Integrating Differentiated Instruction with Multiple Intelligences
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Authors
Subhashini, M Chandra
Issue Date
2025
Educational Level
ISCED Level 2 Lower secondary education
Curriculum Area
Geographical Setting
India
Abstract
Context: The research was conducted at an international school in India utilizing the International Baccalaureate curriculum, which prioritizes inquiry-based learning and critical thinking. The diverse learner population comprises individuals from various cultural and academic backgrounds, necessitating differentiated instruction to cater to their unique strengths and challenges. The focus was on Grade 7 Mathematics assessments which require learners to apply and communicate mathematical concepts effectively.
Aims: This inquiry aimed to discover how to enhance learning by integrating Differentiated Instruction with Gardner’s model of Multiple Intelligences. The primary objective was to create educational pathways that accommodated the diverse needs of learners, fostering deep conceptual understanding and preparing them adequately for forthcoming assessments.
Methods: The study employed various instructional strategies, including the RAFT (Role, Audience, Format, Topic) technique, and was underpinned by prominent educational theories such as Piaget's cognitive constructivism and Gardner's Multiple Intelligences. Classroom observations, mentor feedback, student feedback forms, and collaborative discussions were used to evaluate the effectiveness of implemented strategies.
Findings: Key findings revealed that the integration of Multiple Intelligences facilitated engagement and learning, with learners actively applying mathematical concepts in real-world contexts. The RAFT technique was particularly effective. Class activity results indicated that students were more engaged when given choices in assignments aligned with their strengths. Using structured observation and feedback, it was noted that some students still struggled with participation due to hesitance in sharing their thought processes, indicating the continued need for tailored support.
Implications: The inquiry illustrates the potential of reflective practice in refining teaching strategies. Other educators may find value in using differentiated approaches based on learners' strengths and interests, as well as leveraging multiple feedback methods to enhance student engagement and academic performance. It highlights the importance of continuous professional development and collaborative reflection among educators for effective teaching.
Aims: This inquiry aimed to discover how to enhance learning by integrating Differentiated Instruction with Gardner’s model of Multiple Intelligences. The primary objective was to create educational pathways that accommodated the diverse needs of learners, fostering deep conceptual understanding and preparing them adequately for forthcoming assessments.
Methods: The study employed various instructional strategies, including the RAFT (Role, Audience, Format, Topic) technique, and was underpinned by prominent educational theories such as Piaget's cognitive constructivism and Gardner's Multiple Intelligences. Classroom observations, mentor feedback, student feedback forms, and collaborative discussions were used to evaluate the effectiveness of implemented strategies.
Findings: Key findings revealed that the integration of Multiple Intelligences facilitated engagement and learning, with learners actively applying mathematical concepts in real-world contexts. The RAFT technique was particularly effective. Class activity results indicated that students were more engaged when given choices in assignments aligned with their strengths. Using structured observation and feedback, it was noted that some students still struggled with participation due to hesitance in sharing their thought processes, indicating the continued need for tailored support.
Implications: The inquiry illustrates the potential of reflective practice in refining teaching strategies. Other educators may find value in using differentiated approaches based on learners' strengths and interests, as well as leveraging multiple feedback methods to enhance student engagement and academic performance. It highlights the importance of continuous professional development and collaborative reflection among educators for effective teaching.
Description
Keywords (free text)
differentiated instruction , mathematics , multiple intelligences theory , reflective practice , inquiry-based learning