Unit 5 : Teaching in the Multigrade Class

Learning Objectives

1. Discuss the different strategies applied in Multigrade teaching.

2. Use appropriate strategies in Multigrade teaching.

Case 6.1 Calangitan Multi-grade Class

Differentiated Instruction

Strategies of Multigrade Teaching

Activity 6.1 Differentiated Instruction

Matrix

Activity 6.2 Multi-level Activity Plan

Activity 6.3 Reflection on Group Teaching

Activity 6.4 Implementing Cooperative

Strategies

Activity 6.5 Peer Tutoring Matrix

How Far We Have Gone

Case 6.1 Calangitan Multi-grade Class

Ms. Ramos is an new teacher who has been assigned to a multigrade class
in Calangitan’s mountainous area. When she arrives at her school, she is
met by her 25 cheerful and eager students. She noted that while the
majority of the ten (10) grde one pupils can remember the names and
sound alphabet and count things up to ten, just a few
 can read three-letter sign words. They are shy and rely on her for frequent assistance.
Many of her fifteen (15) grade 2 pupils can read sight words and short sentences in
Filipino, but they struggle with spelling word and writing sentences in English, and they
haven’t mastered the subtraction skill. These grade 2 students work well together and
can follow basic directions on their own. Grade 3 students, on the other hands, can read
and write sentences in both English and Filipino. They understand addition and
subtraction and can complete activities on their own on minimal support for her.
Furthermore, she noticed that there is one student who is always willing to erase the
marks on the board and help her classmates in her own small way. All her students her
students like to color, sing action songs and play. Ms. Ramos has a lot of questions about
her multigrade class after interacting with the students for a week.

Case Analysis:

Based on the case given described the characteristics of the pupils?

What od you things are the challenges of the teacher?

What important concept do teachers should understand in order to cater to varying

needs of her pupils?

What specific multigrade teaching strategies should the teacher use to effect learning
among the pupils?

Differentiated instruction as factoring students’ individual learning styles and levels of

readiness first before designing a lesson plan. Research on the effectiveness of
differentiation shows this method benefits a wide range of students, from those with
learning disabilities to those who are considered high ability (Tomlinson, 1999).
Differentiating instruction may mean teaching the same material to all students using a
variety of instructional strategies, or it may require the teacher to deliver lessons at varying
levels of difficulty based on the ability of each student.

As a facilitator of learning, the teacher must organize varied activities for various group of
learners. It is unlikely that one-size-fits-all training can adjust to the learning needs of
varied (Tomlinson and Moon, 2013)

Teachers who practice differentiation in the classroom may:

• Design lessons based on students’ learning styles.

• Group students by shared interest, topic, or ability for assignments.

• Assess students’ learning using formative assessment.

• Manage the classroom to create a safe and supportive environment.

• Continually assess and adjust lesson content to meet students’ needs.

History of Differentiated Instruction

The roots of differentiated instruction go all the way back to the days of the one-room
schoolhouse, where one teacher had students of all ages in one classroom. As the
educational system transitioned to grading schools, it was assumed that children of the
same age learned similarly. However in 1912, achievement tests were introduced, and the
scores revealed the gaps in student’s abilities within grade levels.

In 1975, Congress passed the Individuals with Disabilities Education Act (IDEA), ensuring
that children with disabilities had equal access to public education. To reach this student
population, many educators used differentiated instruction strategies. Then came the
passage of No Child Left Behind in 2000, which further encouraged differentiated and skill-
based instruction—and that’s because it works. Research by educator Leslie Owen Wilson
supports differentiating instruction within the classroom, finding that lecture is the least
effective instructional strategy, with only 5 to 10 percent retention after 24 hours. Engaging
in a discussion, practicing after exposure to content, and teaching others are much more
effective ways to ensure learning retention.

Differentiating instruction means doing what is fair for the students whilw allowing for
flexibility. This entials providing a variety of opportunities students with varying skills,
interest, or l;earning requirements to engage in equally appropriate modes of learning
(Nordlund, 2003)

There are three approaches to differentiate instruction (Tomlison & Moon, 2013)

Differentiated Instruction

CONTENT PROCESS PRODUCT

(What) (How) (Assessment)

The information and How students show

ideas students engage what they know,
into reach the learning understand and can do.
goals How students take in
make sense of the
content

Readiness Interest Learning Profile

Figure I Elements of Differentiated Instruction (Tomlison and Moon, 2013)

Content: ·

⚫ includes curriculum topics, concepts, or themes ·

⚫ reflects state or national standards ·

presents essential facts and skills.

Differentiating content involves: ·

providing students with choices in order to add depth to learning ·

providing students with additional resources that match their levels of understanding.

To differentiate content: ·

⚫ use pre-assessment to determine where students need to begin, then match students
with appropriate activities. Try these -

- Student/Teacher Conference - as short as a 5 minute talk

- K-N-W Chart - What do I Know, Need to know & Want to know

- Journal - Write what you know about...

- List - If I say ... What does it make you think of?

- Concept map...

- pre-test

- Student reflection ·

⚫ use ‘hands on’ activities for some learners to help them understand a new idea ·
⚫ use texts or novels at more than one reading level ·

⚫ present information through both whole-to-part and part-to-whole ·

⚫ use a variety of reading-buddy arrangements to support and challenge students when

working with different texts ·

⚫ re-teach students who need further demonstration or exempt students who already
demonstrate mastery from reading a chapter or sitting through a re-teaching lesson ·

⚫ use texts, computer programs, tape recordings and videos as a way of conveying key
concepts to varied learners ·

⚫ use Bloom’s Taxonomy to encourage thinking about content at several levels.

Each student has a preferred learning style, and successful differentiation includes
delivering the material to each style: visual, auditory and kinesthetic, and through words.
This process-related method also addresses the fact that not all students require the same
amount of support from the teacher, and students could choose to work in pairs, small
groups, or individually. And while some students may benefit from one-on-one interaction
with you or the classroom aide, others may be able to progress by themselves. Teachers
can enhance student learning by offering support based on individual needs.

Process: ·

⚫ refers to how students make sense or understand the information, ideas and skills
being studied ·

⚫ reflects student learning styles and preferences.

Differentiating process involves: ·

⚫ providing varied options at different levels of difficulty or based on differing student
interests ·

⚫ offering different amounts of teacher and student support for a task ·

⚫ giving choices about how students express their understanding ·

⚫ varying the learning process depending upon how students learn.

To differentiate process: ·

⚫ use tiered activities through which all learners work on building the same important
understandings and skills but proceed with different levels of support, challenge or
complexity ·

⚫ provide interest centres that encourage students to explore subsets of class topics that
are of particular interest to them ·

⚫ develop personal agendas (task lists written by the teacher and containing both
‘common’ work for the whole class and work that addresses the individual needs of
learners) to be completed either during specified ‘agenda time’ or if students complete
core work ahead of time ·

⚫ offer ‘hands-on’ supports for students who need them ·

⚫ vary the length of time a student may take to complete a task in order to provide
additional support for a struggling learner or to encourage an advanced learner to
pursue a topic in greater depth ·

⚫ provide access to a variety of materials that target different learning preferences and
readiness ·

⚫ develop activities that target auditory, visual and kinaesthetic learners ·

⚫ establish areas/stations for inquiry-based, independent activities ·

⚫ use flexible grouping to group and regroup students, for example according to content,
ability, interests.
Product ·

The product is what the student creates at the end of the lesson to demonstrate the
mastery of the content. This can be in the form of tests, projects, reports, or other
activities. You could assign students to complete activities that show mastery of an
educational concept in a way the student prefers, based on learning style.

Tends to be tangible, examples of differentiating product:

⚫ Read and write learners write a book report.

⚫ Visual learners create a graphic organizer of the story.

⚫ Auditory learners give an oral report.

⚫ Kinesthetic learners build a diorama illustrating the story

Differentiating product involves: ·

⚫ providing challenge, variety and choice ·

⚫ giving students options about how to express required learning (for example, create a
puppet show, write a letter, or develop an annotated diagram)

To differentiate product: ·

⚫ allow students to help design products around learning intentions/goals ·

⚫ encourage students to express what they have learned in varied ways ·

⚫ allow for varied working arrangements – alone, with a group ·

⚫ provide or encourage the use of varied types of resources in preparing products ·

⚫ provide product assignments at varying degrees of difficulty to match student

readiness ·

⚫ use a wide variety of assessments ·

⚫ work with students to develop rubrics that match and extend students’ varied skill
levels ·

⚫ use a continuum -

- simple to complex

- less independent to more independent

- clearly defined to ‘fuzzy’ problems.

The ultimate purpose of differentiation is to ensure that students have the best
learning experiences possible based on their readiness - ability to learn; interest - desire
to learn; and learning profile - ways of learning.

Whole Class Teaching

Whole class teaching is a typical and convenient method of teaching in a multigrade

since the teacher displays to the students as a group. This techniques of teaching saves
the teacher’s time and effort because he or she just has to compose one lesson plan with
the average category of skills as a criterion. The teacher must select a concept or skill,
choose an activity to introduce the concept or skill, and arrange relevant activities for the
entire class. The teacher may consider subject integration, provide materials, and the
mechanics of how students will be evaluated while developing and implementing full class
activities (Konstantinos, 2002)

Concept/Skill

Introduction the Concept Skill

Activities
 Whole Class Assessment

The teacher has more interaction with all of the students in this form of
teaching. It is easier to prepare materials, it iw easier to monitor student progress and
behavior, and it increase student involvement in working with the entire class in particularly
created activities (Konstaninos, 2002).

The concept of differentiated instruction, on the other hand, can be used to the
whole-class teaching technique. Similar activities are provided for the entire class but
evaluation is multilevel or differentiated due to the varying expectations of the learner
groups. Al multigrade teacher uses tiered activities to ensure that ll students focus on
fundamental understanding and skills at varying levels of complexity, abstractness, and
open-endless. In other words, learners must be evaluated based on their performance in
relations to their level of knowledge of subject.

⚫ Tiered activities: Tiered activities are a series of related activities that increase in
difficulty. The activities are linked to key understandings and skills students need to
acquire. Teachers organize different activities around the same objectives, different
ways of reaching the same goals.

Concept/Skill

Introduction the Concept Skill

Activities

Whole Class Assessment

 Tier 1 Tier 2 Tier 3

Cooperative Learning

Case 6.2 Engaging Learners in Multi-grade Class

Ms. Santos , the adviser of a multigrade glass of pupils in grade 4, 5, and 6,

has be using whole class instruction for several days in a row. She noted
that the majority of the group 6 student were uninterested in the
conversation, some of the grade 5 children

were making noise, and the grade 4 student were having difficulty grasping the
[Link] is a lot of noise in the classroom, and the lesson is no longer interesting to
them. She is saddened because she believes she is falling to give her learners engaging
learning.

Case Analysis:

1. How can multigrade classes be made more interactive and engaging?

2. How can you engage students in participation and collaborative learning?

Cooperative learning is a methodology that employs a variety of learning activities to
improve students’ understanding of a subject by using a structured approach which
involves a series of steps, requiring students to create, analyze and apply concepts.
Cooperative learning utilizes ideas of Vygotsky, Piaget, and Kohlberg in that both the
individual and the social setting are active dynamics in the learning process as students
attempt to imitate real-life learning.

By combining teamwork and individual accountability, students work toward acquiring

both knowledge and social skills. It is a teaching strategy which allows students to work
together in small groups with individuals of various talents, abilities and backgrounds to
accomplish a common goal. Each individual team member is responsible for learning the
material and also for helping the other members of the team learn.

Guidelines in Cooperative Learning:

⚫ The seating arrangement in the classroom should be designed to enhance group

cooperation.

⚫ Students must be aware o their group member’s shared responsibilities through task
division. Team roles such as facilitator, recorder, checker, spokesperson, time keeper,
and others must be defined for everyone.

⚫ Incentivize students to take on given task with accountability from group learning by
offering rewards for success.
⚫ Ensure that each group member understands the gaol and processes of the assigned
work.

⚫ Each group is made up of students of varying abilities: high, average and low
performers.

Types of Cooperative Learning

Think-pair-share (TPS) is a cooperative learning strategy where students work together to

solve a problem or answer a question about an assigned reading. This strategy requires
students to (1) think individually about a topic or answer to a question; and (2) share ideas
with classmates. The Think-Pair-Share activity gives them the opportunity to feel more
comfortable sharing their thoughts. In addition to fostering social skills, this strategy also
improves students' speaking and listening skills. When pairs brainstorm together, each
student learns from their partner.
Jigsaw is a cooperative learning strategy that enables each student to become an expert on
a certain topic, through communication and discussion with others reading the same text,
researching the same topic or unit, and then share their findings to their original “home”
group.

The Jigsaw Strategy is an efficient way to learn the course material in a cooperative learning
style. The jigsaw process encourages listening, engagement, and empathy by giving each
member of the group an essential part to play in the academic activity. Group members
must work together as a team to accomplish a common goal; each person depends on all
the others. No student can succeed completely unless everyone works well together as a
team. This "cooperation by design" facilitates interaction among all students in the class,
leading them to value each other as contributors to their common task.

To implement the Jigsaw:

1. Divide the material needed to cover a topic into four roughly equal parts.

• In upper division or graduate classes, you might assign four different articles. In
introductory level classes you might need to assign four different sections of a chapter or
four abridged articles. Finding four equal parts is sometimes tougher than it seems.

2. Assign a different topic to each team member.

• You make the assignment: for example, all #1's will read the article by Johnson & Johnson,
all the #2's will read the article by Kagan, all the #3's will read the article by Millis, and all
the #4's will read the article by Davidson.

3. Develop and assign homework questions or essays over the material. These can be
turned in for points or a grade in undergraduate classes.

• Jigsaw falls apart if students are not prepared. Assigning questions, reading logs, study
guides or reaction papers helps to ensure preparation. You may write different questions
for each article or you may simply ask for a summary. In small classes some faculty just
check off students’ work as they come in. Other faculty grade and/or respond to the
assignment..

4. When class meets again, students consult with experts from other teams.

⚫ When students arrive in class, they turn in their homework and then meet in expert
groups. If you have a large class, you will have to have more than one expert group for
each article: you don't want eight people in one expert group. Give the expert groups
instructions on their task.

⚫ If you simply asked your students to read a chapter and write a summary for
homework, you might give them instructions like these:

 Introduce yourselves to the other expert group members.

 Discuss the reading with the group, coming to consensus on the main points you will
teach your teammates. Make sure everyone participates.

 Try to think of at least two examples from your personal experiences to illustrate the
main point(s).

 Plan how you will check your respective teammates for understanding without asking,
"Do you understand?"

 Thank your expert group members for their help.

⚫ If you had them answer focus questions for homework, your instructions might look
like this: o Introduce yourselves.

 Take turns leading the discussion to compare your responses to the questions. Try to
come to consensus on the most important points. If there are things you can’t agree
on, make note of them to share with your teammates. Also note any interesting or
useful examples from any of your expert group members. Check for understanding
before moving on to the next question.
 Plan your strategy for teaching your teammates in the limited amount of time that you
will have.

 Thank your expert group members for their help.

Small Mixed Activity Group

Small-group learning is a method that can supplement case discussions, lectures and
other class. formats. Students work together in groups of typically 3-6 members, helping
each other think critically, master course concepts, and apply them to real-world
situations.

Basic steps in small mixed group activity:

⚫ Divide the class into group that are usually heterogeneous.

⚫ Each member of the group os allocated a certain role.

⚫ The group will be presented with the purpose, methods, grading criteria, and
collaboration skills.

⚫ The instructor observes and assesses both individual and group performance.
⚫ Stduent will reflect (by journal writing) on their interactions in the assignment group
activity.

Peer Tutoring

⚫ Peer tutoring is a teaching strategy that uses students as tutors. The student pairs
might work on academic, social, behavioral, functional, or even social skills. There are
many different ways to pair students, such as by ability level, skills mastered, or age.

⚫ Peer tutoring is a flexible, peer-mediated strategy that involves students serving as

academic tutors and tutees. Typically, a higher performing student is paired with a
lower performing student to review critical academic or behavioral concepts.

Purpose/Effectiveness

Peer tutoring is an effective educational strategy for classrooms of diverse learners

because it promotes academic gains as well as social enhancement. Programs can be
successfully implemented at the classroom-level or on a wider scale at the school — or
district-level. With administrative support and professional development, peer tutoring can
help teachers cope with challenges such as limited instructional time, multiple curricular
requirements, and appropriate social engagement among students. Students engage in
active learning while staying abreast of the progress they are making. They are held
accountable for their achievement, and motivated by social or tangible rewards. A goal of
peer tutoring is to create self-managed learners with high self-esteem

Benefits of Peer Tutoring

⚫ It is a widely-researched practice across ages, grade levels, and subject areas

⚫ The intervention allows students to receive one-to-one assistance

⚫ Students have increased opportunities to respond in smaller groups

⚫ It promotes academic and social development for both the tutor and tutee

⚫ Student engagement and time on task increases

⚫ Peer tutoring increases self-confidence and self-efficacy

Type of Tutoring Models

Classwide Peer Tutoring (CWPT): Classwide peer tutoring involves dividing the entire
class into groups of two to five students with differing ability levels. Students then act as
tutors, tutees, or both tutors and tutees. Typically, CWPT involves highly structured
procedures, direct rehearsal, competitive teams, and posting of scores. The entire class
participates in structured peer tutoring activities two or more times per week for
approximately 30 minutes (Harper & Maheady, 2007). While the procedures and routines in
CWPT remain the same, student pairings or groups may change weekly or biweekly. In
CWPT, student pairings are fluid and may be based on achievement levels or student
compatibility.

Cross-age Peer Tutoring: Older students are paired with younger students to teach or
review a skill. The positions of tutor and tutee do not change. The older student serves as
the tutor and the younger student is the tutee. The older student and younger student can
have similar or differing skill levels, with the relationship being one of a cooperative or
expert interaction. Tutors serve to model appropriate behavior, ask questions, and
encourage better study habits. This arrangement is also beneficial for students with
disabilities as they may serve as tutors for younger students.

Peer Assisted Learning Strategies (PALS): PALS, a version of the CWPT model, involves a
teacher pairing students who need additional instruction or help with a peer who can assist
(Fuchs, 2000). Groups are flexible and change often across a variety of subject areas or
skills. Cue cards, small pieces of cardstock upon which are printed a list of tutoring steps,
may be provided to help students remember PALS steps. All students have the opportunity
to function as a tutor or tutee at differing times. Students are typically paired with other
students who are at the same skill level, without a large discrepancy between abilities.

Reciprocal Peer Tutoring (RPT): Two or more students alternate between acting as the
tutor and tutee during each session, with equitable time in each role. Often, higher
performing students are paired with lower performing students. RPT utilizes a structured
format that encourages teaching material, monitoring answers, and evaluating and
encouraging peers. Both group and individual rewards may be earned to motivate and
maximize learning. Students in RPT may prepare the instructional materials and are
responsible for monitoring and evaluating their peers once they have selected a goal and
reward as outlined by their teacher.

Same-age Peer Tutoring: Peers who are within one or two years of age are paired to review
key concepts. Students may have similar ability levels or a more advanced student can be
paired with a less advanced student. Students who have similar abilities should have an
equal understanding of the content material and concepts. When pairing students with
differing levels, the roles of tutor and tutee may be alternated, allowing the lower
performing student to quiz the higher performing student. Answers should be provided to
the student who is lower achieving when acting as a tutor in order to assist with any deficits
in content knowledge. Same-age peer tutoring, like classwide peer tutoring, can be
completed within the students’ classroom or tutoring can be completed across differing
classes. Procedures are more flexible than traditional classwide peer tutoring
configurations.

Guidelines in Conducting Peer Tutoring

⚫ Determine the learner’s individual skill for each subject that requires development.

⚫ Creat a schedule for the peer tutoring activity and identify tutors and tutees ahead of
time.

⚫ Provide explicit instruction on what and how to execute the identified activity, who to
tutor and how to deal with the tutee. Teacher must effectively guide and monitor tutors.

⚫ Prior to the activity, identify specific learning activities , supplies and proper tutoring
behavior.

⚫ If necessary, create individual modules and worksheet for upils.

⚫ Plan learning assignment that begin at the learners’ basic level of ability and progress
to more advanced ones.

⚫ Provide tutoring activity feedback and keep a record of the student’s activities.
Self-directed Learning

Self-directed learning is defined as an instructional or learning strategy where students,

with guidance from a teacher or mentor, decide what content will be delivered to the pupil
and how it will be presented. Students take ownership and responsibility for their own
studies by choosing specific experiences that interest them the most, such as through
either a hands-on or lecture-based delivery method, which results in a more natural and
desirable comprehension of a subject. Student-directed learning theory can be applied
individually or in a group setting, but the main assumption provided by the theory relates to
students taking control of their own education and recognizing the importance of a topic
through their own interests.

Learning and application may be challenging for some students, especially if the method of
content delivery is not engaging, not interesting, or too overly-structured. One of the oldest
and most comprehensive ways of delivering information, self-directed or student-directed
learning, allows multigrade student to apply themselves in a manner that makes
understanding content more accessible and manageable while allowing them to receive
the required material effectively.

Guidelines in conducting Self-directing Learning:

⚫ The teacher establishes high expectations.

⚫ The teacher keeps students on track

⚫ Activity sheets or modules are developed in a step-by-step method using simple

language to ensure the learners’ independent learning.

⚫ The materials have been carefully chosen and area ready for use.

⚫ Enough time is given to the students to complete the activity.

Howard Gardner’s Theory of Multiple Intelligence

Howard Gardner of Harvard University first came up with the theory of multiple
intelligences in 1983. Gardner argues that there are eight types of intelligence, far more
than the standard I.Q. test can account for.

He goes on to say that these multiple intelligences “challenge an educational system that
assumes that everyone can learn the same materials in the same way and that a uniform,
universal measure suffices to test student learning.”

Gardner argues that schools and teachers should teach in a way that supports all types of
intelligence, not just the traditional ones such as linguistic and logical intelligence.

The Eight bits of Intelligence

1. Linguistic Intelligence (“word smart”)

2. Logical-Mathematical Intelligence (“number/reasoning smart”)

3. Visual-Spatial Intelligence (“picture smart”)

4. Bodily-Kinesthetic Intelligence (“body smart”)

5. Musical Intelligence (“music smart”)

6. Interpersonal Intelligence (“people smart”)

7. Intrapersonal Intelligence (“self smart”)

8. Naturalist Intelligence (“nature smart”)

Teaching for Linguistic Intelligence:

⚫ Use the following activities and techniques for students and groups with high linguistic
intelligence:

⚫ Use creative writing activities such as poetry or scriptwriting

⚫ Set up class debates

⚫ Allow for formal speaking opportunities

⚫ Use humor, such as joke writing or telling

⚫ Make sure there are plenty of reading opportunities

Logical-Mathematical Intelligence

Logical-mathematical intelligence is commonly thought of as “scientific thinking,” or the

ability to reason, work with abstract symbols, recognize patterns, and see connections
between separate pieces of information. It makes it possible to go through the scientific
process of calculating, quantifying, hypothesizing, and concluding.

This type of intelligence is high in scientists, mathematicians, computer programmers,

lawyers, and accountants.

Teaching for Logical-Mathematical Intelligence:

Use the following activities and techniques for students and groups with high logical-
mathematical intelligence:

⚫ Provide opportunities for problem-solving

⚫ Involve calculations

⚫ Create activities that involve deciphering a code

⚫ Use pattern or logic games

⚫ Organize new information in an outline format

Visual-Spatial Intelligence

Visual-spatial intelligence is all about the visual arts, graphics, and architecture. This type
of intelligence allows people to visualize objects from different perspectives and in
different ways, use objects within space, form mental images, and think in three-
dimensions.
People high in visual-spatial intelligence include painters, architects, graphic designers,
pilots, and sailors.

Teaching for Visual-Spatial Intelligence:

⚫ Use the following activities and techniques for students and groups with high visual-
spatial intelligence:

⚫ Use mind mapping techniques

⚫ Use guided visualizations or verbal imagery

⚫ Provide opportunities for artistic expression using a variety of mediums (paint, clay,
etc.)

⚫ Allow for make-believe or fantasy

⚫ Create collages for visual representations

Bodily-Kinesthetic Intelligence

Bodily-kinesthetic intelligence is the ability to use the body to express emotion, play
games, or create new products. It is commonly referred to as “learning by doing.” This type
of intelligence enables people to manipulate objects and the body.

High bodily-kinesthetic intelligence is common in dancers, athletes, surgeons and

artisans.

Teaching for Bodily-Kinesthetic Intelligence:

Use the following activities and techniques for students and groups with high bodily-
kinesthetic intelligence:

⚫ Use body sculpture

⚫ Use of role-playing, miming, or charade games

⚫ Allow for physical exercise, dance, or martial arts

⚫ Create opportunities for dramatic arts such as skits

⚫ Use human graphs

Musical Intelligence

Musical intelligence is all about music. Individuals with high musical intelligence have a
greater knowledge of and sensitivity to tone, rhythm, pitch, and melody. But this type of
intelligence isn’t just about music — it’s also about sensitivity to the human voice, audio
patterns, and sounds in the environment.

Composers, musicians, conductors, and sound directors all have high musical
intelligence.

Teaching for Musical Intelligence:

Use the following activities and techniques for students and groups with high musical
intelligence:

⚫ Use instruments and instrument sounds

⚫ Use environmental sounds to illustrate a concept

⚫ Allow for musical composition and performance

⚫ Allow students to create songs about a topic

Interpersonal Intelligence

Interpersonal intelligence is all about working with others and communicating effectively
with others both verbally and nonverbally. It involves the ability to notice distinctions in
others’ moods, temperaments, intentions, and motivations.

High interpersonal intelligence is often found in teachers, counselors, politicians, and

religious leaders.

Teaching for Interpersonal Intelligence:

Use the following activities and techniques for students and groups with high interpersonal
intelligence:

⚫ Teach collaborative skills

⚫ Provide plenty of group work opportunities

⚫ Use person-person communication

⚫ Use empathy

Intrapersonal Intelligence
Intrapersonal intelligence involves knowledge of the self in ways such as feelings, a range
of emotional responses, and intuition about spirituality. This type of intelligence allows
people to be conscious of the unconscious and to discern higher patterns of connection
between things in our world.

Psychologists, philosophers, and theologists have high intrapersonal intelligence.

Teaching for Intrapersonal Intelligence:

Use the following activities and techniques for students and groups with high intrapersonal
intelligence:

⚫ Practice meditation

⚫ Allow for plenty of self-reflection

⚫ Use mindfulness

⚫ Practice reaching altered states of consciousness

Naturalist Intelligence

Naturalist intelligence is about discerning, comprehending, and appreciating plants,

animals, the atmosphere, and the earth. It involves knowing how to care for animals, live off
the land, classify species, and understand systems in nature.

High naturalist intelligence is seen in farmers, zookeepers, botanists, nature guides,

veterinarians, cooks, and landscapers/gardeners.

Teaching for Naturalist Intelligence:

Use the following activities and techniques for students and groups with high naturalist
intelligence:

⚫ Practice conservation

⚫ Have a classroom plant or animals to care of

⚫ Observe nature, go on nature walks

⚫ Use species classification

⚫ Provide hands-on labs of natural materials

The Teacher’s Role:

The teacher’s role is extremely important in making sure students get the most out of
multiple intelligences theory in the classroom. Teachers should work with the students,
rather than for the students, to develop the best activities, projects, and layouts. Teachers
should continuously observe students’ interests and successes in different areas and
continually change the classroom layout and plan accordingly.

Teaching in the Way the Child Learns:

Teaching using the multiple intelligence theory is essentially teaching in the way the child
learns. It involves giving up long-held traditional beliefs about how to teach and instead
puts the child first at the center of the planning.

Challenges of Multiple Intelligence Theory

Accommodating so many different bits of intelligence within the classroom is difficult, and
some intelligence may not lend themselves well to group learning situations.

Teachers should still try to incorporate as many as possible and give students the
opportunity to use their intelligence types at least some of the time if all the time is not
feasible.

The Difference Between Multiple Intelligences and Learning Styles

Multiple intelligences and learning styles are commonly confused with one another, but
they are not the same.

Multiple intelligences represent different intellectual abilities and strengths, whereas

learning styles are about how an individual may approach a task. Learning styles are fluid,
and may not correlate completely to the intelligence type.

Center-based Learning

Center-Based Learning Activity (CBLA) is a learner-centered educational environment that

focuses on providing and expanding possibilities for various learning styles and teaching
techniques.

Guidelines in Center-based Learning:

⚫ Consider a theme of interest.

⚫ After deciding on a theme, teachers can ask the following questions:

Verbal-linguistic: How can I use the spoken word?

Example: Color the adjective words that describe Santa Claus in a given story.

Spatial Intelligence: How can I use visual aids?

Example: Make a Santa design from recycled materials.

Musical Intelligence: How can I bring in music?

Example:Sing Christmas songs about Santa Claus.

Naturalistic: How can I bring in nature?

Example:Create a Christmas village (North Pole) of Santa Claus.

Intrapersonal:How can I evoke personal feelings?

Example: Write a journal entry that reflects the learner’s personal experience during
Christmas.

Bodily-kinesthetic: How can I use the whole body?

Example:Role-play the character of Santa Claus.

Interpersonal: How can I engage learners in group work?

Example: Through small groups, distribute special bundles of joy to the helpers of the
school.

Logical-mathematical:How can I bring in numbers?

Example: Answer the question on the given pictograph on the bundle of joy given in the
community.

⚫ Create centers in the classroom with materials that are appropriate for each identified
multiple intelligence.