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Multiple Intelligences and Differentiated Instruction

Brain based instruction-on intelligences: how do you asses your student's knowledge, interest, and background? how do you incorporate your understanding of multiple intelligences in your classroom? what influence do the theories on multiple intelligences have on differentiated instruction?

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Howard Gardner (1993) spoke of the cognitive revolution that presented a new way of viewing thinking and learning. The traditional view of intelligence holds that individuals are born with it and there is little that can be done to change it. The cognitive view is that multiple intelligences exist. No test can accurately determine the nature or quality of a student's intelligences. As Howard Gardner has repeatedly pointed out, standardized tests measure only a small part of the total spectrum of abilities. The best way to assess students' multiple intelligences/knowledge, interest and background, is through a realistic appraisal of their performance in the many kinds of tasks, activities, and experiences associated with each intelligence. Rather than perform several artificial learning tasks, it is best to look back over the kinds of real-life experiences they have already had involving these eight intelligences. The Multiple Intelligences Inventory can be used to do this. It is important to keep in mind that this inventory is not a test and that quantitative information (such as the number of checks for each intelligence) has no bearing on determining intelligence or lack of intelligence in each category. The purpose of the inventory is to begin to connect students and their life experiences with the eight intelligences in order to provide differentiated instruction that addresses their ...

Solution Summary

The best way to assess students' multiple intelligences/knowledge, interest and background, is through a realistic appraisal of their performance in the many kinds of tasks, activities, and experiences associated with each intelligence.

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