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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.