Category Archives: Multiple Intelligences

Differentiated Instruction

Differentiated Instruction gets my Students Excited

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Differentiated Instruction

Every teacher desires and struggles with getting their students excited about their subject. We want our students to be as passionate about it as we are. The percentage of pure passion for a subject is limited to a few in each class. So how can we get the rest of the students to enjoy and look forward to coming to our class? I suggest trying to use multiple intelligence learning styles, differentiated instruction as well as increasing student choice.

Multiple intelligence learning styles are a great way to start to increase interest in a subject and use differentiated instruction. The multiple intelligence theory was developed by Dr. Howard Gardner. There are seven original multiple intelligences and thus the same number of learning styles but there are considered to be more now. Some even think there are hundreds of them.

I like to stick to the original basic seven as to not be overwhelmed during the differentiated instruction planning process. In my experience they will work for most students in the class. In the rare occasion they don’t, teachers can include one of the new multiple intelligence learning styles to reach the student.

The seven original multiple intelligence learning styles are intrapersonal, interpersonal, linguistic, spatial, musical, logical-mathematical, and kinesthetic. You can use multiple intelligence learning styles in all aspects of the lesson to include different ways of presenting each piece of content in a mini-lesson or offering choices for activities during a work session dealing with different multiple intelligence learning styles, which brings us to the next suggestion to get students excited in a class, differentiated instruction.

Differentiated Instruction has been a hot topic for a while now, however many teachers still don’t quite know how to do it, don’t have time to do it, or they just think it’s a phase. It can be a great tool to use to interest and excite your students and, in my opinion, shouldn’t be overlooked as an option for every day lessons.

Differentiated instruction can be done through the use of the multiple intelligence learning styles as well as leveling, scaffolding or tiering.

Teachers can use multiple intelligence learning styles to differentiate instruction in not only the mini-lesson but also the work session activities and pretty much any other part of the lesson. Offer students up to four choices of activities for a work session, all using the same content, but using different multiple intelligence learning styles. The students will choose the one that they think will be the most interesting to do. I’ve noticed that if you allow them to choose the activities the day before, their interests peak. They feel like they have ownership in their education and look forward to coming to the class the next day. I have also noticed a decrease in complaining about work sessions because they can’t blame you as the teacher. After all, they chose it.

I’m sure you are wondering how I actually have time to create four options of activities for students to choose from. I created a system of activity templates that saves me a ton of time. I offer about 55 of them at http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico. They even include rubrics. I can tweak them easily to fit almost anything I need my students to work on.

Another way to differentiate instruction to increase excitement is through the use of leveling. Leveling is also known as tiering and scaffolding. This can be done by using the same content once again but at different levels. This is not less and or more work depending on “how smart” your students are. It has to do with taking students from one level to the next through the use of small steps. Differentiating instruction through the use of leveling is easily done with expository writing. Teachers can take a student from a topic sentence and the listing of three facts to a topic sentence with one fact sentence and then listing two facts and so on. Students need to see that there is hope at the end of the tunnel and if they have a learning disability or are ELL, many times writing can be an overwhelming task for them. Using small differentiated instruction leveled steps helps them feel success and improves their attitude in the subject.

Whether a teacher uses leveling or multiple intelligence learning styles to differentiate instruction, they stand a chance of really interesting their students in their subject area or content. To read more about differentiated instruction, click here.

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Kasha Mastrodomenico

kasha@socialstudiesdifferentiatedinstruction.com

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How does the Iroquois and Algonquian Cultures Lesson Plan Differentiate Instruction?

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Iroquois and Algonquian Cultures Lesson Plan

Iroquois and Algonquian Cultures Lesson Plan

Iroquois and Algonquian Cultures Lesson Plan

Social Studies differentiated instruction is done beautifully in the Iroquois and Algonquian Cultures lesson plan. It uses both the Multiple Intelligence Theory and ability levels to differentiate instruction.

To differentiate instruction for vocabulary, there are three vocabulary ability level worksheets. They all give the option to either use the linguistic Multiple Intelligence or the Spatial Multiple Intelligence in the right hand column. The enriched version of the vocabulary sheet allows students to write the definitions using their own words. The average leveled sheet allows students to fill in the blanks of the definitions. The basic leveled sheet allows the students to take the time they need to read the definition and then fill in the right had column just like the other levels. Below is the average level vocabulary sheet.

Iroquois and Algonquian Cultures Lesson Plan Vocabulary

Iroquois and Algonquian Cultures Average Ability Level Vocabulary

The Iroquois and Algonquian lesson plan continues to differentiate instruction by providing three levels of note taking sheets for students. The enriched version allows for more critical thinking by allowing them to choose what they include in their notes and how they state it while following the PowerPoint. The average note sheet is more guided and allows them to fill in the blanks as they go through the PowerPoint. The basic version sheet follows the PowerPoint mini-lesson and is almost all intact. The reason for this is to allow the students to listen to the content and then while the other students are writing in their notes, these students, who need to have repetition, can use partner review or ask questions for clarification. There are also maps and charts in both versions to bring in the Spatial Multiple Intelligence.

Iroquois and Algonquian Culture Note Sheet

Iroquois and Algonquian Culture Note Sheet

Even the activity section of the Iroquois and Algonquian lesson plan uses differentiated instruction. There are two options for students to use the same content. The first option is writing a diary entry. Writing a diary entry brings in the linguistic and interpersonal or intrapersonal (depending on if they choose to have a partner or not) Multiple Intelligence. The second option is a drawing. The drawing brings in the spatial and interpersonal or intrapersonal Multiple Intelligence. Both of these activities even come with grading rubrics.

Iroquois and Algonquian Cultures Activity

Iroquois and Algonquian Cultures Activity

For the concluding set, two ability level versions of a graphic organizer are available. The basic version takes away the labeling step.

Iroquois and Algonquian Cultures Lesson Plan

Iroquois and Algonquian Cultures Graphic Organizer

For more information on the Iroquois and Algonquian Culture Lesson Plan follow the links below.

Where can I find the Iroquois and Algonquian Culture Lesson Plan?

What content is in the Iroquois and Algonquian Culture Lesson Plan?

You can find all of my social studies differentiated instruction lesson plans listed in a chart by clicking the links below:

US History Lesson Plans

World History Lesson Plans

 

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Kasha Mastrodomenico (Connect with me on Linkedin.com)

www.socialstudiesdifferentiatedinstruction.com

kasha@socialstudiesdifferentiatedinstruction.com

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How can you differentiate instruction for the Clayton Antitrust Act?

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Differentiated Instruction Ideas for the Clayton Antitrust Act

Clayton Antitrust Act is a great topic to differentiate instruction with. Differentiated instruction can be done in different ways. I tend to stick to two of them which would be the use of Multiple Intelligences and Leveling/Scaffolding/Tiering.

I use the Clayton Antitrust Act in a differentiated instruction lesson plan about Progressive Era Trusts. In order to introduce the Clayton Antitrust Act, I use a vocabulary sheet that gives them the word, definition and allows them to choose between writing a sentence using the Clayton Antitrust Act correctly or drawing a picture to represent the words. This gives them a choice between using the linguistic multiple intelligence and the spatial multiple intelligence. This exposes them to the Clayton Antitrust Act twice in the first five minutes of class. In order to differentiate instruction for vocabulary teachers can provide students with a lower ability level or those who need accommodations with a partial or complete definition and those who need enrichment can decide the most important information that they need to write down and do it in their own words.

The next part of the social studies differentiated instruction lesson plan about Progressive Era Trusts would be the PowerPoint mini-lesson, which the Clayton Antitrust Act is a part of. I include two different versions of the PowerPoint mini-lesson in order to differentiate instruction with leveling. This works really well if there is a co-teacher in the room. The enriched level would go into more detail and include more critical thinking. The basic level would use simplified language and more repetition.

After I go into more detail or simplify the Clayton Antitrust Act during the mini-lesson. I also immediately reiterate it using another multiple intelligence. I bring in the Linguistic Multiple Intelligence and Musical Multiple Intelligence through poetry. I include Musical Multiple Intelligence because poetry can be rhythmic.  I use the following poem to help students remember the Clayton Antitrust Act:

Clayton said that unions worked well,

When prices were fixed he rang the bell,

The bosses were jailed and down they fell.

Teachers can then have students use a graphic organizer. In order to differentiate instruction with a graphic organizer, teachers can create a word box for lower ability levels but allow upper ability levels to use a higher level of critical thinking by allowing them to decide for themselves what the title of the chart is and what should be in it. You could even allow them to create their own graphic organizer but have the lower ability level use a template. This brings the amount of times a student is exposed and uses the Clayton Antitrust Act to five.

Teachers can also assign a writing assignment to review the Clayton Antitrust Act by asking them to explain how antitrust acts progressed over the years. This can be leveled by using the leveled writing system found here: http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico.

I included information from this article in a lesson plan about Progressive Era Trusts. It is located at http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico or the PowerPoint mini-lesson can be purchased at http://www.teacherspayteachers.com/Product/Differentiated-Instruction-PowerPoint-Mini-Lesson-Trusts

To find more ideas about how to teach vocabulary from theProgressive Era: Trust differentiated instruction lesson plan follow the link below!

http://socialstudiesdifferentiatedinstruction.com/how-to-teach-about-progressive-era-trusts-using-differentiated-instruction/

Written by,

Kasha Mastrodomenico (Connect with me on Linkedin.com)

http://www.socialstudiesdifferentiatedinstruction.com

kasha@socialstudiesdifferentiatedinstruction.com

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

How can I differentiate instruction to teach about Horizontal and Vertical Integration?

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Differentiate Instruction to Teach Vertical Integration and Horizontal Integration

Social Studies differentiated instruction can be done in different ways. I tend to stick to two of them which would be the use of Multiple Intelligences and Leveling/Scaffolding/Tiering.

In order to introduce vertical integration and horizontal integration I use a vocabulary sheet that gives them the words, definition and allows them to choose between writing a sentence using the vertical integration and horizontal integration correctly or drawing a picture to represent the words. This gives them a choice between using the linguistic multiple intelligence and the spatial multiple intelligence. This exposes them to the words vertical integration and horizontal integration twice in the first five minutes of class. In order to differentiate instruction for vocabulary teachers can provide students with a lower ability level or those who need accommodations with a partial or complete definition and those who need enrichment can decide the most important information that they need to write down and do it in their own words.

The next part of the differentiated instruction lesson plan would be the PowerPoint mini-lesson, which vertical integration and horizontal integration are a part of. Usually vertical integration and horizontal integration would be part of an Industrial Revolution or a Progressive Era unit. I include two different versions of the PowerPoint mini-lesson in order to differentiate instruction with leveling. This works really well if there is a co-teacher in the room. The enriched level would go into more detail and include more critical thinking. The basic level would use simplified language and more repetition.

After I go into more detail or simplify horizontal integration and vertical integration during the mini-lesson. I also immediately reiterate it using another multiple intelligence. I bring in the Spatial Multiple Intelligence and the Kinestethic Multiple Intelligence for horizontal integration and vertical integration. I use boxes but you could also use blocks, plastic cups or something to stack. Label them the following for vertical integration and then stack them accordingly at the front of the class (you can also have a kinesthetic learner stack them with your direction): trees (natural resource), logging company with machines, transportation, mills, carpentry company, transportation, stores. For horizontal integration use and lay out horizontally: radio channels, television channels, newspapers, books, and magazines (all media). After you add this to the mini-lesson, students have been exposed to vertical integration and horizontal integration four times.

Teachers can then have students use a graphic organizer. In order to differentiate instruction with a graphic organizer, teachers can create a word box for lower ability levels but allow upper ability levels to use a higher level of critical thinking by allowing them to decide for themselves what the title of the chart is and what should be in it. You could even allow them to create their own graphic organizer but have the lower ability level use a template. This brings the amount of times a student is exposed and uses horizontal integration and vertical integration to five.

Teachers can also assign a writing assignment to review horizontal integration and vertical integration by asking them to compare both terms in paragraph form. This can be leveled by using a leveled writing system found at http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico.

I included information from this article in a lesson plan about Progressive Trusts. It is located at http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico or the PowerPoint mini-lesson can be purchased at http://www.teacherspayteachers.com/Product/Differentiated-Instruction-PowerPoint-Mini-Lesson-Trusts

To find more ideas about how to teach vocabulary from the Progressive Era: Trust differentiated instruction lesson plan follow the link below!

http://socialstudiesdifferentiatedinstruction.com/how-to-teach-about-progressive-era-trusts-using-differentiated-instruction/

Written by,

Kasha Mastrodomenico

http://www.socialstudiesdifferentiatedinstruction.com

kasha@socialstudiesdifferentiatedinstruction.com

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

How to Teach about Progressive Era Trusts using Differentiated Instruction

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How to Teach Progressive Era Trusts with Differentiated Instruction

Trusts are something that multiple companies or industries created and gave power over to a council to reduce competition and increase profits. During the Progressive Era trusts became a big political issue because of the corruption that was associated with the trusts. The federal government had to intervene and created a series of laws meant to help fix the situation. These are listed at a later section of this article with the content that is included in this Progressive Era: Trusts Differentiated Instruction Lesson Plan.

Teachers can differentiate instruction during their Progressive Era Trusts mini-lessons while they reinforce the content. I recommend presenting the content “traditionally” first. In other words, use the Logical and Linguistic Multiple Intelligences through the means of lecture. Then reintroduce it by using the other Multiple Intelligences like the Musical Multiple Intelligence, Spatial Multiple Intelligence, Interpersonal Multiple Intelligence, Intrapersonal Multiple Intelligence, and Kinesthetic Multiple Intelligence. For some examples of differentiated instruction using Multiple Intelligence in this manner click on the links of the content.

Not only can teachers use the Multiple Intelligence Theory to differentiate instruction but they can also use leveling or tiering. They can create two levels of their Progressive Era: Trusts mini-lesson. This is especially helpful for a co-teaching situation. The basic level should use simplified language and the enriched version should increase the level of vocabulary used as well as an increase in critical thinking exercises. Create two different note sheets for this type of mini-lesson that will help challenge both ability levels of students.

The following is a list of content that can be useful during a Progressive Era: Trusts differentiated instruction lesson plan:

  • Entrepreneur
  • Free Enterprise
  • Laissez-faire
  • Vertical Integration
  • Horizontal Integration
  • Trusts
  • Monopoly
  • United States Steel Corporation
  • Standard Oil
  • Northern Security Company
  • Grover Cleveland
  • Interstate Commerce Act
  • Sherman Antitrust Act
  • Teddy Roosevelt
  • trustbuster
  • Department of Commerce and Labor
  • Elkins Act
  • Hepburn Act
  • Taft
  • Federal Trade Commission Act
  • Clayton Antitrust Act
  • Wilson

There are other parts of a lesson plan besides the mini-lesson that delivers the content on the Progressive Era trusts. They are listed below. Follow the links to see how you can differentiate instruction for each part of this lesson plan. If they are not there now they will be soon!

  • 3 differentiated instruction levels of a Progressive Era: Trusts vocabulary work sheet.
  • 3 choices of differentiated instruction activities with rubrics and student choice sheet
  • 2 differentiated instruction flow chart graphic organizers
  • 1 paragraph writing assignment

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico offers many social studies differentiated instruction lesson plans like the Progressive Era: Trusts lesson plan above. If you are only interested in the Progressive Era: Trusts PowerPoint Mini-lesson you can click this link: http://www.teacherspayteachers.com/Product/Differentiated-Instruction-PowerPoint-Mini-Lesson-Trusts

Written by,

Kasha Mastrodomenico

http://www.socialstudiesdifferentiatedinstruction.com

kasha@socialstudiesdifferentiatedinstruction.com

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

How can you differentiate instruction for an activity work session in a Judaism lesson plan?

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Judaism Differentiated Instruction Work Session Activities

Judaism Differentiated Instruction Work Session Activities

Isn’t it great when students are actually excited about coming into your class? When I created my differentiated instruction Judaism activity work session, I looked at the Multiple Intelligence Theory. It brought interests in for the students. Then I went a step further and allowed them to choose the Judaism activity that they were most interested in doing. I also allowed them to choose how they wanted to work; by themselves, with a partner, or in a group. I had them make these choices the day before which gave me time to make appropriate grouping and the right number of copies that I needed. I heard students talking about what activity they were going to do in the halls and at lunch. As soon as they came in the next day they asked to make sure that those were the activities that they were doing.

It surprised me how I didn’t need to level this assignment. It turns out that by applying the Multiple Intelligence Theory for differentiated instruction, students chose an activity that they had a strength in. After I used the MI Theory in this lesson and I saw the excitement in my students, I have tried to apply it to all of my lesson plans since.

I created four different activities so that I could use six of the seven original Multiple Intelligences of Dr. Howard’s Theory. I didn’t worry about putting in the Logical Multiple Intelligence because that would be used in the concluding set when they completed a graphic organizer. The activity options I provided to my students are as follows along with the Multiple Intelligences that are applied:

  • Song: Musical Multiple Intelligence, Interpersonal Multiple Intelligence
  • Rhyming Poem: Linguistic Multiple Intelligence, Intrapersonal Multiple Intelligence or Interpersonal Multiple Intelligence
  • Skit: Linguistic Multiple Intelligence, Kinesthetic Multiple Intelligence, Interpersonal Multiple Intelligence
  • Cartoon Strip: Spatial Multiple Intelligence, Linguistic Multiple Intelligence, Intrapersonal Multiple Intelligence or Interpersonal Multiple Intelligence

In each of these activities I had every student use the same content. This is a very important part of differentiated instruction because all students, no matter what their ability level or intelligence, must be exposed to the content. The content I used is as follows:

  • Abraham
  • Israel
  • Moses
  • Exodus
  • Ten Commandments
  • Torah
  • Old Testament

To find out more about my Judaism differentiated instruction lesson plan, click on the links below.

How can you differentiate instruction for a Judaism lesson plan?

How can you differentiate instruction to teach vocabulary in a Judaism lesson plan?

How can you differentiate instruction for a mini-lesson in a Judaism lesson plan?

How can you differentiate instruction for a writing assignment in a Judaism lesson plan?

How can you differentiate instruction with a graphic organizer in a Judaism lesson plan?

 

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico offers the Judaism lesson plan above. Check it out! Or, if you only want to purchase this single differentiated instruction lesson plan for Judaism, Click here.

Written by,

Kasha Mastrodomenico (Connect with me on Linkedin.com)

http://www.socialstudiesdifferentiatedinstruction.com

kasha@socialstudiesdifferentiatedinstruction.com

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

How can you differentiate instruction for a mini-lesson in a Judaism lesson plan?

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Judaism Differentiated Instruction Mini-Lesson

When planning for a differentiated instruction lesson plan on Judaism the first thing a teacher should do is look at the state standards they need to address. They then need to pick out the important concepts about Judaism. Most teachers today use smart-boards to deliver their content and I’m one of them. I use PowerPoint because even with a Promethean Board, they convert.

In order to differentiate instruction for a Judaism PowerPoint mini-lesson, you can make two leveled versions. One that is enriched and one that is basic. Go into more detail about Judaism and allow time for more critical thinking exercises between slides. You should also bring in the Torah and read from the primary source itself. Having two levels of a mini-lesson can really come in handy if there is a co-teacher in the room. The basic version can be used for students who have difficulty grasping content or are learning English as a second language. Teachers should reinforce the content by delivering it in different ways and by using repetition.

Teachers can also differentiate instruction by bringing in different multiple intelligences. These seem to increase the interest of students and can also help them connect their background knowledge to the content. PowerPoint presentations are a great venue to bring in media. Media can include movies, news reports or songs about Judaism. Using media in the lesson plan can use the spatial and musical multiple intelligences. You can bring in other multiple intelligences for the repetition of content between slides.

To find out more about my Judaism differentiated instruction lesson plan, click on the links below.

How can you differentiate instruction for a Judaism lesson plan?

How can you differentiate instruction to teach vocabulary in a Judaism lesson plan?

How can you differentiate instruction for an activity work session in a Judaism lesson plan?

How can you differentiate instruction for a writing assignment in a Judaism lesson plan?

How can you differentiate instruction with a graphic organizer in a Judaism lesson plan?

 

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico offers the Judaism lesson plan above. Check it out! Or, if you only want to purchase this single differentiated instruction lesson plan for Judaism, Click here.

Written by,

Kasha Mastrodomenico (Connect with me on Linkedin.com)

http://www.socialstudiesdifferentiatedinstruction.com

kasha@socialstudiesdifferentiatedinstruction.com

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