Tag Archives: differentiated instruction strategies

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

How do you explain why activities are different when differentiating instruction?

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Differentiated Instruction Misconceptions

Fair is a very difficult concept for many students to grasp. Many students will see differences in assignments, differentiated instruction, as frustrating at all levels of ability. The advanced or gifted student might resent the lower levels because they may see their work as easier or shorter. The lower levels may feel like they are not as good as the upper levels or embarrassed that they were given a different assignment.

It is very important that the teacher differentiate instruction correctly. Don’t just add busy work to upper level students and don’t just take away parts of an assignment for the lower level students.

I try not to level activities at all but to differentiate them using multiple intelligences instead. I also give students the choice of what they want to do and how they want to work (self, partner, group) through the use of flexible grouping. That way everyone is different so no one feels different.

There are some occasions when leveling/scaffolding/tiering an assignment is necessary. Accommodations for SPED and ELL students are constant too which can make certain students stand out more and resentfulness and embarrassment can take place. This is when the teacher needs to step in and explain to everyone that “fair isn’t always equal”, to quote my former Principal Lauren French, Gouverneur Middle School. Explain that all students are starting with different background knowledge and need to be taught from that level and brought up to the next level. No one should feel jealous of another group because at some point in the year, during different concepts, people are going to change levels. You need to bring it down to their level and possibly relate it to a sport or video game. These accommodations or levels of an assignment equal the playing field like a handicap does in golf.

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico helps social studies teachers differentiate their activities and writing through the use of multiple intelligences and leveling/scaffolding/tiering.

Written by,

Kasha Mastrodomenico

http://www.socialstudiesdifferentiatedinstruction.com

kasha@socialstudiesdifferentiatedinstruction.com

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

What is Flexible Grouping for Reading and How Can It Be Used for Differentiate Instruction?

Social Studies Differentiated Instruction

Middle School Social Studies

Tag Archives: differentiated instruction strategies

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

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How do you explain why activities are different when differentiating instruction?

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What is Flexible Grouping for Reading and How Can It Be Used for Differentiate Instruction?

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