Differentiated Instruction

Differentiating instruction is doing

whats fair for students. It means
creating multiple paths so that
students of different abilities,
interests, or learning needs
experience equally appropriate ways
to learn.

Even though students may learn in

many ways, the essential skills and
content they learn can remain
steady. Students can take different
roads to the same destination.
Carol Ann Tomlinson

The Rationale for Differentiated

Instruction
Different levels
of readiness

Different Interests

The Rationale for Differentiated

Instruction
Different Ability Levels

Different Cognitive Needs

The Science Behind It.

Lev Vygotsky, a Russian
psychologist, proved that
individuals learn best in
accordance with their readiness
to do so (Allan & Tomlinson,
2008). This theoretical influence
provides a concrete foundation
for differentiated instruction. The
readiness of the individual
should match what a student
learns, how they learn it and how
the student demonstrates what

The Philosophy Behind It.

The philosophical idea that interest based
options seize on intrinsic motivation,
supports the key element of
differentiated instruction, student
interest. According to Jerome Bruner (as
cited by Allan & Tomlinson, 2000), when
interest is tapped, learning is more likely
to be rewarding and the student becomes
a more autonomous learner.
An American psychologist, Howard Gardner,
developed the theory of multiple intelligences.
His theory states that people have different
intelligences and learn in many different ways.

Summary of Eight Ways of Teaching

(Armstrong, 2000a, p. 41)
Intelligence

Teaching Activities

lectures, discussions, word

Verbal/Lingui
games, storytelling, journal
stic
writing

Teaching Materials

Instructional Strategies

books, tape recorders, computers,

stamp sets, books on tape

read about it, write about it,

talk about it, listen to it

brain teasers, problem solving,

Logicalscience experiments, mental
Mathematica
calculation, number games,
l
critical thinking

calculators, maths manipulatives,

science equipment, maths games

quantify it, think critically

about it, put it in a logical
framework, experiment with
it

visual presentations, art

Visual/Spatia activities, imagination games,
l
mind-mapping, metaphors,
visualisation

graphs, maps, video, LEGO sets,

art materials, optical illusions,
cameras, picture library

see it, draw it, visualise it,

colour it, mind-map it

BodilyKinaesthetic

hands-on learning, drama, dance,

sports, tactile activities,
relaxation exercises

building tools, clay, sports

equipment, manipulatives, tactile
learning resources

build it, act it out, touch it,

get a "gut feeling" of it,
dance it

Musical

rhythmic learning, rapping, using

songs that teach

tape recorder, music collection,

musical instruments

sing it, rap it, listen to it

cooperative learning, peer

Interpersona
board games, part supplies, props
tutoring, community involvement,
l
for role plays
social gatherings, simulations

teach it, collaborate on it,

interact with respect to it

individualised instruction,
independent study, options in
Intrapersonal
course of study, self-esteem
building

self-checking materials, journals,

materials for projects

connect it to your personal

life, make choices with
regard to it, reflect on it

plants, animals, naturalists' tools

(e.g. binoculars), gardening tools

connect it to living things

and natural phenomena

Naturalist

nature study, ecological

awareness, care of animals

MULTIPLE INTELLIGENCES PROFILE

Grades 7 and 9 Advisers
Intelligence
Verbal/Linguistic Intelligence
Logical-Mathematical Intelligence
Visual/Spatial Intelligence
Bodily-Kinaesthetic Intelligence
Musical Intelligence
Interpersonal Intelligence
Intrapersonal Intelligence
Naturalist Intelligence

Frequency

Percentage

STUDENTS DOMINANT INTELLIGENCE

Grade 7 Charity

Name of
Student

Total

Verb Logic Spati Bodi Music

al
al
al
ly
al

Interperso
nal

Intraperso
nal

Nat
urali
st