Tag Archives: differentiated instruction multiple intelligences

How can teachers use linguistic intelligence to differentiate instruction in a mini-lesson?

Differentiate Instruction with Linguistic Teaching Strategies

 

Linguistic learners have linguistic intelligence and need to use language to learn content. If teachers can deliver small content bites in about 2-3 minute intervals, a technique to differentiate instruction for the linguistic learners can be used. This linguistic teaching strategy is called wait-time extended. It calls for the teacher to allow their students to explain, in partners, what they have just learned. If you want to differentiate instruction more you can level or scaffold by providing questions at different ability levels.

Another linguistic teaching strategy would be encouraging classroom discussions especially ones that try to persuade other students to view something differently. If a teacher can bring in poetry, examples of primary text sources, or a mnemonic it would also interest linguistic learners.

Linguistic intelligence is one of the most valued intelligences in our culture. If students can’t communicate with others effectively, they may not be hired for a high paying job or hold valuable friendships. This type of learning style is tailored to by most teachers both consciously and unconsciously. It would, after all, be hard to teach without the use of language. It is also a very important intelligence to encourage your students to acquire through practice.

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico/Category/Activity-Templates-and-Rubrics offers many linguistic learning activities and a leveled expository writing system.

 

Written by,

Kasha Mastrodomenico

http://www.socialstudiesdifferentiatedinstruction.com

kasha@socialstudiesdifferentiatedinstruction.com

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