Differentiating instruction involves providing students with different avenues to learn and to developing lesson plans so that all students within a classroom can learn effectively, regardless of differences in ability
The first and most important step in differentiated instruction is determining what students already know so as not to cover material students have mastered, or use methods that would be ineffective for students. A preassessment can be a quiz, game, discussion, or other activity.
The goals of DI are to develop challenging and engaging tasks for each learner (from low-end to high-end learner). Instructional activities are flexible and based and evaluated on content, process and product. The approach and choice of lesson plan tasks are come from students’ assessment results. Assessments (pre and post) are essential in determining the students’ needs.
Linguistic intelligence involves sensitivity to spoken and written language. Includes; Writers, poets, lawyers.
Logical-mathematical intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. Includes; Scientists and mathematicians.
Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns.
Bodily-kinesthetic intelligence entails the potential of using one's whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements.
Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas.
Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others.
Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations.
Naturalist intelligence enables human beings to recognize, categorize and draw upon certain features of the environment.
Differentiated instruction – MI easily lends itself, by it’s very 7(or 11) part structure, to differentiated instruction. See the lesson planning tool on the next slide.
Vygotsky’s zone of proximal development (ZPD)- imagine, as children enter the ZPD for a subject, reaching out and homing in on the style with which they learn best and driving them closer to a mastery level.
Arends, Richard I. Learning to teach . Eighth ed. New York: McGraw hill, 2009.
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