Post on 29-May-2018
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PLANNING FOR DIVERSE LEARNING NEEDS
Classroom Instruction That Works, Marzano, et al. Identifying Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition Homework and Practice Nonlinguistic Representations Cooperative Learning
Setting Objectives and Providing Feedback Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers
So Each May Learn: Integrating Learning Styles and Multiple Intelligences ,Silver, et al.student achievement improves markedly when teachers address their students
learning styles.
The Eight IntelligencesHoward GardnerIntelligence is the ability to solve problems that one encounters in real life; the ability to
generate new problems to solve; the ability to make something or offer a service that is
valued within ones culture.
1. Verbal-Linguistic ability to manipulate words for a variety of purposes
2. Logical-Mathematical good at finding patterns, establishing cause-effectrelationships, conducting controlled experiments, and sequencing
3. Spacial a high capacity for perceiving, creating, and re-creating pictures andimages
4. Musical ability to produce melody and rhythm, and to understand, appreciate,and form opinions about music
5. Bodily-Kinesthetic can handle objects or make precise bodily movements with
relative ease6. Interpersonal naturally social; work well with others, sensitive to slight
variations in others moods, attitudes, and desires
7. Intrapersonal ability to gain access to their own feelings
8. Naturalist highly attuned to the natural world of plants and animals
Creating a Style-Balanced Classroom for the Four Learning StylesMastery (exercise practice tangible results)
Direct instruction
Drill and repetition
Demonstrations Organizing
Interpersonal (experience personalize things affecting people)
Learning circles Role playing
Group investigation Personal sharing
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Understanding (explain prove ideas relationships)
Inquiry Concept formation
Debate
Problem solving
Self-expressive (explore produce creativity imagination) Imagining
Creative artistic activities Open-ended discussion Metaphors
The Differentiated Classroom, TomlinsonPrinciples That Guide Differentiated Classrooms(9)
Teacher focuses on essentials
Teacher attends to student differences
Assessment and instruction are inseparable
Teacher modifies content, process, and products All students participate in respectful work Teacher and students collaborate in learning
Teacher balances group and individual norms Teacher and students work together flexibly
BibliographyMarzano, Robert J., Debra J. Pickering, and Jane E. Pollack. 2001. Classroom
Instruction That Works. Alexandria, Virginia: Association for Supervision
And Curriculum Development.
Silver, Harvey F., Richard W. Strong, and Matthew J. Perini. 2000. So Each
May Learn: Integrating Learning Styles and Multiple Intelligences.Alexandria, Virginia: Association for Supervision and Curriculum
Development.
Tomlinson, Carol Ann. 1999. The Differentiated Classroom. Alexandria,Virginia: Association for Supervision and Curriculum Development.