What is Differentiated Instruction?
Differentiate instruction is to recognize students varying background knowledge, readiness, language, preferences in learning, interests, and to react responsively. Differentiated instruction is a process to approach teaching and learning for students of differing abilities in the same class. The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process.
Do you guys agree? Not all students are alike?
Based on this, differentiated instruction applies an approach to teaching and learning so that students have multiple options for taking in information and making sense of ideas. The model of differentiated instruction requires teachers to be flexible in their approach to teaching and adjusting the curriculum and presentation of information to learners rather than expecting students to modify themselves for the curriculum. Classroom teaching is a blend of whole-class, group and individual instruction. Differentiated Instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classrooms. For English language learners, at-risk students, and non-readers. The teacher needs to identify the needs of each individual, not only to ensure that students receive a quality education, but also to uphold the integrity of the teacher. We are teachers of all students, not just a select few.
The Theory of Multiple Intelligences
One way to understand how your students differ from each other and what each brings to the classroom is through Howard Gardner’s theory of multiple intelligences. Gardner’s work (1993, 2000) proposes that instead of a single, fixed intelligence, there are actually eight facets of intelligence. In other words, we are all smart, but in different ways.
The exciting part of this theory is that teachers can organize learning to take into account the differing intelligences in the classroom.
Visual/Spatial
Students with visual/spatial intelligence excel at spatial relationships and learn visually. They enjoy drawing, creating, illustrating, and learning from photographs, videos, and other visual aids.
Verbal/Linguistic
Students who have strength in verbal/linguistic intelligence learn best through the language arts: reading, writing, speaking, and listening. These constitute the traditional methods of instruction.
Mathematical/Logical
Students who show evidence of mathematical/logical intelligence demonstrate skill with numbers and problem solving. They think abstractly and analytically. They do well when instruction is logically sequenced.
Bodily/Kinesthetic
Students who exhibit bodily/kinesthetic intelligence have good motor skills and are coordinated. They learn best through hands-on activity: games, movement, role-play, and building and manipulating things.
Musical/Rhythmic
Students who excel in musical/rhythmic intelligence learn through songs, patterns, rhythms, instruments, chants, listening to music, and other forms of musical expression.
Intrapersonal
Students who shine in intrapersonal intelligence are introspective and in touch with their feelings, values, and beliefs. They need time alone to reflect on their learning and how it relates to them.
Interpersonal
Students who demonstrate interpersonal intelligence are outgoing, sociable, and people-oriented, and they learn best working in groups or interacting with others.
Naturalist
Students whose forte is naturalist intelligence (added in 1996 to the original seven) demonstrate an ability to find patterns in the natural world and the plant and animal life therein. They learn best through classifying and visual discrimination activities, especially when environmental education is involved. Field trips and gardening are two activities they enjoy!
The Theory of Multiple Intelligences
One way to understand how your students differ from each other and what each brings to the classroom is through Howard Gardner’s theory of multiple intelligences. Gardner’s work (1993, 2000) proposes that instead of a single, fixed intelligence, there are actually eight facets of intelligence. In other words, we are all smart, but in different ways.
The exciting part of this theory is that teachers can organize learning to take into account the differing intelligences in the classroom.
Visual/Spatial
Students with visual/spatial intelligence excel at spatial relationships and learn visually. They enjoy drawing, creating, illustrating, and learning from photographs, videos, and other visual aids.
Verbal/Linguistic
Students who have strength in verbal/linguistic intelligence learn best through the language arts: reading, writing, speaking, and listening. These constitute the traditional methods of instruction.
Mathematical/Logical
Students who show evidence of mathematical/logical intelligence demonstrate skill with numbers and problem solving. They think abstractly and analytically. They do well when instruction is logically sequenced.
Bodily/Kinesthetic
Students who exhibit bodily/kinesthetic intelligence have good motor skills and are coordinated. They learn best through hands-on activity: games, movement, role-play, and building and manipulating things.
Musical/Rhythmic
Students who excel in musical/rhythmic intelligence learn through songs, patterns, rhythms, instruments, chants, listening to music, and other forms of musical expression.
Intrapersonal
Students who shine in intrapersonal intelligence are introspective and in touch with their feelings, values, and beliefs. They need time alone to reflect on their learning and how it relates to them.
Interpersonal
Students who demonstrate interpersonal intelligence are outgoing, sociable, and people-oriented, and they learn best working in groups or interacting with others.
Naturalist
Students whose forte is naturalist intelligence (added in 1996 to the original seven) demonstrate an ability to find patterns in the natural world and the plant and animal life therein. They learn best through classifying and visual discrimination activities, especially when environmental education is involved. Field trips and gardening are two activities they enjoy!
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