“…Multiple intelligences describe an individual’s strengths or capacities; learning styles describe an individual’s traits that relate to where and how one best learns” (Tomlinson, 2001).
This week you’ve read about the importance of getting to know your students in order to create relevant and engaging lesson plans that cater to multiple intelligences and are multimodal.
A. Using SurveyMonkey (Links to an external site.), create a survey that has:
- At least five questions based on Gardner’s theory of multiple intelligences
- At least five additional questions on individual learning style inventory
- A specific targeted student population grade level (elementary/ middle/ high school/adults)
- Include the survey link for your peers
B. Post a minimum 150 word introduction to your survey, using at least one research-based article (cited in APA format) explaining how it will:
- Evaluate students’ levels of readiness.
- Use knowledge of the student’s Multiple Intelligences, Learning Style Preferences, and Levels of Readiness to assist in the creation of differentiated lesson plans.
This week you will:
- Explain the importance of readiness and its relevance to creating a differentiated classroom.
- Interpret learning styles and multiple intelligences as a foundation for differentiated instruction.
- Analyze classroom behavior management strategies that address diverse student populations.
Congratulations for completing the first week of class! Next, we will move on to Week Two where you will explore how to evaluate readiness prior to starting a new lesson, and its importance for preparing students for success. You will also review how learning styles influence your students’ engagement in your lesson and its impact on information retention. Finally, you will learn how to create a classroom management system that encompasses diverse student populations.
The ‘Multiple Intelligence’ theory was created by Howard Gardner in 1983. With this theory, he explained that people learn using various behaviors that can be translated into ‘intelligences’; in other words, learning strengths. The behaviors we use to learn new information are not isolated but include a mix of the following: musical-rhythmic, visual-spatial, verbal-linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic (Gardner, 2011). In addition to having intelligence strengths that influence our learning, we also have preferential learning styles. Although there is no universally accepted ‘learning styles’ method or specific characteristic list, there are commonly held traits that are universally accepted that include: visual, auditory, read/write, and kinesthetic (Fleming & Mills, 1992). By discovering patterns of learning styles and intelligence preferences among your students, you can create either homogeneous or heterogeneous groups for collaborative learning environments or tailor independent learning activities.
Building on last week’s idea of creating a physical environment that is conducive to learning, we will take a closer look at the classroom, including how to make the most of fixed structures such as windows, doors, white boards, and instructional technology devices. Imagine your dream classroom: what would it look like? Would it have windows? What kind of technology would be built in? Would you have one large classroom or divide it into small group centers? What would be on the walls? Hanging from the ceiling? Would you have class pets? If so, what would you have?
Remember that your students have different learning styles and intelligence strengths and your room must be welcoming to everyone. Think about how you work best. Do you find music invigorating or distracting? Does sitting next to a window cause you to daydream or is the sunlight refreshing? How will you determine each student’s placement in the classroom?
Your Management Style
One of the biggest fears of new teachers is how to manage the behaviors of a classroom full of students. It can be, and is, intimidating, so having a firm plan in place before the first day of school will set the tone for the remainder of the school year. According to Tomlinson (2011), every teacher must be aware of three critical questions to help guide them in classroom management: What is the difference between leading and managing, what are effective leadership steps, and what are the strategies involved in effective and efficient differentiation?
The following webinar at the bottom of this website explains this in more detail. You may click play on the webpage and also download a pdf handout that goes along with the video.
The Differentiated Classroom: Responding to the Needs of All Learners (Links to an external site.)
Fleming, N. & Mills, C. (1992). Not another inventory, rather a catalyst for reflection. To Improve the Academy, 11, 137-155.
Gardner, H. (2011). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
McKnight, H. (2011, November 14). Multiple intelligences (Links to an external site.) [Video file]. Retrieved from https://www.youtube.com/watch?v=cf6lqfNTmaM
Tomlinson, C. (2014, May 15). The differentiated classroom: Responding to the needs of all learners (Links to an external site.) [Video file]. Retrieved from http://www.ascd.org/professional-development/webinars/revisiting-the-differentiated-classroom-webinar.aspx
Puckett, K (2013). Differentiating Instruction: A Practical Guide [Electronic version]. Retrieved from https://content.ashford.edu/
- Chapter 7: Differentiation by Student Characteristic
- Chapter 8: Differentiating Content
Voltz, D., Sims, M., Nelson, B., & Bivens, C. (2005). A framework for inclusion in the context of standards-based reform. Retrieved from http://teachingld.net/pdf/m2ecca.pdf
Nieding , K., & Meyer, K. (n.d.). Taking differentiation by learning profile to the next level. (Links to an external site.) Retrieved from http://www.slideshare.net/jeremyvrtis/differentiation-by-lp-20
SurveyMonkey (Links to an external site.) (https://www.surveymonkey.com)
CCSSO. (2011, April). Intasc model core teaching standards: A resource for state dialogue. (Links to an external site.) Retrieved from http://www.ccsso.org/documents/2011/intasc_model_core_teaching_standards_2011.pdf
King-Shaver, B., & Hunter, A. (2003). Differentiated instruction in the english classroom. Retrieved from http://www.heinemann.com/shared/onlineresources/E00577/chapter4.pdf
Lui, A. (2012). White paper: Teaching in the zone: An introduction to working within the zone of proximal development (zpd) to drive effective early childhood instruction. Retrieved from http://sowamslibrary.weebly.com/uploads/2/3/0/7/23079404/teaching_in_the_zone.pdf
Tomlinson, C. (n.d.). Strategies for managing a differentiated classroom. Retrieved from http://www.ascd.org/ASCD/pdf/books/tomlinson2001_chapter6_errata.pdf
Yatvin, Joanne. (2004). A room with a differentiated view. (Links to an external site.) Retrieved from http://www.nrcs.usda.nj.gov_www.fountasandpinnellleveledbooks.com/shared/onlineresources/E00669/chapter2.pdf
Tomlinson, C. [QEP VideoCoursesForTeacher]. (2011, October 5). Carol Tomlinson on Differentiation: Response Teaching. (Links to an external site.) [Video file]. Retrieved from http://www.youtube.com/watch?v=01798frimeQ
Tomlinson, C. (2012, May 6). Tips for Configuring Your Classroom for Differentiation. (Links to an external site.) [Video file]. Retrieved from http://inservice.ascd.org/educational-leadership/tips-for-configuring-your-classroom-for-differentiation/
Ashford University. (n.d.). APA key elements (Links to an external site.). Retrieved from http://writingcenter.ashford.edu/introduction-apa
Prezi (Links to an external site.) (http://www.prezi.com)
VoiceThread (Links to an external site.) (http://voicethread.com)
YouTube (Links to an external site.) (http://www.youtube.com)