The document discusses teaching students with varying abilities and backgrounds. It emphasizes recognizing each student's individual strengths and needs to maximize their growth. It promotes using multiple methods of teaching, including linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist approaches. Some examples provided are class discussions, hands-on activities, movement, artwork, music, self-reflection, and outdoor experiences. The goal is to engage all students through their diverse intelligences and ways of learning.

1.  Recognize students varying background knowledge,
readiness, language, preferences in learning, interests
and to react responsively
 Approach teaching and learning for students of
differing abilities in the same classroom.
 To maximize each student’s growth and individual
success
 Recognizing where each student is and assisting in
their individual learning process

3.  Involves working with others
 Social awareness
 Leading
 Understanding people
 Communicating

4.  Sharing group work
 Classroom parties
 Class discussions
 Brain storming
 Peer editing

5.  To understand order and meaning of words
 Explaining
 Teaching and learning
 Humor
 Memory and recall

6.  Story telling
 Debating
 Writing poetry
 Dramatizing
 Reading aloud
 Presenting
 Working on puzzles
 Memorizing

7.  Ability to use and recognize musical patterns
 Picking up sounds
 Remembering melodies
 Singing
 Rhythms

8.  Singing ABC songs
 Have children create rap songs about topic
 Humming/ tapping patterns to words
 Give a presentation with appropriate musical
accompaniment
 Listening to music

9.  Identify relationships
 See connections between separate distinct pieces of
information
 Reasoning
 Logic
 Math
 Problem solving
 Patterns

10.  Solving problems
 Measuring
 Sequencing
 Using money
 Coding
 Classifying
 Describing patterns
 Working with patterns and relationships

11.  Moving the body to express emotion, to play games,
invent activities
 Processing knowledge through bodily sensations
 Touching
 Moving

12.  Create a movement to explain lesson
 Plan and attend field trips
 Bring hands on materials to demonstrate
 Dancing
 Athletics
 Acting
 Crafts
 Using tools

13.  Critical thinking
 Higher level of thinking
 Understanding self
 Recognizing strengths and weaknesses
 Setting goals

14.  Personal response journals
 Self paced projects
 Reflecting on independent reading
 Working alone
 Reflecting

15.  Ability to form mental images and pictures
 Sense of sight ability to form different perspectives
 Visualizations
 Imagination

16.  Using charts, maps or graphs
 Creating slide shows, videos or photo albums
 Create a piece of artwork
 Illustrate, draw, paint, sketch, or sculpt
 Imagine things

17.  Enjoy real world experiences
 Exploring things
 Hands on learning
 Working in nature
 Making distinctions in the natural world

18.  Reading outside
 Cloud watching
 Nature walks
 Exploring things
 Learning about natural events
 Gardening
 Field trips to animal sanctuaries

19. Ernie Barrington; Teaching to student diversity in
higher education: How Multiple Intelligence
Theory can help
Robert J. Sternberg; The Answer Depends On the
Question: A Reply To Eric Jensen
Christine Kunkel; The Power of Key: Celebrating
20 Years of Innovation At the Key Learning
Community
Matt Aborn, Ed.M. An Intelligent Use For Belief
Howard Gardner and Seana Moran; The Science of
Multiple intelligences Theory: A Response to Lynn
Waterhouse
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