Differentiation is the process of teachers addressing different student needs, monitoring progress, identifying any specific learning needs and focussing on these needs through the teaching practice (Mills et al, 2014, p.334). To be able to differentiate, individual differences of students are to be established and reliably measured. Strategies for differentiation can be drawn on Gardner’s Multiple Intelligence (MI) theory as a tool that ensures the learning in the classroom is catering to all students learning needs (Ewing et al., 2014, p. 92). Gardener considered intelligence as the ability to solve problems or produce results that revealed one or more cultural settings (Churchill, 2019). By using this theory of MI in my practice, I can differentiate specific learning goals achievable to all students within the classroom (Doubet et al., 2015, p. 3). These different abilities of students are to be addressed through lesson planning that will enhance instructions for all learners (Lovin et al., 2004, p.160).
Furthermore, a differentiated classroom that addresses MI provides a proactive way of teaching that is tailored to students learning needs (Doubet et al., 2015, p.3), which is specific to teaching english. Therefore, I planned a lesson where students watched a short film and were asked to create their own title for the film. This task was successful as the students completed tasks that discussed different themes, emotions and colours in the film. This clarification of themes in the film caters to the unique qualities and needs of students with different intelligences (Doubet et al., 2015, p3). It allowed students with different strengths to incorporate individual ideas, which as a whole assisted the entire class in being able to recreate a title. This activity stressed the importance of the teacher having knowledge of MI within the classroom and creating a differentiated task that suits all needs of students.
Moreover, this differentiated task that considers MI was effective in supporting and structuring students information intake, processing and production of knowledge (Doubet et al., 2015, p.3). Evidence of student work is viewed in Figure 1. Additionally, Figure 2 features lesson reflections and extension tasks. The teaching of this differentiated english content that incorporates MI theory enables me to achieve Standard 1.5, 1.6, 2.1, 2.6 and 3.2 (AITSL, 2017). However, to further improve the activity I would need to consider assessing students’ knowledge, which would achieve Standard 2.3 (AITSL, 2017).
I would incorporate this into the lesson by providing feedback to students after they have completed the task, which will move students forward (Churchill, 2019). I would deliver simple feedback that addresses the task and what the student can work on next. The purpose of feedback with this task will be to enhance the learning for students (Vattoy et al., 2021). Providing feedback to students will assist in the reflection and development with the task (Weaver, 2006, p.379). During this feedback stage, student’s will be asked to recall the knowledge learnt during the lesson, allowing me to assist in differentiating the explanation of how to recreate a title. Alternatively, I would enforce this feedback for the class which would show me the multiple abilities of students, allowing me in the future to deliver lessons that are differentiated to suit students multiple intelligences.
Figure 1
Figure 2
Reference List
Australian Professional Standards for Teachers. (AITSL). Aitsl.edu.au. (2017). Retrieved 1 July 2021, from https://www.aitsl.edu.au/teach/standards.
Churchill, R. (2019). Teaching: Making A Difference. [VitalSource Bookshelf]. Retrieved from https://online.vitalsource.com/#/books/9780730355120/
Doubet, K. J., & Hockett, J. A. (2015). Differentiation in middle and high school : Strategies to engage all learners. ProQuest Ebook Central https://ebookcentral.proquest.com
Ewing, R., Le, C. R., & Groundwater-Smith, S. (2014). Teaching challenges and dilemmas. ProQuest Ebook Central https://ebookcentral.proquest.com
Lovin, L., Kyger, M., & Allsopp, D. (2004). Differentiation for Special Needs Learners. Teaching Children Mathematics, 11(3), 158–167. https://doi.org/10.5951/TCM.11.3.0158
Mills, M., Monk, S., Keddie, A., Renshaw, P., Christie, P., Geelan, D., & Gowlett, C. (2014). Differentiated learning: from policy to classroom. Oxford Review of Education, 40(3), 331–348. https://doi.org/10.1080/03054985.2014.911725
Vattoy, K. D., Gamlem, S. M., & Rogne, W. M. (n.d.). (2021). Examining students’ feedback engagement and assessment experiences: a mixed study. Studies in Higher Education (Dorchester-on-Thames), 1–13. https://doi.org/10.1080/03075079.2020.1723523
Weaver, M. R. (2006). Do students value feedback? Student perceptions of tutors’ written responses. Assessment and Evaluation in Higher Education, 31(3), 379–394. https://doi.org/10.1080/02602930500353061
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