differentiation strategy: respectful tasks that honor multiple … · 2019. 12. 18. · chapter 1:...

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Copyright © 2017 Arizona Board of Regents, All rights reserved SanfordInspireProgram.org

For a complete list of references, refer to the On-Demand Module ‘Differentiation Strategy: Respectful Tasks That Honor Multiple Intelligences.’

Differentiation Strategy: Respectful Tasks That Honor

Multiple Intelligences

Transcript

Chapter 1: Introduction

Bird's-Eye

Transcript:

This is a strategy module on creating respectful learning tasks. This module is part of a series dedicated to the

topic of differentiation.

If you are new to this topic, access the “Basics of Differentiation,” an introductory express module that explores

foundational mindsets, beliefs, and terms.

Modules in the “Preparing to Differentiate” group will teach you how to gather pertinent information about your

students before implementing a strategy.

Modules in the “strategy” group will teach you how to differentiate instruction based on information you gather

from the “Preparing to Differentiate” modules.

Click on each module icon for a description. Click “Proceed” when you are ready to continue.

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What are they?

Transcript:

There are three criteria a task must meet in order for it to be a respectful learning task. If a teacher is able to

clearly justify how the tasks align with the criteria, then he or she has successfully created truly respectful

learning tasks.

Click on each criterion to learn more.

Connected

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Worth Doing

Challenging

Purpose

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Transcript:

Students will develop a deeper understanding of skills and concepts when teachers plan meaningful

opportunities for them to practice the content. (Puckett, 2013).

One way to do this is by considering the different ways that students prefer to make meaning of content. These

learning preferences are known as multiple intelligences. Teachers can use knowledge of these preferences to

create learning tasks that are meaningful and help students connect to the content being taught. (Puckett,

2013). These are called respectful learning tasks.

In this module, we will examine the three criteria required of respectful learning tasks, and then learn how to

create them.

Chapter 2: Multiple Intelligences

Multiple Intelligences

Transcript:

Let’s examine how multiple intelligences fit into creating a respectful learning task.

The theory of multiple intelligences describes different ways that people learn, solve problems, and create products of value for their culture. (Puckett, 2013). Doctor Howard Gardner has identified eight. His research suggests that we possess each intelligence to different degrees, and use them in highly personal ways. (Campbell, Campbell, & Dickinson, 1999).

The eight intelligences can be grouped into three categories: object-related, object-free, and person-related. (Campbell, Campbell, & Dickinson, 1999, p.xvii).

Click on the icon for each intelligence to learn more about it. If you have a foundational understanding of these

three categories, select “Proceed.”

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Bodily-Kinesthetic

Naturalist

Spatial

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Logical-Mathematical

Musical

Interpersonal

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Linguistic

Intrapersonal

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How will they help?

Transcript:

For the purposes of this module, we are going to use these intelligence categories as a lens to create and

differentiate respectful learning tasks.

All eight intelligences are represented across the three categories. When teachers consider questions to plan a

learning task for each category, it will help address the diverse learning preferences each student brings to the

classroom.

Part of working with the multiple intelligences is to honor student strengths and encourage them to

demonstrate mastery of content in different ways. Students should complete tasks that align with their

intelligence preferences as well as tasks that have them step outside of their comfort zone.

Let’s note that the person-related category can also be used as a way for the teacher to consider how students

complete the tasks from the other two categories.

There are times when students benefit from working collaboratively. Other times, students get the same benefit

from working independently. The key here is that the teacher considers how his students would work best

according to their learning preferences.

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Chapter 3: Creating Respectful Learning Tasks

Lesson Objective

Transcript:

Now that you have an idea of the criteria respectful learning tasks must meet, let’s walk through how to create

them. Here are some steps you can follow to create a respectful learning task. Take a moment to read them.

To illustrate how we would create respectful learning tasks, we will use the example of Mr. Declan, a 5th grade

science teacher.

The first step is to identify the lesson objective.

This is the objective that Mr. Declan has identified for his upcoming lesson.

Multiple Intelligence Questions

Transcript:

The next step in creating respectful learning tasks is to consider each multiple intelligence category (Armstrong,

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2009). Think about learning preferences for your class as a whole as well as for individual students.

Then, use some of the guiding questions provided to craft tasks that honor these preferences while helping

students master the learning objective. You do not have to answer every question because they won’t all be

relevant to the content.

Click on the icons to see guiding questions for each multiple intelligence.

Logical Mathematical

Spatial

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Bodily-Kinesthetic

Naturalist

Verbal-linguistic

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Musical

Interpersonal

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Intrapersonal

Create Tasks

Transcript:

Mr. Declan is in the process of planning a lesson about the skeletal system.

Listen to his think-aloud for each multiple intelligence category.

“Since this lesson is related to the human body, I think that I can incorporate a task that involves manipulatives.

Many of my students enjoy working with their hands and drawing, so I will use that information to inform the

creation of a task for this category.”

“Hmmm. This category seems tricky because this lesson lends itself so well to a hands-on activity. Let’s see.

Writing a poem or explanation that describes the function of the skeletal system could be a way to incorporate

these intelligences. I could also ask students to color a picture of a skeleton.”

“I know that there are students who enjoy working in groups and students that prefer to work independently.

For this lesson, students could have a choice of how they complete the object-related or object-free learning

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task. Either way, I could embed a personal reflection as an exit ticket for the lesson.”

As you can see, Mr. Declan didn’t ask himself every single question. He applied the knowledge he has of his

students to brainstorm ideas that would help create a task for each category.

Mr. Declan's Tasks

Transcript:

Now that Mr. Declan has an idea of how to incorporate students’ different intelligences, it’s time to outline the

learning task for each category.

Click each category to see the learning task he planned.

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Evaluate 1

Transcript:

Review the object-related task that Mr. Declan proposed

Feedback

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Evaluate 2

Transcript:

Next, review the object-free task that Mr. Declan proposed.

Feedback

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Evaluate 3

Transcript:

Finally, review the person-related task that Mr. Declan proposed.

Feedback

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Conclusion

Transcript:

Differentiating by process will help ensure learners are able to take ownership of new skills and knowledge.

When teachers take time to plan respectful tasks that align with how students best process information,

teaching and learning will be more meaningful.

Chapter 4: Practice

Purpose

Transcript:

Let’s practice. You will now have a chance to look at some examples of respectful learning tasks differentiated

according to multiple intelligence categories.

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Options

Transcript:

There are two options for how you can explore respectful tasks.

The first option, “Exemplars,” allows you to examine grade-level and content-specific exemplars of a completed

resource. These exemplars contain teacher commentary that explain how the respectful tasks were created.

For the second option, you can choose “Video” and view a video of teachers collaborating to complete the

resource.

Select the option you prefer. Once you finish, you may choose to go through a different exemplar, watch the

video, or continue to the assessment.

Exemplars

2nd Grade Math

Transcript:

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Click on each area of highlighted text to read the teacher commentary. Start in the “Identify the Lesson

Objective” section and work your way through the document.

4th Grade ELA

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9th Grade History

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Video

Lesson Objectives

Transcript:

This video will walk you through the process of two teachers collaborating to create respectful learning tasks

for a 6th grade math lesson.

Take a moment to read the lesson objectives.

As you move through this section, click “Exemplar” to view the exemplar on screen.

Now we will watch Mr. Rubino and Ms. Orona use questions related to multiple intelligences to brainstorm

ideas for respectful learning tasks in the object-related category.

As you watch the video pay attention to how the teachers talk through each question. Do they answer each

question in great depth? Do they create a task for each question? Let’s take a look.

Object-Related Video

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Transcript:

Mr. Rubino: So, object related. How can I incorporate numbers, logic, or critical thinking into the lesson?

Ms. Orona: Well one of the things that I was thinking of doing was having like the example for students starting with like food because that is something they can really relate to, and doing like rice. So you have one cup of rice for every two cups of water.

Mr. Rubino: Perfect.

Ms. Orona: Then expanding on that by having them, you know, what if we have more cups of rice.

Mr. Rubino: More people coming over and we need to make more rice. Sounds good. Um, how can I include art, color, visualization, graphics, or graphic organizers? So, I would have them actually draw out whatever it is for their ratio and do it with a picture as well.

Ms. Orona: Even with that you can even draw boxes. To represent each ratio.

Mr. Rubino: Yeah. Get a tape diagram type of thing going.

Ms. Orona: Exactly.

Mr. Rubino: That’s a good picture and an organizer. How can I include nature and ecological awareness? I don’t know if that really fits into our lesson today.

Ms. Orona: Yeah.

Mr. Rubino: That might be not applicable. And then- how can I include hands-on or whole body movement?

Ms. Orona: With hands-on we can have like, counters or actual like, little blocks to represent ratios using different colors.

Mr. Rubino: Right, right.

Ms. Orona: That way we keep them moving.

Mr. Rubino: And then for whole body movement, I know we could take, as far as the uniform goes, we can take kids with blue shirts, kids with white shirts and tell them to break themselves up and look at the ratio of the class that way.

Ms. Orona: Exactly. And then have the class come up with it based on who is standing up at the front.

Recap 1

Transcript:

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Based on their discussion, Mr. Rubino and Ms. Orona came up with this task for the object-related category.

Mr. Rubino and Ms. Orona didn’t ask all questions in the object-related category. This is ok. Some questions are more helpful than others, depending on the content area. The important thing is that the teachers use these questions to help create tasks that allow students to make sense of the content in different ways.

Now, let’s watch Mr. Rubino and Ms. Orona brainstorm tasks for the object-free category.

Object-Free Video

Transcript:

Mr. Rubino: So for object-free. How can I include language, analogies, or poetry?

Ms. Orona: So I was thinking because this is language, analogies, or poetry we can have the students write

five words that rhyme with ratio because ratio is a key vocabulary in this unit.

Mr. Rubino: Right. You want them to become familiar with that word ratio and we know how our students really

need to become familiar with the language before we get our lesson going.

Ms. Orona: Right. And practice.

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Recap 2

Transcript:

Based on their discussion, Mr. Rubino and Ms. Orona came up with this task for the object-free category.

Now it’s time to see how Mr. Rubino and Ms. Orona consider how students could work together - or independently - in order to gain meaning from what they are learning about ratios.

Person-Related Video

Transcript:

Mr. Rubino: And then person-related. How can I include cooperative learning or peer learning?

Ms. Orona: I mean for that one we can work on the problem set and have them work in groups.

Mr. Rubino: Okay.

Ms. Orona: So groups of four, groups of three.

Mr. Rubino: Yup.

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Ms. Orona: Something like that.

Mr. Rubino: Okay. How can I offer meaningful opportunities for students to connect with the feelings of others? Um. Um. I don’t know if people’s feelings really get hurt over ratios. But…

Ms. Orona: Yeah.

Mr. Rubino: I don’t know if it applies.

Ms. Orona: Yeah.

Mr. Rubino: How can I include personal reflection? Um. Maybe at the end of the lesson we could do a quick check for understanding just to see if the students got as much of it as they thought they did. And. How can I include the chance for students to work collaboratively or independently?

Ms. Orona: I mean in class, I give them the choice, when it’s um, like the ending, the recall questions. They can either do them by themselves and then check with a partner or do them as a group and do that checking during that time.

Mr. Rubino: Sounds good.

Ms. Orona: That way they choose.

Recap 3

Transcript:

Based on their discussion, Mr. Rubino and Ms. Orona came up with this task for the person-related category.

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Task 1

Transcript:

Let’s take a look at the learning tasks that Mr. Rubino and Ms. Orona decided on and see if they each meet the

criteria required of respectful learning tasks. Examine each proposed task and check the criteria the task

meets. Click “Submit” when you are finished.

Feedback 1

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Task 2

Transcript:

(no audio)

Feedback 2

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Task 3

Transcript:

(no audio)

Feedback 3

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Video Wrap-Up

Transcript:

Mr. Rubino and Ms. Orona are on the right track to creating respectful learning tasks for their upcoming lesson. They will just need to revisit the object-free category to create a task that meets each criterion.

Conclusion

Transcript:

When you take the time to create learning tasks that honor different intelligence preferences in your classroom, students will develop a deeper understanding of knowledge and skills.

Learning how to create respectful learning tasks will bring you one step closer towards achieving a successfully differentiated classroom.

differentiation strategy: respectful tasks that honor multiple … · 2019. 12. 18. · chapter 1:...

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