Slide 1

Professional Development:

Using the Multiple Intelligence Theory to differentiate instruction during work session activitiesCreated by Kasha MastrodomenicoInformation obtained from Multiple Intelligences in the Classroom by Thomas Armstrong.

What is Intelligence?Capacity for learning, reasoning, understanding, and similar forms of mental activity; aptitude in grasping truths, relationships, facts, meanings, etc.

How has society measured intelligence?IQ test Multiple Intelligence

Dr. Howard Gardner

Traditionally for about the last 100 year, we as a society, as well as many others in the world, have measured intelligence with an IQ test of sorts. Dr. Howard Gardner felt that this was too narrow of a definition of intelligence. The problem is that the IQ tests take the individual out of their natural learning environment to do tasks that they have never done before and may never do again. Gardner thought that intelligence had more to do with the ability to solve problems and create products in a context rich and natural setting. He developed the theory of MI in which he listed 7 intelligences. I do need to note that there are now more accepted intelligences out there now but for this presentation we will only focus on his original 7. 3Differentiated Instruction in the Classroom: Multiple Intelligences

LinguisticLogical-MathematicalSpatialIntrapersonalInterpersonalMusicalKinesthetic

None of these intelligences are better than another.

-Students that have Linguistic Intelligence enjoy using language like talking, writing and reading-Logical intelligences enjoy critical thinking and solving problems. They might be your star math student.-Spatial learners use art to solidify information. They need to see and make pictures and diagrams.-Kinesthetic learners need to be moving. The students that are labeled ADHD are most likely kinesthetic learners so have them use their energy in a positive way and allow them to move.-Students that have Musical intelligence create or use music to learn information-Interpersonal intelligences require social interaction. They might be the students that are more loquacious in the classroom so again allow them to use that as a strength instead of hindrance of learning.-Intrapersonal learners enjoy working alone. They are aware of their strengths and abilities and like to showcase them.

An educators goal should be to encourage interest for students in their subject. Differentiating using Multiple Intelligences in a classroom work session can accomplish this goal. In order to do that, you would need to pick about four different activities that all have different Multiple Intelligences.

4Thomas Armstrongs Key Points in the Multiple Intelligence TheoryEach person possesses all seven intelligencesMost people can develop each intelligence to an adequate level of competencyThere are many ways to be intelligent within each categoryIntelligences usually work together in complex ways

The idea of Multiple Intelligences is a theory of cognitive functioning and it assumes that most people have all seven intelligences but just at different levels and intensities. Even if someone is not strong at something doesnt mean they can never be competent at it. Take math for example, someone may not be able to solve long equations but they may be able to balance their checkbook or figure out how much of a tip they should leave.. There are also many different ways to be intelligent within each of the categories. With bodily-kinesthetic, someone might not be a good athlete but might be very good at building furniture or houses. Intelligences work together. Only with savants may a person only use one intelligence at a time. Take soccer for example, the athlete will use kinesthetic intelligence when running, passing and shooting. They will use linguistic intelligence when communicating to their teammates and spatial intelligence when they are defending the goal or if they are the shooter looking to score. We need to remember that when we make our lessons that we need to bring the intelligences together. 5How can we use the Multiple Intelligence Theory? We can use it to create options in order to differentiate instruction for a work session activity. Choices can be given to students for work sessions. Below are the options I provide my students with. 1. Allow students to choose from as many as four activities based on different Multiple Intelligences.

2. Allow the students to choose how they workwork alonewith a partner with a group

Tip for the teacher: Have the students make these choices the day before to allow you time to prepare what will be necessary. Have them write on a piece of paper their name, their choice of activity and their choice of how to work.

I chose the number four because we as teachers will have to manage the classroom and more than four activities going on is just too much for one or two teachers and it will lose its effectiveness. Allow the students to choose how they work. Most students know how they like to complete projects be it by themselves, with a partner or with a group. You then have the time to place them in partnerships and groups that will be successful. Lets face it, the students may know how they learn best but they may forget that their best friend in the class will distract them from learning. Also, if you know that a student will not work if placed in a group or a partnership, make them work by themselves but allow them to keep the activity they chose. You should explain to them why you chose to change them and give them an opportunity to redeem themselves by working well by themselves for opportunities to work with someone else in the future. 6Benefits of using activity templates to differentiate instruction using the Multiple Intelligence Theory1. Saves time during planning; create 4 options in about five minutes 2. Provides student choice so that the students feel more ownership in their education3. I have personally seen a major decrease in behavior problems during these work sessions because students are engaged4. Provides consistency from one activity to another because the same format is used

Directions for Teachers to Differentiate Instruction using the Activity Template and Rubric SystemHave your students take a Multiple Intelligence test; the one provided only tests on the original seven intelligences because it is they are the ones that can be used practically in a classroom setting.Choose up to four activities that span the different multiple intelligences. (Some activities will take longer than others so make sure you look at the appropriate time limits for each step on the templates before choosing multiple activities.)Fill in the specific facts, people, vocabulary, places and or events that you want your students to work with.Fill in the student choice sheet provided and have students fill it out the day before you want to begin the activity. This will allow you to make enough copies and group appropriately. As the students work, monitor and help as needed.

Unless you decide to alter these activities as leveled assignments, I recommend using mixed ability grouping. These activity templates are not leveled because it is very hard to do that without having the content that will be used in them. In the next slide I will give tell you about two examples of how you can decrease the level of the activities.8How to level the activity templates for more differentiated instructionThe content must stay the sameTo decrease the ability level, be specific when adding the content. Example: Add a simplified definition along with the vocabulary word. This will take out the searching for content step that takes many SPED and ELL students much more time than your average studentWhen doing activities that have a writing component you should provide prompts.

9Where will the activity templates work the best?Middle School or in grades 6-9This system has been successfully tested in Social Studies, Biology (7th grade), Language Arts and Health classesIn classrooms where active learning is encouraged. If you pride yourself on having a quiet classroom, most of these activities are not for you.

You can contact Kasha Mastrodomenico by emailing her at kasha@socialstudiesdifferentiatedinstruction.com