Date post: | 18-Oct-2014 |
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Career |
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Transformative Learning through
Differentiating Instruction
Presented by John Medina
DIFFERENTIATING INSTRUCTION: A MULTIPLE
INTELLIGENCE-BASED LESSON PLAN AND
EVALUATION
UNDENIABLE FACT: OUR
STUDENTS IN THE CLASSROOM ARE
DIVERSE!
Student Diversity
Ability
Aptitude or Talents
Family and Cultural
Background
Attitude and Interest
Socioeconomic Status Exceptionalities
Thinking/Learning Styles
Prior Learning or Schooling
Experiences
Cognitive or Intellectual
Development
How do you respond and cater these diverse needs to promote optimum
learning?
Diverse learning needs inside the classroom
Diverse Students bring:
Use varied instructional methods to accommodate student diversity in learning styles.
Diversify sensory/perceptual modalities through which you
deliver and present information:
Use formats that are:
Orally or verbal discussions (AUDITORY LEARNERS)
in print, or textual (VISUAL SYMBOLIC LEARNERS)
Diagrammatic and pictorial representations, (VISUAL ICONIC LEARNERS)
"hands on" experiences (TACTILE AND KINESTHETIC LEARNERS)
unstructured (e.g., trial-and-error discovery
learning) (RIGHT BRAIN;
GLOBAL THINKERS)
structured (e.g., step-by-step instructions).
(LEFT BRAIN; ANALYTIC THINKERS)
Vary the examples you use to illustrate concepts in order to provide multiple contexts that are relevant to students from diverse backgrounds.
Some Strategies: • Personal Information Cards – filled-out during the first week of class.
→ use this information to select examples or illustrations that are relevant to their personal interests and life experiences.
• Use ideas, comments, and questions – that students raise in class, or which they choose to write about to help you think of examples and illustrations to use.
• Ask students to provide their own examples of concepts, based on experiences drawn from their personal lives.
• Ask situational questions – Have students apply concepts by placing them in a situation or context that is relevant to their lives (e.g., "How would you show respect to all persons in your home?").
Diversify your methods of assessing and evaluating student learning.
Accommodate student diversity not only by varying what you do with your teaching, but also by varying what you ask students to do to demonstrate learning.
Assessment should capitalize your
students’ strengths and improve your
students’ weaknesses.
This is made possible by using Differentiating
Instruction.
What is Differentiating Instruction?
Differentiating Instruction – a form of teaching where instruction and assessment are tailored based on the different and diverse needs and strengths of the students. In practice, this is done by considering and using students’ multiple intelligences and learning styles.
Premises for Using Differentiating Instruction
No two students enter a classroom with identical abilities, experiences, and needs. Learning style, language proficiency, background knowledge, readiness to learn, and other factors can vary widely within a single class group.
Regardless of their individual differences, however, students are expected to master the same concepts, principles, and skills. Helping all students succeed in their learning is an enormous challenge that requires innovative thinking.
Experts in Differentiating Instruction
Carol Ann Tomlinson • Proponent Differentiating
Instruction: Multiple Intelligences
Harvey F. Silver • Integrating MI and LS in teaching and assessment
Student Diversity
Learning or Thinking Styles Multiple Intelligences
Sensory Preferences Brain Hemispheres
Visual Learners
Auditory Learners
Visual Iconic
Visual Symbolic
Listeners
Talkers
Tactile / Kinesthetic Learners
Left Brain (Analytic)
Right Brain (Global)
Visual/Spatial (Picture Smart)
Logical-Mathematical (Number/Logic Smart)
Bodily Kinesthetic (Body Smart)
Musical (Music Smart)
Interpersonal (People Smart)
Intrapersonal (Self Smart)
Naturalistic (Nature Smart)
Existential (Spirit Smart)
Proponent: Howard Gardner
Intelligence vs. Multiple Intelligences
• Intelligence – The capacity to acquire and apply knowledge; the faculty of thought and reason; superior powers of mind
• Multiple Intelligences – the ability to:
– solve problems that one encounters in real life – generate new problems to solve – make something or offer a service that is valued
within one’s culture
Disposition/ Intelligence Sensitivity to: Inclination for: Ability to:
Verbal-Linguistic
sounds, meanings, structures and styles of language
speaking, writing, listening, reading
speak effectively (teacher, politician) or write effectively (poet, journalist)
Logical-Mathematical
patterns, numbers and numerical data, causes and effects, objective and quantitative reasoning
finding patterns, making calculations, forming and testing hypothesis, using the scientific method, deductive and inductive reasoning
work effectively with numbers (accountant, statistician) and reason effectively (engineer, scientist)
Spatial colors, shapes, visual puzzles, symmetry, lines, images
representing ideas visually, creating mental images, noticing visual details, drawing and sketching
create visually (artist, engineer, photographer ) and visualize accurately (tour guide, scout, ranger)
Bodily-Kinesthetic
touch, movement, physical self, athleticism
activities requiring strength, speed, flexibility, hand-eye coordination, and balance
use the hands to fix or create (mechanic, surgeon, carpenter) and use the body expressively (dancer, athlete)
Musical tone, beat, tempo, melody, pitch, sound
listening, singing, playing an instrument
create music (songwriter, musician) and analyze music (music critic)
Interpersonal body language, moods, voice, feelings
noticing and responding to other people’s feelings and personalities
work with people(administrators, teachers)and help people identify and overcome problems (therapist)
Intrapersonal one’s own strengths, weaknesses, goals, and desires
setting, goals, assessing personal abilities and liabilities, monitoring one’s own thinking
meditate, reflect, exhibit self-discipline, maintain composure, and get the most out of one’s self
Naturalist natural objects, plants, animals, naturally occurring patterns, ecological issues
identifying and classifying living things and natural objects
analyze ecological situations and data (ecologists) learn from living things (zoologists, vets) and work in natural settings (hunter)
Ask the following questions: • How can I incorporate words, writing, listening,
discussion, language? Verbal-Linguistic
• How can I incorporate, calculation, problem-solving, reasoning, analysis, math? Logical-Mathematical
• How can I incorporate art, video, graphic organizers, icons, color? Visual-Spatial
• How can I incorporate manipulatives, hands-on learning, use of the body? Bodily-Kinesthetic
• How can I incorporate music, musicality, beat, lyrics, sound? Musical
• How can I incorporate cooperative learning, partnerships, role-playing? Interpersonal
• How can I incorporate emotion, reflection, self-assessment? Intrapersonal
• How can I incorporate interactions or explorations with the natural world? Naturalistic
Intelligence Examples of Classroom Activities
Examples from My Classroom
Verbal-Linguistic
discussions, debates, journal writing, conferences, essays, stories, poems, storytelling, listening activities, reading
Logical-Mathematical
calculations, experiments, comparisons, number games, using evidence, formulating and testing hypotheses, deductive and inductive reasoning
Spatial
concept maps, graphs, charts, art projects, metaphorical thinking, visualization videos, slides, visual presentations
Bodily-Kinesthetic
role-playing, dance, athletic activities, manipulatives, hands-on demonstrations, concept miming
Musical playing music, singing, rapping, whistling, clapping, analyzing sounds and music
Interpersonal community-involvement projects, discussions, cooperative learning, team games, peer tutoring, conferences, social activities, sharing
Intrapersonal student choice, journal writing, self-evaluation, personal instruction, independent study, discussing feelings, reflecting
Naturalist ecological field trips, environmental study, caring for plants and animals, outdoor work, pattern recognition
Curriculum Theme:
Endangered
Species
Interpersonal •Group Newsletter •Raising Awareness •Group Project
Naturalist •Trip to wildlife preserve •Field study of a local ecosystem
Verbal – Linguistic •Writing newsletter •Class discussion
Logical – Mathematical •Analyzing endangered species case studies •Determining causes of endangerment •Comparing and contrasting two endangered species: the tiger and the panda
Musical •Folk song on endangered species
Intrapersonal •“How would it feel to be an endangered species?” •“Why is nature important to you?”
Bodily – Kinesthetic •Role playing •Trip to wildlife preserve
Spatial •Video: Saving Nature •Drawing/sketching animals from field trip
Interpersonal Interpersonal
Naturalist
Verbal – Linguistic
Logical – Mathematical
Musical
Intrapersonal
Bodily – Kinesthetic
Spatial
Curriculum Theme:
Types of Activities for MI Integration
Verbal /Linguistic • Speeches • Debates • Research • Essays • Storytelling • Writing Creative Non-
Fiction • Writing Fiction/Poetry • Making a documentary • Making a magazine
Visual/Spatial • Mosaics • Sketches • Cartoons • Sculpture • Maps • Storyboards • Murals • Posters • Collages
Cont.
Mathematical/Logical
• Puzzles • Mazes • Sequences • Timelines • Games • Syllogisms • Analogies • Matrices
Musical/Rhythmical
• Performance • Compositions • Raps • Jingles • Song Adaptations • Playing a musical
instrument • Jazz Chant
Cont.
Interpersonal • Group Projects • Dialogues • Solving Situational
Problems • Consensus Activities • Round Robins • Debates/Arguments • Mock Symposia • Interview
Intrapersonal
• Journal Writing • Making quotations • Reflections • Self-assessment • Letter to self • Making a self-video • Personal Roadmap • Face the Wall/Crying Wall • Autobiography/Memoirs
Cont.
Bodily/Kinesthetic
• Role-playing • Dance interpretation • Speech Choir • Chamber Theater • Play Production • Pantomiming • Creating dance steps • Mirror exercise
Naturalist
• Field trips • Bird watching • Photographing • Star gazing • Forecasting weather • Nature walks • Ecology studies • Collecting specimens
References:
• Corpuz, B. B., & Lucas, M. (2009). Facilitating Learning: A Metacognitive Process. Quezon City: Lorimar Publishing Inc.
• Department of Education. (2002). 2002 Basic Education Curriculum Primer.
• Silver, H.F. (2000). So Each May Learn. USA: Silver and Strong Associates, Inc.