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    Summary of Eight Ways of Teaching

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    Adie Caberte
    Differentiated instruction aims to provide multiple avenues for learning based on students' varying abilities, interests, and needs. It recognizes that students learn in different ways and at different paces. The goal is for all students to achieve high standards by accessing the curriculum in ways that are appropriate for their learning profiles. Theories from psychologists like Vygotsky and Gardner provide theoretical foundations for differentiated instruction by demonstrating how individuals learn best according to their readiness and through different types of intelligences. Differentiating content, process, and product allows for tailored instruction that engages diverse learners.

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    Summary of Eight Ways of Teaching

    Uploaded by

    Adie Caberte
    162 views11 pages
    Differentiated instruction aims to provide multiple avenues for learning based on students' varying abilities, interests, and needs. It recognizes that students learn in different ways and at different paces. The goal is for all students to achieve high standards by accessing the curriculum in ways that are appropriate for their learning profiles. Theories from psychologists like Vygotsky and Gardner provide theoretical foundations for differentiated instruction by demonstrating how individuals learn best according to their readiness and through different types of intelligences. Differentiating content, process, and product allows for tailored instruction that engages diverse learners.

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    Differentiated instruction aims to provide multiple avenues for learning based on students' varying abilities, interests, and needs. It recognizes that students learn in different ways and at different paces. The goal is for all students to achieve high standards by accessing the curriculum in ways that are appropriate for their learning profiles. Theories from psychologists like Vygotsky and Gardner provide theoretical foundations for differentiated instruction by demonstrating how individuals learn best according to their readiness and through different types of intelligences. Differentiating content, process, and product allows for tailored instruction that engages diverse learners.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    162 views11 pages

    Summary of Eight Ways of Teaching

    Uploaded by

    Adie Caberte
    Differentiated instruction aims to provide multiple avenues for learning based on students' varying abilities, interests, and needs. It recognizes that students learn in different ways and at different paces. The goal is for all students to achieve high standards by accessing the curriculum in ways that are appropriate for their learning profiles. Theories from psychologists like Vygotsky and Gardner provide theoretical foundations for differentiated instruction by demonstrating how individuals learn best according to their readiness and through different types of intelligences. Differentiating content, process, and product allows for tailored instruction that engages diverse learners.

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    of 11

    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

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