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.