Howard Gardner Multiple Intelligences from Theory to Practice

Suggestions to identify the learning profiles:

� Close Observation
� Interest Inventories
� Leaning Log Entries

Suggestions for lessons:

� Differentiated Instruction
� Learning Stations
� Tiered Lessons
              o    Readiness Level
              o    Interest
              o    Learning Profilealuation/Assessment:

When working with multiple intelligence products, assessment is ongoing and diagnostic. The objective is to provide teachers with day-to-day data on students� readiness for particular ideas and skills, their interest, and learning profile, and to determine which multiple intelligences best suit each of the student.

�The teacher does not see assessment as something that comes at the end of a unit to find what the student learned; rather, assessment is today�s means of understanding how to modify tomorrow�s instruction� (Tomlinson, 1999, pg.16).

Rubrics go into detail of what the student has mastered.

Things to think about:

�Effective differentiated classrooms include many times in which whole class, nondifferentaited fare is the order of the day. Modify a curricular element only when (1) you see a student need and (2) you are convinced  that modification increases the likelihood that the learner will understand  important ideas and use important skills more thoroughly as a result � (Tomlinson, 1999, pg.45).