Category Archives: Differentiated Activities

How can I differentiate instruction for a writing activity?

Differentiated instruction has to do with the use of the same content but in different ways or levels in order to engage and interest all students in the classroom at the same time.

Whether the purpose of the writing activity is to use the content or to learn the writing process, a leveled writing system can be useful. Each writing level has a milestone that needs to be met before the student can move on to the next step. It is systematic, and from my personal experience effective, for students learning either the content or the writing process itself. A great website to check out for an expository leveled writing system is http://www.teacherspayteachers.com/Product/Leveled-Expository-Writing-System-867302. It has a leveled writing system that begins with writing a topic sentence and ends with a DBQ essay. There are 7 levels in the leveled writing system. It is a very fast way to differentiate instruction by ability. It takes less than 5 minutes to create the writing assignment.

Teachers can also differentiate instruction for writing assignments by providing questions that involve different multiple intelligence learning styles yet are still based on the content. Differentiated instruction by providing questions that interest the students or that they can relate to might help their creative juices flow.

Differentiated instruction is definitely possible for writing activities. Whether you use a leveled writing system, an interactive writing system or provide question options based on the different multiple intelligence learning styles, differentiated instruction has the potential to improve student writing and increase their interest.

 

Written by,

Kasha Mastrodomenico

http://www.socialstudiesdifferentiatedinstruction.com

kasha@socialstudiesdifferentiatedinstruction.com

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico

How can I differentiate instruction quickly?

 

Differentiate Instruction Quickly!

 

Differentiating instruction can add up to a very time consuming planning session. There are sites that can help you decrease the time spent planning differentiated instruction lessons.

There is no reason to reinvent the wheel. Finding finished PowerPoints for mini-lessons and then tweaking it to fit your standards can be a great time saver. A good place to find free PowerPoints for every subject is on teacherspayteachers.com. Some are already differentiated by being leveled (gifted and regular ed) and or give ideas for differentiated instruction using multiple intelligence learning styles to increase the interest of the students. Some even include slotted notes that can be used as accommodations for SPED and ELL students. If you teach middle school Social Studies, you should check out this vendor on that site: http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico/Products. She includes all of the above in her PowerPoints and lesson plans. You can even connect with Kasha Mastrodomenico on Linkedin.com to get advice.

Written by,

Kasha Mastrodomenico

http://www.socialstudiesdifferentiatedinstruction.com

kasha@socialstudiesdifferentiatedinstruction.com

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico

How long does it take to differentiate instruction using multiple intelligence learning styles?

At first, differentiating instruction using multiple intelligence learning styles can be a challenging and time consuming process. The teacher will need to take at least one period to explain what multiple intelligence learning styles are to their students and have them take a multiple intelligence learning styles test. Once the multiple intelligence learning styles of their students are known, differentiated instruction using them can begin. You can find a free multiple intelligence learning test that I created at my store http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico.

When teachers first start planning differentiated lesson plans using multiple intelligence learning styles, it could take them days and sometimes weeks to do it correctly. I always start my planning with looking at the standards the students need to know and what content is contained in them. Once I know that, I can figure out how I’m going to present each piece of content using as many different multiple intelligence learning styles as possible. That means you should probably estimate using 7 times the amount of time it normally takes you to plan since there are seven original multiple intelligence learning styles according to Dr. Howard Gardner. There are now considered to be much more but I tend to focus on these. Each example must be short or you will never get to the activity work session needed each day in a classroom. I try to keep my examples to less than 30 seconds.

The next part of the planning process is the differentiated instruction activity work session. This can take even more time than the mini-lesson because you will need to offer choices of activities to your students in order to differentiate instruction using the multiple intelligence learning styles. Each activity should focus on about 2 of the multiple intelligence learning styles but must use the exact same content. Each of these differentiated instruction activities also requires a rubric and must be weighted similarly to the others in order to ensure consistency in the grading process. I try to offer four options of differentiated instruction activities based on the multiple intelligence learning styles for my students to choose from. I have them choose the day before the activity and also allow them to choose how they want to complete it; alone, with a partner, or with a group. This gives me enough time to put them in the grouping of their choice with the people I know they will work best with as well as run off enough copies of the differentiated instruction activities.

If you don’t wish to take a week or two to plan a two day lesson, there is help out there. http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico offers over 50 multiple intelligence learning style templates for differentiated instruction that all contain a rubric. All the teacher has to do is write in the content they want their students to use and choose the four options they want their students to choose from. Each can be changed easily by you to meet exactly what you need to teach.

No matter how you plan, using originals, templates or finished lesson plans from the Internet, differentiated instruction based on multiple intelligence learning styles does seem to increase the interest of students in the classroom.

Written by,

Kasha Mastrodomenico

http://www.socialstudiesdifferentiatedinstruction.com

kasha@socialstudiesdifferentiatedinstruction.com

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico

How can teachers create a differentiated instruction lesson plan on why the US entered WWI?

Differentiated Instruction Lesson Plan on Why the US Entered WWI

The US entered WWI for a number of reasons including unrestricted submarine warfare, the Zimmerman Telegram, and the 1st Russian Revolution. When teaching a lesson on why the US entered WWI teachers need to differentiate instruction.

Teachers can teach vocabulary before the lesson and differentiate instruction by having students draw a picture to bring in the spatial learning style or create a mnemonic that would bring in the linguistic learning style.

During the mini-lesson teachers can differentiate instruction by bringing in pictures and media. This allows students with the spatial learning style to feel more connected to the material. Another way to differentiate instruction for a mini-lesson is to create two different versions of a PowerPoint. Create one version that focuses on the standards that students are required to learn and create the other as an enriched version. This differentiated instruction strategy is easily done if their is a co-teacher in the room.

In order to differentiate instruction in the work sessions, a teacher can offer choices to students that are based on different multiple intelligence learning styles. They can offer these multiple intelligence learning style activities: persuasive speech, talk show skit, propaganda poster. The persuasive speech brings in the following multiple intelligence learning styles: linguistic learning style, logical learning style, interpersonal learning style or intrapersonal learning style. The talk show brings in these following multiple intelligence learning styles: interpersonal learning style, linguistic learning style and kinesthetic learning style. The last option is the propaganda poster activity which bring in the linguistic learning style, intrapersonal learning style or interpersonal learning style, and the spatial learning style. You may have noticed that some of the prior noted activities have both intrapersonal and interpersonal learning styles attached. That is because they may be able to be done individually, in a partnership or in a group. Allowing a student to not only choose their activity but also choose how they do an activity will help them feel more ownership in their education. If the teacher offers all three of these options they will have successfully differentiated instruction using multiple intelligence learning styles.

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico offers this complete differentiated instruction lesson plan as well as many others. 

Written by,

Kasha Mastrodomenico

http://www.socialstudiesdifferentiatedinstruction.com

kasha@socialstudiesdifferentiatedinstruction.com

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico

How can teachers create a differentiated instruction lesson plan on the causes of WWI?

Differentiated Instruction Lesson Plan on the Causes of WWI

The long term causes of WWI are militarism, alliances, nationalism, imperialism and the assassination of Arch Duke Franz Ferdinand is the immediate cause. In order to differentiate instruction with the linguistic learning style a teacher can use the mnemonic MANIA to help students remember the causes of WWI.

Another way to differentiate instruction is in the mini-lesson. If a teacher uses a PowerPoint to deliver information and has a co-teacher in the room, they can differentiate instruction by creating two different levels of the PowerPoint. Allow one to be basic information that is in the standards that the students are required to learn. Just focusing on the basics will allow time to review each piece of information with extended waiting time or think-pair-share. The other version should go into more details and allow for higher critical thinking.

The teacher can use differentiated learning activities for the work session. If the teacher offers the students a choice of a eulogy for Arch Duke Franz Ferdinand, a puppet show or a cause and effect graphic organizer, they will be successfully differentiating instruction through the use of multiple intelligences. The Eulogy for Franz Ferdinand uses the following multiple intelligence learning styles: linguistic learning style, interpersonal learning style or intrapersonal learning style. The cause and effect graphic organizer uses the following multiple intelligence learning styles: logical learning style, intrapersonal learning style or interpersonal learning style. The last option of the puppet show uses these multiple intelligence learning styles: linguistic learning style, interpersonal learning style, spatial learning style, and kinesthetic learning style. You might have noticed that two of the options have both the intrapersonal and interpersonal learning style listed. This is because teachers can allow students to choose how they work with these activities. They can choose to work alone, with a partner or with a group.

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico offers this differentiated instruction lesson plan along with many more. 

Written by,

Kasha Mastrodomenico

http://www.socialstudiesdifferentiatedinstruction.com

kasha@socialstudiesdifferentiatedinstruction.com

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico

What are examples of linguistic learning style activities?

Examples of Linguistic Learning Style Activities

Linguistic learning style activities have to do with language so it can be something to do with reading, writing, or speaking or listening. Linguistic learning style activities are great to do in the classroom to differentiate instruction. In order to differentiate instruction, teachers can simply give a linguistic learning style activity as a choice out of approximately four options using multiple intelligences. Some examples of linguistic learning style activities are as follows:

  • writing or telling a joke about the content
  • reading
  • being a story teller
  • writing a story
  • writing a children’s book
  • playing word games
  • rhyming Poems
  • poetry in general
  • trivia
  • spelling
  • tongue twisters
  • creating puns
  • listening
  • creating and giving speeches
  • group discussions
  • debates

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico/Category/Activity-Templates-and-Rubrics offers many linguistic learning style activities to help teachers differentiate instruction

Written by,

Kasha Mastrodomenico

http://www.socialstudiesdifferentiatedinstruction.com

kasha@socialstudiesdifferentiatedinstruction.com

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico

How do multiple intelligences work together?

Multiple Intelligences work together

Thomas Armstrong stresses in his book “Multiple Intelligences: In the Classroom”, that none of the multiple intelligences work alone in an individual except in the case of savants. People use multiple intelligences together to complete most tasks in life. This means that each person has multiple intelligences. One intelligence is usually stronger than another.

A good example of multiple intelligences working together is a person playing the game of soccer. It is obvious to most that know the origininal multiple intelligences by Dr. Howard Gardner that kicking, running and shooting is kinesthetic intelligence but lets look at the game a soccer in more detail to try to find more multiple intelligences being used. Players need to communicate to others on the field. The sweeper will direct the closest defender to push an offender to one side or another in order to trap them in a specific defendable position that is less likely to allow the offender to shoot at the goal. This is both logical intelligence as well as linguistic intelligence. It is logical intelligence because they need to think quickly about the best course of action. It is linguistic intelligence because their directions must be clear and concise in order to be effective. As the ball moves around the field, players need to position themselves in the propper areas on the field. They need to know what the best use of space is. They need to know where they should be before the pass is made. These needs of the game excercise both logical intelligence and spatial intelligence. Players also need to depend on others and trust their own skills so both interpersonal intelligence and intrapersonal intelligence are used. In order to play the game of soccer a player must use many multiple intelligences together.

So when teachers decide to differentiate instruction in the classroom, they should remember that activities can use many different multiple intelligences. If a teacher offers four options of activities, they should be able to offer at least 6 of the 7 original multiple intelligences to their students. Using multiple intelligences to differentiate instruction will increase the interest of students.

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico/Category/Activity-Templates-and-Rubrics offers many multiple intelligence activities to differentiate instruction

Written by,

Kasha Mastrodomenico

http://www.socialstudiesdifferentiatedinstruction.com

kasha@socialstudiesdifferentiatedinstruction.com

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico