Differentiating

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Differentiating Instruction Through
Applications of Multiple Intelligences
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Todays students come to school differing widely
in their abilities to think abstractly and
understand complex ideas. To meet the diverse
needs of their students, teachers must
constantly differentiate their instruction
- sometimes based on readiness, other times
based on learning profiles, and still others on
interest.
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DIFFERENTIATION
Teachers planning and executing different
avenues to content, process, and product in
anticipation of differences in student
learning. (Tomlinson, 1996)
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ROUNDTABLE
1. Each group needs one piece of paper and one
pencil. 2. One member takes the paper and
pencil, write down an idea, thought, etc. to the
problem, question, posed. 3. Pass the paper to
the person sitting sitting on the left. 4. The
paper and pencil continue around the team, with
each member writing one thought, idea, until time
is called.
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What do you already do to support the diverse
needs of students in your class
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1.1 General education teacher, with assistance
from special educator, as needed, profiles her
students learning styles/multiple intelligences.

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Rallytable
1. Students work in pairs with one sheet of paper
and writing instrument
?
2. Teacher poses a question/topic
?
?
3. Student A writes an answer/response
4. Pass paper from A to B
5. Student B writes an answer/response
6. Pass paper from B to A
7. Repeat until time is called
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What is the Definition of intelligence?
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An intelligence is the ability to solve problems,
or to create products, that are valued within one
or more cultural settings. Gardner, H.
(1983). Frames of Mind. New York Basics Books.
pp. x
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An intelligence is a biological and
psychological potential that potential is
capable of being realized to a greater or lesser
extent as a consequence of the experiential,
cultural, and motivational factors that affect
a person.

From Gardner, H. (1995). Reflections on
multiple intelligences, Phi Delta Kappan, 202
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The MI Pizza Armstrong, Thomas
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Linguistic (Word Smart)
The capacity to use words effectively, whether
orally or in writing and to manipulate syntax
or structure of language, the semantics or
meanings of language, and the pragmatic
dimensions or practical uses of language
Student characteristics of linguistic
intelligence

• Like to write
• Spin tall tales or tell jokes stories
• Have a good memory for names, places, dates, or
  trivia
• Enjoy reading books in their spare time
• Spell words accurately and easily
• Appreciate nonsense rhymes tongue twisters
• Like doing crossword puzzles or playing games
  such as Scrabble or Anagrams

Careers/vocations which rely heavily on the
linguistic intelligence are storyteller, orator,
politician, journalist, poet, and playwright.
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The MI Pizza Armstrong, Thomas
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Logical-Mathematical (Number Smart)
The capacity to use number effectively, and to
reason well. Includes sensitivity to logical
patterns, and relationships, statements and
propositions.
Student characteristics of logical/mathematical
intelligence

• Compute math problems quickly in their head
• Enjoy using computers
• Ask questions like Where does the universe
  end? What happens after we die? When did life
  begin?
• Play chess, checkers and other strategy games,
  and win.
• Reason things out logically and clearly
• Devise experiments to test out things they do
  understand
• Spend lots of time working on logic puzzles such
  as Rubiks cube

Careers/vocations which rely heavily on the
logical/mathematical intelligence are
mathematician, tax accountant, statistician,
scientist, computer programmer, and logistician.
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The MI Pizza Armstrong, Thomas
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Spatial (Picture Smart)
The ability to perceive the visual-spatial world
accurately and to perform transformations on
those perceptions. Involves sensitivity to color,
line, shape, form, space and relationships that
exist between these elements.
Student characteristics of the spatial
intelligence

• Spend free time engaged in art activities
• Report clear visual images when thinking about
  something
• Easily read maps, chart diagrams
• Draw accurate representations of people or things
• Like it when you show movies, slides, or
  photographs
• Enjoy doing jigsaw puzzles or mazes
• Daydream a lot

Careers/vocations which rely heavily on the
spatial intelligence are interior
design/decorator, architect, artist, inventor,
guide, scout, navigator, etc.
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The MI Pizza Armstrong, Thomas
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Bodily- Kinesthetic (Body Smart)
Expertise in using ones whole body to express
ideas and feelings and facility in using ones
hands to produce or transform things. Involves
specific physical skills such as coordination,
balance, dexterity, strength, flexibility, and
speed, as well proprioceptive, tactile, and
hapatic capacities.
Student characteristics of the bodily-kinesthetic
intelligence
Careers/vocations which rely heavily on the
bodily-kinesthetic intelligence are actor, mime,
athlete, dancer, craftsperson, sculptor, mechanic
surgeon, etc.
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The MI Pizza Armstrong, Thomas
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Musical (Music Smart)
The capacity to perceive, discriminate,
transform, and express musical forms. Includes
sensitivity to the rhythm, pitch or melody, and
timbre or tone color of a musical piece.
Student characteristics of the musical
intelligence

• Play a musical instrument
• Remember melodies of songs
• Tell you when a musical note is off-key
• Say they need to have music on in order to study
• Collect records or tapes
• Sing songs to themselves
• Keep time rhythmically to music

Careers/vocations which rely heavily on the
musical intelligence are music critic, composer,
performer, disc jockey, band director, symphony
conductor, etc.
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The MI Pizza Armstrong, Thomas
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Interpersonal (People Smart)
The ability to perceive and make distinctions in
the moods, intentions, motivations, and
feelings of other people. Includes sensitivity to
facial expressions, voice, and gestures capacity
for discriminating among many different kinds of
interpersonal cues and the ability to respond
effectively to those cues in some pragmatic way.
Student characteristics of the Interpersonal
intelligence
Careers/vocations which rely heavily on the
interpersonal intelligence are counselor,
motivational speaker, minister, lobbyist, union
representative, store clerk, salesman, etc.
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The MI Pizza Armstrong, Thomas
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Intrapersonal (Self Smart)
Self-knowledge and the ability to act adaptively
on the basis of that knowledge. Includes having
an accurate picture of oneself (strengths and
limitations) awareness of inner moods,
intentions, motivations, temperaments and
desires, and the capacity for self-discipline,
self-understanding, and self esteem.
Student characteristics of the Intrapersonal
intelligence

• Display a sense of independence or a strong will
• React with strong opinions
• Seem to live in their own world
• Like to be alone to pursue some personal
  interest, hobby or project
• Seem to have a deep sense of self-confidence
• March to the beat of a different drummer in their
  style
• Motivate themselves to do well on independent
  projects

Careers/vocations which rely heavily on the
intrapersonal intelligence are military officer,
investigator, newspaper editor, judge,
activist, etc.
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The MI Pizza Armstrong, Thomas
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Naturalist (Nature Smart)
Expertise in the recognition and classification
of the numerous species the flora and fauna
of an individuals environment. Includes
sensitivity
to other natural phenomena (e.g., cloud
formations, and mountains) and, in the case of
those growing up in an urban environment, the
capacity to discriminate among nonliving forms
such as cars, sneaker, CD covers, etc.)
Student characteristics of the naturalist
intelligence
Careers/vocations which rely heavily on the
naturalist are botanist, farmer, landscape
designer, horticulturist, meteorologist,
archeologist, veterinarian, bicycle messenger,
mailman, etc.
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The MI Pizza Armstrong, Thomas
and the NINTH Intelligence . . .
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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.
Student characteristics of the Existentialist
intelligence

• Sees his/her role in the big picture of things
• Enjoys discussing question about life and
  learning about the value of things
• Religion is important, and likes to study
  philosophy
• Enjoys viewing art work, relaxing and meditating
• Wonders if there are other forms of intelligent
  life in the universe

Careers/vocations which rely heavily on the
existential intelligence are .
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Activity

• At your table, brainstorm possible
  careers/vocations that you believe rely heavily
  on the existentialist intelligence.
• Be prepared to share and defend your ideas!

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MI Inventory for Adults
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MIT (Kagan)
Profiles

• Checklist for assessing students multiple
  intelligences

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Activity
Break into two groups
Group 1 Composed of those folks who are new to
the LRE for LIFE Project/have participated in the
MI workshop two or fewer times.
Group 2 Composed of those folks who have worked
with the Project around MI/teaching diverse
students in inclusive classes and/or those who
have participated in the MI workshop three or
more times.
Group One -- Do the Rotating Review Share with
the whole group.
Group two -- Do a rotating review, generating and
refining ways to profile your students strength
intelligence areas within each area.
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ROTATING REVIEW
1. Topics are written on pieces of chart paper
and hung around the room. 2. Each team is
given a marker. 3. Designate teams to go to one
of the papers. 4. Team is given one minute to
write on the paper about specific topic. 5.
Teams rotate to next paper when time is
called. 6. Teams are given one minute to read
what the previous team has written. 7. Teams
put a question mark beside ones that they have a
question on or disagree. 8. Team has an
additional thirty seconds to write any other
information. 9. Continue this procedure until
each team has rotated to all the papers.
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Bodily Kinesthetic
MIClass Profile
Intrapersonal
Interpersonal
Musical
Linguistic
Naturalist
Logical
Spatial
Students Name
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Things I plan to Implement when I return to
school.

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• .
• .
• .
• .
• .
• .
• .

This is your list of ideas, tasks, needs etc.
from todays workshop. Keep it handy as we go
through the two days.
Put on your list anything you need to/want to do
with regard to Instruction in general education
classes is differentiated and personalized such
that all students are actively engaged learners
of the general education curriculum. And General
education teacher, with assistance from special
educator, as needed, profiles her students
learning styles/multiple intelligences.
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1.2 General education teacher differentiates
instructional activities as evidenced by lesson
plans/their efforts to field test the
Collaborative Lesson Planning Book, that sample
the multiple intelligences to hook students into
the learning.
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Collaborative Lesson Plan Book
LRE for LIFE Project
 
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Subject ________________________________ Grade
_________________________________ Unit
__________________________________________________
____________________________

• Unit Objectives/Expectations
•  
•  
•  
•  
•  
•    
• Modifications

IEP Modifications Modifications
Student              
  Other Modifications
Student
(may
not have an IEP)
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Daily Instructional Activities/Arrangements
Modifications
Taskslist and enumerate
   


Intelligences (In the appropriate box, note the
number of each daily instructional activity
listed above. Analyze the distribution of
intelligences and add as needed.)
See MI Profile(s) for specific needs.