Differentiated Instruction:

Unlocking Student Potential

through Multiple Intelligences
(Enhancing Learning by Recognizing Diverse Strengths)

CARLO E. MEDRANO
Session Objectives:
At the end of the session, participants will…
• Explain Howard Gardner’s theory of Multiple
Intelligences
• Understand the concept and importance of
differentiated instruction in the classroom.
• Understand the implications of multiple intelligences in
education
• Examine how differentiated instruction can effectively
address the diverse intelligences of students.
• Develop a lesson plan that incorporates differentiated
instruction techniques to cater to multiple intelligences.
Professional Standards Addressed:
Philippine Professional Standards for Teachers
Domain 1. Content Knowledge and Pedagogy
Strand 1.1: Content Knowledge and its Application within
and across Curriculum Areas
Strand 1.2: Research-Based Knowledge and Principles of
Teaching and Learning
Domain 3. Diversity of Learners
Strand 3.1: Learners’ Gender, Needs, Strengths, Interests,
and Experiences
Professional Standards Addressed:
Philippine Professional Standards for Teachers
Domain 4. Curriculum and Planning
Strand 4.1: Planning and Management of Teaching and
Learning Process
Strand 4.2: Learning Outcomes Aligned with Learning
Competencies
Domain 5. Assessment and Reporting
Strand 5.1: Design, Selection, Organization, and Utilization
of Assessment Strategies
Domain 7. Personal Growth and Professional
Development
Strand 7.3: Professional Reflection and Learning to Improve
Practice
LET’S DRAW
MONKEY
GAME
Game Mechanics:
• Each of you will be given a blank paper.
• Write your name on the upper left corner of the paper
• You will draw a monkey part by part.
• Once you have drawn the part of the monkey that the game master
have asked you to draw, you will pass the paper to the person next to
you.
• This will go on until all the parts of the monkey are drawn.
• Afterwards, the paper will go back to its original owner.
Ready? Let’s Draw!
1. Head
2. Left ear
3. Right ear
4. Body
5. Left Eye
6. Right Eye
7. Right hand
8. Left hand
9. Nose
10. Mouth
11. Left foot
12. Right foot
13. Tail
Processing Question:

• How do you feel while

doing the activity? Why did
you feel that way?
• Are you happy with how
your monkey was drawn
by the group?
SUBTOPIC 1: MULTIPLE
INTELLIGENCE

CARLO E. MEDRANO
What is intelligence?
• In Psychology, intelligence is extremely complicated when defined
considering the theories that are founded on this concept. Intelligence
has been defined in many ways: the capacity for abstraction, logic,
understanding, self-awareness, learning, emotional knowledge,
reasoning, planning, creativity, critical thinking, and problem-solving.
Multiple Intelligence
• Howard Gardner first proposed the theory
of multiple intelligences in his 1983 book
“Frames of Mind”, where he broadens the
definition of intelligence and outlines
several distinct types of intellectual
competencies.
• He writes that we may all have these
intelligences, but our profile of these
intelligences may differ individually based
on genetics or experience.
 Multiple Intelligence
• The theory of multiple intelligences tries to describe and explain the
learning styles of students depending on the varied ways of how they
acquire knowledge.
• The eight multiple intelligences are music smart, body smart, logic
smart, self smart, word smart, people smart, art smart, and nature
smart. The eight multiple intelligences vary from person to person
depending on their capabilities and how they learn.
Implication to Education

• Recognizing Multiple Intelligences in the classroom improves

teaching and curriculum so that education can be strengths-
based and personalized to promote academic
achievement.
 Implication to Education
• Each of the multiple
intelligences can serve as
“delivery routes” to
personalize important
cognitive and emotional
processes underlying
learning such as attention,
memory, motivation,
creative cognition, problem
solving, and understanding
(Bruer, 1997)
 Implication to Education
• How best to navigate these
cognitive “routes”?
• We have neuroscience
evidence to lend support to
several different guiding
principles. Each teacher and
institution can interpret the
principles and their
underlying evidence
according to the needs and
goals of their situations.
 Sample Activity:
Song generation
Music and
Smart
This intelligence refers to the inclination of Memorization
sound and vibration. To be specific, music
smart people are sensitive to varied elements
of sound such as tone, beats, and sound
patterns.
 Music
Smart
This intelligence refers to the inclination of
sound and vibration. To be specific, music
smart people are sensitive to varied elements
of sound such as tone, beats, and sound
patterns.

Activity: Pitch Perfect!

 Sample Activity:
Performance Tasks
Collaborative works Body Smart
(Bodily - kinesthetic)
(Lab) This intelligence is always associated with the
concept of "learning by doing", thus body
smart people tend to have keen sense of body
awareness and they always use their body to
execute tasks successfully.
 Sample Activity:
Resources: https://www.crazygames.com/t/logic

Logic Smart
(Logical - Mathematical)

This intelligence uses numbers, math, and logic

to find and understand the various patterns that
occur in our lives: thought patterns, number
patterns, visual patterns, color patters, and so
on.
Sample Activity:
Essay
Writing Sessions
Self Smart
Reflection of (Intrapersonal)
This intelligence is our human self-reflective

Learning abilities by which we can step outside of

ourselves and think about our own lives. This
involves our uniquely human propensity to want
Annotations to know the meaning, purpose, and significance
of things.
 Sample
Activity:
Reporting
Word Debates
Smart
Word smart people rely on verbal and
Declamations
(Linguistic)
Speech Choir
written communication. They are keen users
of a language and they know how to use this
strength in their favor through sociocultural
nuances of a language like correct use of
grammar and plays on words.
 Sample
Activity:
People
Collaborative
Smart intelligence.
This is the person-to-person
Learning This happens(Interpersonal)
when people smart work with
and relate to other people. This develops a
whole range of social skills that are needed
for effective person-to-person
communication.
 Sample
Activity: Hidden
Picture Game
Art Smart
(Spatial)
This intelligence represents the knowing that
occurs through the shapes, images, patterns,
designs, and textures art smart people see with
external eyes, but also includes all of the
images they are able to conjure inside their
heads.
 Sample
Activity:
Scenario –
Nature Smart
based learning (Naturalist)
This intelligence involves the full range of
Contextualized knowing that occurs in environment, and
through the encounters with the natural world

examples including recognition, appreciation, and

understanding of the natural environment.
 Wrap Up!
The theory of multiple intelligences tries to
describe and explain the learning styles of
students depending on the varied ways of how
they acquire knowledge.
The eight multiple intelligences are music smart,
body smart, logic smart, self smart, word smart,
people smart, art smart, and nature smart.

The eight multiple intelligences vary from person

to person depending on their capabilities and how
they learn.
SUBTOPIC 2: DIFFERENTIATED
INSTRUCTION

CARLO E. MEDRANO
What is Differentiated
Instruction?
• Differentiation involves teaching in different ways
to different students in the classroom based on
their individual needs.
• It acknowledges that a student in classroom has
different needs.
• It’s considered a student – centered approach to
teaching and learning.
• Note: Learning Style as a concept are unproven
and are widely debunked! (Pashler et al., 2008;
American Psychological Association, 2009)
What is Differentiated
Instruction?
It's an approach where teachers adjust their
teaching to meet individual student needs.

Readiness Interests
Different students enter a Students have unique interests
classroom with different levels that make them engage more
of prior knowledge. with some topics than others.

Learning Styles
Some students learn best by doing, while others prefer visual or
auditory learning.
Note!: there is insufficient evidence, however, to support learning styles as an instructionally useful concept
Assessing Student Readiness
1 Pre-Assessments / Diagnostic Tests
administering pre-tests or quick checks to assess prior
knowledge and skills. (e.g. KWL Chart)

2 Student Interviews
Engaging in individual conversations to uncover strengths,
weaknesses, and learning preferences.

3 Observation
Observing students during activities to gain insights into
their learning styles and progress.
Learning Styles
• While it is a popular idea, many researchers argue
that there is limited empirical evidence to support
the effectiveness of tailoring instruction to individua
l learning styles (Hall, 2003)
• A comprehensive review by Pashler et al. (2008)
concluded that there is no scientific evidence to
support the idea that matching teaching methods to
students' learning styles improves learning
outcomes
Learning Styles

• However, it's important to note that while the theory

of learning styles may not be strongly supported by
research, the broader concept of differentiated
instruction—which involves using a variety of
teaching methods to reach all learners—is still highly
valued and effective in practice.
Why Should Teachers Differentiate
Instruction?

Classrooms are more diverse than ev

er,
with students from various backgrou
nds,
abilities, and learning styles. Differen
tiated
instruction acknowledges these differ
ences and adapts to meet each stud
ent’s needs. (Tomlinson et al., 2010)
Why Should Teachers Differentiate
Instruction?
• Teachers should differentiate instruction because
students learn at different paces and in different
ways. Differentiated instruction allows for tailored
educational experiences that help all students
succeed.
• Differentiation “offers different paths to
understanding content, process, and products,
considering what is appropriate given a child’s
profile of strengths, interest, and styles” (Dixon et
al., 2014)
Benefits of Differentiated Instruction
This approach can help all students succeed and reach their full potential.

1 Increased 2 Improved Academic

Engagement
Students are more likely to be Performance
Meeting individual learning
engaged when learning in a needs can lead to better
way that suits their needs. comprehension and higher
achievement.

3 Enhanced Motivation 4 Positive Learning

Students feel valued and Environment
It fosters a collaborative and
supported when teachers inclusive classroom culture
cater to their unique learning that values diversity.
styles and interests.
Benefits of Differentiated Instruction
This approach can help all students succeed and reach their full potential.

1 Increased
Engagement
Students are more likely to be engaged when learning
in a way that suits their needs.

2 Improved Academic Performance

Meeting individual learning needs can lead to better
comprehension and higher achievement.
Benefits of Differentiated Instruction
This approach can help all students succeed and reach their full potential.

3 Enhanced Motivation
Students feel valued and supported when teachers
cater to their unique learning styles and interests.

4 Positive Learning Environment

It fosters a collaborative and inclusive classroom
culture that values diversity.
4 Ways to Differentiate Instruction
(Tomlinson, 2000)
Varying the Content

Varying the Learning Process

Varying the Assessment

Varying the learning environment

Differentiating Content, Process,
Assessment, and Learning
Environment
Differentiation involves adjusting these key elements to meet individual needs.

Content Process Assessment

Presenting the same Providing students with Using a variety of

concepts in different varied ways to learn and assessment methods,

formats, such as text, demonstrate such as written tests,

visuals, audio, or understanding, including performance tasks, oral

hands-on activities. projects, presentations, presentations, or

essays, or experiments. portfolios, to assess

student learning in
diverse ways.
Differentiating Content
This means presenting information in different ways to accommodate
diverse learning styles.

1 Text-Based Materials 2 Visual Aids 3 Hands-On Activities

Provide different
Use diagrams, Incorporate
levels of reading
charts, and videos experiments,
material, like
to illustrate manipulatives, or
simplified versions for
concepts for visual real-world
struggling students
learners. applications for
and more complex
kinesthetic learners.
texts for advanced
learners.
Differentiating Learning Process
Give students options to choose how they learn
and demonstrate their understanding.

Independent Learning
Provide self-directed learning activities, like
online modules or projects, for students
who work well independently.
Collaborative Learning
Engage students in group projects or
discussions for those who thrive in
collaborative environments.
Guided Instruction
Offer small group instruction or individual
tutoring for students who need additional
support.
Differentiating the
Assessment
 Offering different ways for students to demons
trate their understanding, such as tests, projec
ts, presentations, or written work.
o Example: After a literature unit, students mi
ght choose to write an essay, create a visual
project, or perform a scene from the book.
Differentiating Classroom
Environment
Setting up a classroom that encourages differentiation is crucial.

1 Choice and Flexibility2 Collaboration

Provide students with Encourage students
choices in how they to work together in
learn and groups or pairs to
demonstrate their support each other's
understanding. learning.

3 Positive Feedback 4 Open

Communication
Provide regular and
specific feedback to Communicate openly
help students with students about
understand their their learning needs
progress and areas and preferences. 4
4

for growth.
Effective Strategies for
Differentiation
There are many strategies to implement
differentiation effectively.

Flexible Grouping Grouping students based

on their learning needs for
specific activities.

Learning Centers / Creating different learning

Stations stations with various
activities to cater to
different learning styles
and interests.
Effective Strategies for
Differentiation
There are many strategies to implement
differentiation effectively.

Tiered Activities Providing activities at

different levels of
difficulty to challenge
all students.

Choice Boards Offering students a

menu of options for
how they want to learn
and demonstrate their
understanding.
Incorporating Technology in
Differentiation
Technology can be a powerful tool for creating differentiated
learning experiences.

Personalized Learning
Platforms
Online platforms can provide adaptive
learning experiences, adjusting content
based on student progress.

Educational Games
Engaging games can make learning fun
and interactive, especially for
kinesthetic learners.
Incorporating Technology in
Differentiation
Technology can be a powerful tool for creating differentiated
learning experiences.

Interactive Videos
Use videos with embedded quizzes and
activities to enhance understanding.

Audiobooks and Podcasts

Provide audio resources for auditory
learners or students who struggle with
reading.
 Challenges and Solutions
(Subban, 2006)

 Time Management:
o Challenge: Finding time to plan and implement differentiated instruction.
o Solution: Using planning tools, templates, and collaborating with colleagues
can streamline the process.
 Diverse Needs:
o Challenge: Meeting the diverse needs of all students without becoming over
whelmed.
o Solution: Engaging in professional development and seeking peer support to
learn new strategies and share the workload.
Accomplish the Reflection Worksheet
 Now, it’s your turn…..

Per area of specialization, craft a lesson

plan that incorporates differentiated
instruction techniques to cater to multiple
intelligences.

After one hour, you will be given time to

present your plan that will be developed
by all the participants through critiquing
Maraming Salamat!
•
References
American Psychological Association. (2019, May 29). Belief in learning styles myth may be
detrimental [Press release]. Retrieved from
https://www.apa.org/news/press/releases/2019/05/learning-styles-myth
• Armstrong, T. (2009). Multiple Intelligences in the Classroom. Alexandria, VA: ASCD.
• Bruer J.T. Education and the brain: A bridge too far. Educ. Res. 1997;26:4–16. doi:
10.3102/0013189X026008004.
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https://www.canva.com.
• Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic
Books.
• Helpful Professor Explains!. (2020, December 22). What is differentiated instruction? (4
types explained) [Video]. YouTube. https://www.youtube.com/watch?v=Yo7WvXjFHSA&t=6s
• Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated Instruction and Implications for
UDL Implementation. Wakefield, MA: National Center on Accessing the General Curriculum.
• Landrum, T. J., & McDuffie, K. A. (2010). Learning Styles in the Age of Differentiated
Instruction. Exceptionality, 18(1), 6–17. https://doi.org/10.1080/09362830903462441
• Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and
evidence. Psychological Science in the Public Interest, 9(3), 105-119.
https://doi.org/10.1111/j.1539-6053.2009.01038.x
 References
• Santangelo, T., & Tomlinson, C.A. (2009). The application of differentiated instruction in
postsecondary environments: Benefits, challenges, and future directions. International
Journal of Teaching and Learning in Higher Education, 20(3), 307-323.
• Smith, M. K. (2002). Howard Gardner and multiple intelligences. The Encyclopedia of
Informal Education. Retrieved from
http://infed.org/mobi/howard-gardner-multiple-intelligences-and-education/
• Subban, P. (2006). Differentiated instruction: A research basis. International Education
Journal, 7(7), 935-947.
• Tomlinson, C.A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms.
Alexandria, VA: ASCD.
• Tomlinson, C.A., & Imbeau, M.B. (2010). Leading and Managing a Differentiated Classroom.
Alexandria, VA: ASCD.