Differentiation through Multiple Intelligences

I’ll explain. I love listening to music all the time. It gives me energy and I like hearing sounds and rhythms. But that doesn’t mean that musical intelligence is one of my strengths. That I’m Music Smart. In fact, it is one of my least dominant intelligences. So don’t forget…liking something doesn’t mean that it’s your strength.

You don’t have to teach or learn something in all eight ways, but take the time to see what the possibilities are when you plan for your week.

Here are key words that can help you differentiate your teaching with multiple intelligences.

Linguistic	Writing, speaking, vocabulary, words puzzles, interviews, reading, spelling
Logical-Mathematical	Math games, logic puzzles, numbers, computer games, problem solving and thinking activities, patterns
Visual-Spatial	Pictures, diagrams, sculptures, puppets, drawing, puzzles, building, mind maps, montage using pictures
Musical	Music, songs, instruments, rhythmic language, poetry
Naturalistic	Plants, pets, classifying, natural objects, environment, outdoors
Intrapersonal	Reflections, journaling, self-directed projects, goal-setting, independent
Interpersonal	Cooperative groups, interviews, board games, people, social
Bodily-Kinesthetic	Sports, role-playing, movement, building, fine and gross motor skills, learn with the body

The trick is to think outside the box and give students options. This will empower them! Maybe they don’t need to show their knowledge on paper. Paper is okay but not all the time. And not for all students.

Some of you are probably thinking: How will we assess them?

Maybe they can explain it or role-play their learning. Maybe they can draw it or create a montage. Maybe they can prepare a Powerpoint or write a book of information. Maybe they can record their knowledge.There are so many options.

THE question you should ask your students is: How can you show me what you have learned? The trick is to involve students by asking them how they can show what they have learned. They will come up with so many different ideas. When they realize that their teacher is open to differentiation, they will share their ideas and be motivated to come to school.

Another way to differentiate in class is by offering students the possibility to work on self-directed projects. Sometimes, self-directed projects have NOTHING to do with learning. NOTHING to do with the curriculum. For some kids, it has everything to do with MOTIVATION. Here are some examples chosen by my students.

20 to 30 minutes to:

• Read
• Create a PowerPoint of their choice.
• Help students in a lower level once a week.
• Plan a lesson that they will teach in class.
• Help out the physical education teacher once a week.
• Write a book.
• Learn a new skill. (Examples: How to make bracelets?, How to make a smoothie?)

I usually choose specific times for self-directed projects: during morning work, library or reading. Some other times can be chosen to accommodate my colleagues.

I always promise my students that they will have at least one self-directed project during the school year. First, I meet with a student and ask him what he would like to do. Then, I tell him what day and time he can work on his project. After a few days, I meet with another student. And then another…

You can start this at any time. When I meet with my students, I always tell them that it is their responsibility to remember their day. If they miss it, they don’t get to work on their project the next day. This helps students to become more autonomous. I have been doing this for many years and I can promise you that students do NOT forget their day. They are very motivated to work on something they have chosen, with my help of course.

Thank you for reading!