How to use Revised Bloom’s Taxonomy and How to use Revised Bloom’s Taxonomy and Gardner’s Multiple Intelligences to Gardner’s Multiple Intelligences to
Differentiate ActivitiesDifferentiate Activities
Summer 2008Summer 2008
Wendy CarpenterWendy Carpenter Science Instructional FacilitatorScience Instructional Facilitator
[email protected]@dpi.state.nc.us
Differentiation is a two-step Differentiation is a two-step process:process:
• Analyze the degree of challenge and variety in your current instructional plans.
• Modify, adapt, or design new approaches to instruction in response to students’ needs, interests, and learning preferences.
Differentiation of InstructionDifferentiation of Instruction
• Teachers can differentiate products.
• Products may be tangible, verbal and may have actions.
• Products reflect what students have understood and been able to apply.
• Products show learning in use and may reveal new thinking or ideas.
How do you discover students’ How do you discover students’ learning styles in order to learning styles in order to
differentiate for them?differentiate for them?
Gardner’s Multiple IntelligencesGardner’s Multiple Intelligences
There are 8 intelligences/8 different ways of learning and thinking and each person has relative strengths and limitations
Gardner’s Multiple IntelligencesGardner’s Multiple Intelligences
Visual/Spatial Picture It
Bodily/Kinesthetic Move It
Interpersonal Lead It
Verbal/Linguistic Say It
Intrapersonal Reflect On It
Naturalist Investigate It
Logical/Mathematical Count It
Musical Hum It
Gardner’s Multiple IntelligencesGardner’s Multiple Intelligences
• Verbal/Linguistic List 1• Logical/Mathematical List 2• Visual/Spatial List 3
• Bodily/Kinesthetic List 4• Musical List 5• Interpersonal List 6• Intrapersonal List 7• Naturalist List 8
Revised Bloom’s TaxonomyRevised Bloom’s Taxonomy
• 6 Levels of thinking from simple to complex
• Use verbs to develop and categorize activities at each level
Create
Evaluate
Analyze
Apply
Understand
Remember
Generalizing, Planning, Producing
Checking, Critiquing
Differentiating, Organizing, Attributing
Executing, Implementing
Recognition, Recalling
Interpreting, Exemplifying, Classifying, Summarizing, Comparing, Explaining
Create It
Judge It
Examine It
Use It
Understand It
Know It
Can the student GENERATE new products, ideas or ways of viewing things?
Can the student JUSTIFY a decision or course of action?
Can the student DIFFERENTIATE between constituent parts?
Can the student USE the new knowledge in another familiar situation?
Can the student RECALL information?
Can the student EXPLAIN ideas or concepts?
MI/RBT: An Integrated Approach
MultipleIntelligences
Revised Bloom’s Taxonomy
Multiple IntelligencesAnd
Revised Bloom’sTaxonomy
Focus on different students’ strengthsand
Develops students’ awareness of learning
Challenges students’ thinking
and
Focus on different students’ abilities
STUDENT SUCCESS!!
Awareness of own strengths and
Respect for others’ strengths
MI/RBT = Student SuccessMI/RBT = Student Success
• All students can Shine!
• All students can focus on the same objective but at different (high or low) levels of thinking and different ways of learning so everyone achieves success.
An integrated approach:An integrated approach: Gardner and BloomGardner and Bloom
Matrix……Matrix……• Planning across six levels of thinking (Bloom) and eight different
ways of knowing and understanding the world (Gardner)
• Assist in achieving a balanced program of activities that focuses on students’ abilities and interests
• Take the “What Is” fill in “What’s Missing”
Every space on the matrix doesn’t have to be filled
REFERENCESREFERENCES
• Heacox, Diane, Ed.D. (2002). Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3-12.
• Noble, T. (2002). Integrating Gardner’s Multiple Intelligences Theory with a Revised Bloom’s Taxonomy: A new model for school reform? Doctoral dissertation, University of Sydney.
• Tomlinson, Carol Anne. (1999). The Differentiated Classroom: Responding to the Needs of all Learners.
Review Hand-outs
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