Differentiated Instruction Using M I


Published on

Ways to use Gardner's multiple intelligences in differentiating instruction pK-8

Published in: Education, Technology
1 Like
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Differentiated Instruction Using M I

  1. 1. Differentiated Instruction Using Gardner's Multiple Intelligence Theory Pat Hogan, St. Augustin School Colleen Ites, St. Theresa School Differentiated Instruction Professional Development September 21, 2009
  2. 2. Howard Gardner’s Multiple Intelligence Theory <ul><li>Multiple intelligences are a theory of education and not a curriculum.  As with other educational theories, educators must take the theory and apply it to their current curriculum. </li></ul><ul><li>Multiple intelligence (MI) theory is an excellent fit with differentiation, as it allows students strengths and opinions to factor into curriculum. </li></ul>An intelligence is the ability to solve problems, or to create products, that are valued within one or more cultural settings.&quot; – Howard Gardner,  FRAMES OF MIND (1983)
  3. 3. The Multiple Intelligences <ul><li>Verbal / Linguistic </li></ul><ul><li>Mathematic / Logical </li></ul><ul><li>Visual / Spatial </li></ul><ul><li>Musical / Rhythmic </li></ul><ul><li>Interpersonal </li></ul><ul><li>Intrapersonal </li></ul><ul><li>Bodily / Kinesthetic </li></ul><ul><li>Naturalist </li></ul><ul><li>* Existential - new </li></ul>
  4. 4. Verbal / Linguistic <ul><li>Having well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words </li></ul><ul><li>Traditionally assessed in education: skilled with text and ideas presented through text </li></ul><ul><li>Good with words, languages, and lectures </li></ul>
  5. 5. Mathematical / Logical <ul><li>Having the ability to think conceptually and abstractly, and the capacity to discern logical or numerical patterns </li></ul><ul><li>Students do well with systems in science in math, enjoy finding patterns in learning, and prefer all questions to have definite answers </li></ul><ul><li>These students are &quot;fact monkeys&quot; and typically enjoy &quot;quick and dirty&quot; facts, charts, and graphs </li></ul>
  6. 6. Visual / Spatial <ul><li>Having the capacity to think in images and pictures, to visualize accurately and abstractly  </li></ul><ul><li>These students like to 'stand back and take a look' at information before processing it, they prefer visually stimulating visual aids, like to imagine alternatives to text, and often need to have supplies and items 'just so.' </li></ul><ul><li>These students also can see a project as a whole before completing it; they have 'vision.' </li></ul>
  7. 7. Musical / Rhythmic <ul><li>Having the ability to produce and appreciate rhythm, pitch and timber </li></ul><ul><li>These students enjoy poetry and the elements of poetry, they are often wordsmiths and enjoy puns, and are usually creative </li></ul><ul><li>These students often are also kinesthetic: tapping, rapping,. and snapping. </li></ul>
  8. 8. Interpersonal <ul><li>Having the capacity to detect and respond appropriately to the moods, motivations and desires of others. </li></ul><ul><li>These students thrive on group projects, social problem-solving, and are usually good listeners </li></ul><ul><li>These students can be 'teacher-pleasers' and are often greatly affected by their peers; they also make wonderful peer tutors and can dig deep into thematic subjects </li></ul>
  9. 9. Intrapersonal <ul><li>Having the capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes </li></ul><ul><li>These students ask the 'big questions' and enjoy private time reflecting on info; daydreamers; often works hand-in-hand with Existential intelligence </li></ul>
  10. 10. Bodily / Kinesthetic <ul><li>Having the ability to control and adapt one's body movements and to handle objects skillfully </li></ul><ul><li>These students require physical learning (by doing), enjoy interactive activities, games, and role playing </li></ul><ul><li>Students often need breaks to 'burn off energy' in order to re-focus on task(s) at hand; often works hand-in-hand with musical / rhythmic </li></ul>
  11. 11. Naturalist <ul><li>Having the ability to recognize and categorize plants, animals and other objects in nature </li></ul><ul><li>These students often make broad and deep connections in learning setting up 'mental ecosystems,' enjoy systems that help them organize or categorize information, and like to find minute similarities and differences in subjects taught </li></ul><ul><li>They enjoy working outdoors, using observation skills, and studying the interconnectiveness of the world around them </li></ul>
  12. 12. Existential <ul><li>Having sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and how did we get here. </li></ul><ul><li>These students enjoy open-ended questions, having individual choice and working independently, and have well-developed opinions </li></ul><ul><li>The newest of intelligences to be labeled out, it addresses the spiritual component of the self and the desire to understand where we come from and where we are going </li></ul>
  13. 13. How can this apply to my classroom? <ul><li>Multiple intelligence theory works hand-in-hand with differentiation. </li></ul><ul><li>Students take surveys to help them see their personal strengths and weaknesses; this ownership also gives them a vested interest in achieving success. </li></ul><ul><li>Student surveys results can be catalogued and used throughout the year for instruction and assessments. </li></ul><ul><li>These intelligences work best using rubrics for assessment, as well as student-choice sheets / forms </li></ul>
  14. 14. Sample Matrix – MI surveys   W W       S S Brooklyn 19   S S W       W Lindy 18 S   W S       W Jazmine 17       S S W     Rachel 16   W   S S W     Gavin 15 S     S W     W Bryce 14     W S W     S Joshua 13 W   W S   S     Nicholas 12     W   S W S   Rose 11   W   S S W     Emma 10       S S W   W Chloe 9       S W   W S Ethan 8   S   W   W S   Kiah 7     W S S     W Claire 6     W S   W   S Jordan 5     W S S   W   Ivana 4   S W     W S   Maria 3 S   W S W       Court 2 S S     W     W Karla 1 visual / s self verbal / l body / k social logical / math music/ rhythm nature MI survey 6M
  15. 15. Sample Matrix – FROpt conferences map of 8-10 events Waggit's Again S Brooklyn ppr dolls SoUF - Austere Academy C Lindy 6-8 events in &quot;mowed&quot; yard Lawnboy S Jazmine 7 symbolisms brochure SouF - Bad Beginning C Rachel draw 5 main char w/ explanations Notes/Midnight Driver C Gavin char map in shape of BB court; 5-6 char total Slam-Myers C Bryce draw 7 symbols of Brian & explain Hatchet C Joshua some form of setting map w/ 8-10 events Harry Potter #1 S Nicholas char map w/ milk carton theme Face on the Milk Carton C Rose yellow brick road & 8-10 events that occur on the road Wizard of Oz S Emma Smoke survival pack - 6-8 items Uglies - Westfeld S Chloe create weapons & write 8-10 major events Ranger's Apprentice #1 P Ethan owl ppr dolls Capture (Ga'Houle) I C Kiah pieces of wood with characters & events in novel (7-10) SoUF - Miserable Mill C Claire Hogwart's Castle w/ flip out windows; 7 events Harry Potter I S Jordan setting map w/ 8-10 events (in bus) Schooled, Korman S Ivana create Matthias' sword on front & write on back importance Mattimeo, Jacques C Maria beastmaker board w/7 characteristics of main char (7 cards explaining importance) The Fall (7th Tower) - Nix C Court Top 10 events / inventions in book The Invention of Hugo Cabret S Karla option ideas? book & author C-S-P Free Reading Options T1
  16. 16. Sample projects – Free Reading Options Free Reading Option - Ranger’s Apprentice : create weapons from the book & write 8-10 events on them Free Reading Option – Face on the Milk Carton : create a character map using milk carton theme for 5 characters
  17. 17. Sample projects – Free Reading Options <ul><li>Free Reading Option – The Contender : Venn chain character map of 5 events. </li></ul>Free Reading Option –13 Little Blue Envelopes: Timeline of events, one for each envelope
  18. 18. Sample scoring rubric – Free Reading Option 0 1 2 3   assignment not mentioned in mini-conferences assignment is adaptation from mini-conferences assignment similar to agreement from mini-conferences assignment exactly the agreement from mini-conferences Assignment Choice Agreement 0 1 2 3   difficult to determine student's CNS after review can determine student's CNS work clearly shows student's CNS CNS obvious at first glance Chosen Novel Style (P S C) 1 - 0 2 4 - 3 6 - 5   little to no design or creativity; inadequate work for assignment design or creativity hurts the work / design doesn't make sense design or creativity adds dimension to the work outstanding or exceptional use of design or creativity Design 3 - 0 7 - 4 10 - 8 13 - 11   difficult to identify which novel used; too little content or detail can determine genre / series by content; details explain novel can determine specific novel after review; good amount of detail can immediately identify specific novel; extensive detail given Content Ms. Ites     Name: Free Reading Option Rubric
  19. 19. Ways to implement MI - formative <ul><li>Differentiating formative work </li></ul><ul><ul><li>Breaking students into learning groups based on MI strengths (similar to ability grouping) </li></ul></ul><ul><ul><li>Allowing student choice on formative work </li></ul></ul><ul><ul><li>Used as ‘stair step’ in larger summative work </li></ul></ul><ul><ul><li>As a ‘quick check’ for information; could be used similar to an exit interview or 3-2-1 </li></ul></ul><ul><ul><li>Have students periodically complete an assignment using their weakest MI; as formative work it allows for weak skill development without fear of hurting grade </li></ul></ul>
  20. 20. Ways to implement MI - summative <ul><li>Differentiating summative work </li></ul><ul><ul><li>Allowing for student choice on summative work to be scored with a generalized rubric </li></ul></ul><ul><ul><li>Give students a generalized rubric, let them know what you want to cover on the assessment, and allow them as ‘specialists’ to create the assessment choices </li></ul></ul><ul><ul><li>Use a variety of formats for displaying knowledge gained: traditional testing tools, graphic organizers, collages, etc. </li></ul></ul>
  21. 21. Sample formative work – social studies <ul><ul><li>When discussing the Oregon Trail, explain the information covered (in textbooks or class discussion) and have students choose to: </li></ul></ul><ul><ul><ul><li>Answer questions over each section (verbal/ling) </li></ul></ul></ul><ul><ul><ul><li>Create a timeline of major events (visual/spatial) </li></ul></ul></ul><ul><ul><ul><li>Retell events from the p.o.v. of someone on the trip (intrapersonal) </li></ul></ul></ul><ul><ul><ul><li>Create a poem or song (musical/rhythmic) </li></ul></ul></ul><ul><ul><ul><li>Create a map of the journey showing distance covered and projected distance left (math/logical) </li></ul></ul></ul><ul><ul><ul><li>Work with a group to create a travel brochure of the trip (interpersonal) </li></ul></ul></ul><ul><ul><ul><li>Construct and outfit a wagon like those used on the trip (tactile / kinesthetic) </li></ul></ul></ul><ul><ul><ul><li>Create a chart of the different flora and fauna found on the trip (naturalist) </li></ul></ul></ul><ul><ul><ul><li>Create a PPT or digital story showing the rationale of those who attempted this trip (existential) </li></ul></ul></ul>
  22. 22. Why use MI? <ul><li>Benefits: </li></ul><ul><ul><li>Students become active stakeholders in their own learning </li></ul></ul><ul><ul><li>Self-esteem is increased as students acknowledge their ‘areas of specialization’ </li></ul></ul><ul><ul><li>It naturally fits in with differentiation: knowing student strengths (as well as learning styles and content skill) gives teachers a well-rounded view of each student </li></ul></ul><ul><ul><li>Behavior issues typically decrease as students take ownership of information covered and assessed. </li></ul></ul><ul><ul><li>Students become more self-aware and have a more positive attitude toward school, staff, and their peers </li></ul></ul><ul><ul><li>Can apply to students of all achievement levels, including those who receive services for advanced or remedial performance </li></ul></ul>
  23. 23. Additional resources <ul><li>Thirteen ed online *partial definitions in this presentation were used from this site; and excellent source on integrating MI theory into classrooms </li></ul><ul><ul><li>Interactive MI “snowflake” chart </li></ul></ul><ul><li>MIQ – Interactive MI ‘wheel’ survey </li></ul><ul><li>LdPride.net – source for MI theory’s use with student disabilities </li></ul><ul><li>Education World </li></ul><ul><li>McKenzie’s 9 Intelligences Survey </li></ul><ul><li>IQ Matrix </li></ul><ul><li>Rubistar rubric creator </li></ul><ul><li>teAchnology rubric creator </li></ul><ul><li>Weaving MI into Rubric Design – ERIC article </li></ul><ul><li>TeacherVision – MI and assessment </li></ul><ul><ul><li>This slideshow is hosted at slideshare.net/cmites and may be used for education applications </li></ul></ul>