multiple Intelligences. Retrieved July 1,2015, from http://psychology.about.com/od/educationalpsychology/ss/multiple-intell.htm#step6
This type of learner relies on personal interaction with others as a learning tool.
The interpersonal learner is able to easily understand and relate to others. They are skilled at assessing the emotions, motivations, desires and intentions of those around them
To engage the interpersonal learner:
use group activities
encourage sharing with peers
facilitate group discussions
use group assessments
have students work together to create mind maps
have students work together to role play material for a standard or objective
To reach the musical learner, try:
incorporating songs, rhythm, chants and poetry into a lesson
allowing students to listen to music during work time
reading outloud so these learners have a chance to hear sounds and patterns
assigning tasks in which students create lyrics about the content material
To engage the naturalist learner:
offer outdoor lessons, or bring materials from outdoors into the classoom for students to study
use manipulatives to make sense of ideas
provide opportunities to learn about living things such as plants, animals, etc.
have students use observation notebooks to record data
How to integrate technology for the Naturalist Leaner
How to integrate technology for the Interpersonal Leaner
How to integrate technology for the Musical Leaner
Ask them to moderate a debate in an online discussion board.
Assign them a leader/moderator role for an online group project.
Have them create online survey tools for other students.
Have students create Excel spreadhseets to catalogue collections.
Have students use a camera to record their experiences in nature.
Ask students to do a virtual science project online.
Record sounds from the environment.
Use interactive books, video and audio recordings, and audio notations.
Share musical clips online with students from different historical periods.
Create Karaoke files with QuickTime that students can sing to learn material.
Encourage students to make their own songs using garageband or similar apps.
This intelligence includes specific physical skills such as coordination, balance, dexterity, strength, flexibility, and speed, as well as proprioceptive, tactile, and haptic capacities.
Fose, L. (2005).
Exploring Technology to Address Student Multiple Intelligences & Learning Styles
. Retrieved from http://www.calpoly.edu/~lfose/articles/Exploring_Technology.pdf
Armstrong, T. (2009).
Multiple intelligences in the classroom, 3rd edition
. Alexandria,
VA: Association for Supervision and Curriculum Development.
The Existential Learner often ponders questions about life, death, and ultimate realities.

This type of person usually enjoys philosophical
exchanges and is interested in the writings of Plato, Socrates, Aristotle, and Einstein.
Fose, L. (2005). Exploring technology to address student multiple intelligences & learning styles. Retrieved from http://www2.uwstout.edu/content/lib/thesis/2011/2011gangis.pdf
Activities for these types of learners may include:
Analyzing and thinking about questions that do not have a clear answer
Pondering how variables interact
Evaluating how concepts relate to one another
**The existential intelligence is still in development, and Gardner considers it to be "half an intelligence".

In a note, Howard Gardner stated, "At present I am not gathering empirical data about these and other candidate intelligences."
Gardner, H. (2009).
Frequently asked questions-- multiple intelligences and related
educational topics
. Retrieved from http://howardgardner.com/faq/
Workshop: tapping into multiple intelligences. (2004). Retrieved June 30, 2015, from http://www.thirteen.org/edonline/concept2class/mi/exploration_sub1.html
Workshop: tapping into multiple intelligences. (2004). Retrieved June 30, 2015, from http://www.thirteen.org/edonline/concept2class/mi/exploration_sub1.html
Movies
Animations
Exercises
Adding a physical aspect to concepts
Rhythm exercises
Dance recital
Athletic performance
Competitions
Scavenger hunts
Webquests
MsHMcKnight. (2011, November 14). Multiple Intelligences. [Video file].
Fose, L. (2005). Exploring technology to address student multiple intelligences & learning styles. Retrieved from
http://www2.uwstout.edu/content/lib/thesis/2011/2011gangis.pdf
Fose, L. Exploring Technology to Address Student Multiple Intelligences & Learning Styles. Retreived from http://www.calpoly.edu/~lfose/articles/Exploring_Technology.pdf
After viewing our presentation about differentiation and multiple intelligence, feel free to take our assessment. You must be signed into your Morningside email to access the assessment.
Cherry, K. (n.d). Gardner's Multiple Intelligences. Retrieved July 1,2015, from http://psychology.about.com/od/educationalpsychology/ss/multiple-intell.htm#step7
Cherry, K. (n.d). Gardner's Multiple Intelligences. Retrieved July 1,2015, from http://psychology.about.com/od/educationalpsychology/ss/multiple-intell.htm#step9

Fose, L. (n.d.). Exploring Technology to Address Student Multiple Intelligences and Learning Styles. Retrieved July 1, 2015, from http://www.calpoly.edu/~lfose/articles/Exploring_Technology.pdf




Fose, L. (n.d.). Exploring Technology to Address Student Multiple Intelligences and Learning Styles. Retrieved July 1, 2015, from http://www.calpoly.edu/~lfose/articles/Exploring_Technology.pdf



Fose, L. (n.d.). Exploring Technology to Address Student Multiple Intelligences and Learning Styles. Retrieved July 1, 2015, from http://www.calpoly.edu/~lfose/articles/Exploring_Technology.pdf


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