Start Where They Are

One cannot begin to plan for one's class unless one is familiar with the learning styles of the students in the class. In order to gauge this, I have the students complete a multiple intellegences inventory at the start of each semester.

Learning Targets
By the end of the period I will...

• have a better understanding of how I learn.

Agenda

1. Multiple Intellegences Inventory
2. Post-it Pile Up

Success Criteria
Completion of Post-it Pile Up activity.

Materials Needed

• Multiple Intelligences Inventory
• poster paper
• Post-It Notes
• marker

Lesson Plan
The idea of multiple intelligences was theorized by Howard Garner who taught that, "instead of defining themselves as either 'smart' or 'dumb' students can perceive themselves as potentially smart in a number of ways" (Gardner in Hume, 73). By establishing that everyone in class has a number of strengths in a number of areas, teachers can design their lessons to incorporate a variety of learning styles in order to ensure student success in a number of ways.

Multiple Intelligences Post-it Pile-up

Prior to the lesson, search on the web or ask colleagues for copies of multiple intelligences inventories. You will find one in a number of print resources, such as Hume, Gregory and Chapman (35), or online (McKenzie). Decide on one that best suits your needs and make enough copies for distribution in your class. Explain to students that they are about to complete a multiple intelligences inventory in order for you to better understand their learning styles. Explain that, in addition, there will be times they will be given a choice in activities and this will help them to decide in which activities they will be most successful.

Allow students time to complete the questionnaire. While students are completing the questionnaire, tape poster paper to the wall or chalkboard. Divide each sheet of poster paper into 4 or 6 sections and label each section with a different learning style (i.e., Verbal/Linguistic, Intrapersonal, Logical/Mathematical, Visual/Spatial, Interpersonal, Bodily/Kinesthetic, Musical/Rhythmic, and Naturalist). When students have completed their questionnaire, distribute 2 or 3 Post-it Notes to each student. Instruct students that they are to put their name on each Post-it and place each one in the correct square on the poster paper.

Collect this information and use it to help guide your practice. For example, if you have no one that claims to be Musical/Rhythmic or Naturalistic, then you don't have to plan for this learning style. If, however, you have a large proportion of Visual/Spatial learners, then prepare to plan for this learning style. When creating assignments with a choice, ensure that the top categories are given the most choices.

After: YRDSB Great Beginnings Summer Institute, 2010.

Works Cited
Gregory, Gayle H. and Carolyn Chapman. Differentiated Instructional Strategies: One Size Doesn't Fit All. Second Edition. Corwin: Thousand Oaks.

Hume, Karen. Start Where They Are: Differentiating for Success with the Young Adoloescent. Pearson: Toronto. 2008.

McKenzie, Walter. Multiple Intelligences Survey. The One and Only Surfaquarium: http://surfaquarium.com/MI/inventory.htm. <http://www.uwec.edu/esl/minors/TESOL/FLG378MI%20inventory.pdf>. 1999.