How to use Revised Bloom’s Taxonomy and How to use Revised Bloom’s Taxonomy and Gardner’s Multiple Intelligences to Gardner’s Multiple Intelligences to

Differentiate ActivitiesDifferentiate Activities

Summer 2008Summer 2008

Wendy CarpenterWendy Carpenter Science Instructional FacilitatorScience Instructional Facilitator

wcarpenter@dpi.state.nc.uswcarpenter@dpi.state.nc.us

Differentiation is a two-step Differentiation is a two-step process:process:

• Analyze the degree of challenge and variety in your current instructional plans.

• Modify, adapt, or design new approaches to instruction in response to students’ needs, interests, and learning preferences.

Differentiation of InstructionDifferentiation of Instruction

• Teachers can differentiate products.

• Products may be tangible, verbal and may have actions.

• Products reflect what students have understood and been able to apply.

• Products show learning in use and may reveal new thinking or ideas.

How do you discover students’ How do you discover students’ learning styles in order to learning styles in order to

differentiate for them?differentiate for them?

Gardner’s Multiple IntelligencesGardner’s Multiple Intelligences

There are 8 intelligences/8 different ways of learning and thinking and each person has relative strengths and limitations

Gardner’s Multiple IntelligencesGardner’s Multiple Intelligences

Visual/Spatial Picture It

Bodily/Kinesthetic Move It

Interpersonal Lead It

Verbal/Linguistic Say It

Intrapersonal Reflect On It

Naturalist Investigate It

Logical/Mathematical Count It

Musical Hum It

Gardner’s Multiple IntelligencesGardner’s Multiple Intelligences

• Verbal/Linguistic List 1• Logical/Mathematical List 2• Visual/Spatial List 3

• Bodily/Kinesthetic List 4• Musical List 5• Interpersonal List 6• Intrapersonal List 7• Naturalist List 8

Revised Bloom’s TaxonomyRevised Bloom’s Taxonomy

• 6 Levels of thinking from simple to complex

• Use verbs to develop and categorize activities at each level

Create

Evaluate

Analyze

Apply

Understand

Remember

Generalizing, Planning, Producing

Checking, Critiquing

Differentiating, Organizing, Attributing

Executing, Implementing

Recognition, Recalling

Interpreting, Exemplifying, Classifying, Summarizing, Comparing, Explaining

Create It

Judge It

Examine It

Use It

Understand It

Know It

Can the student GENERATE new products, ideas or ways of viewing things?

Can the student JUSTIFY a decision or course of action?

Can the student DIFFERENTIATE between constituent parts?

Can the student USE the new knowledge in another familiar situation?

Can the student RECALL information?

Can the student EXPLAIN ideas or concepts?

MI/RBT: An Integrated Approach

MultipleIntelligences

Revised Bloom’s Taxonomy

Multiple IntelligencesAnd

Revised Bloom’sTaxonomy

Focus on different students’ strengthsand

Develops students’ awareness of learning

Challenges students’ thinking

and

Focus on different students’ abilities

STUDENT SUCCESS!!

Awareness of own strengths and

Respect for others’ strengths

MI/RBT = Student SuccessMI/RBT = Student Success

• All students can Shine!

• All students can focus on the same objective but at different (high or low) levels of thinking and different ways of learning so everyone achieves success.

NOW IT’S YOUR TURN!

An integrated approach:An integrated approach: Gardner and BloomGardner and Bloom

Matrix……Matrix……• Planning across six levels of thinking (Bloom) and eight different

ways of knowing and understanding the world (Gardner)

• Assist in achieving a balanced program of activities that focuses on students’ abilities and interests

• Take the “What Is” fill in “What’s Missing”

Every space on the matrix doesn’t have to be filled

REFERENCESREFERENCES

• Heacox, Diane, Ed.D. (2002). Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3-12.

• Noble, T. (2002). Integrating Gardner’s Multiple Intelligences Theory with a Revised Bloom’s Taxonomy: A new model for school reform? Doctoral dissertation, University of Sydney.

• Tomlinson, Carol Anne. (1999). The Differentiated Classroom: Responding to the Needs of all Learners.

Review Hand-outs

Comments/QuestionsComments/Questions