Differentiated Teaching Strategies 1: Designing Classroom Accommodation Based on Multiple Intelligences and Learning Styles

Program Details

Differentiated Teaching Strategies 1: Designing Classroom Accommodation Based on Multiple Intelligences and Learning Styles
Duration: 10 hours
Prerequisites: Having educational bachelor degree or completed fundamental education qualification programs, and Reflective Practitioner Teacher – training program.
Material: Training Guide, Program Kit, and online resources on Marifah
Level - Track: Advanced Educational Qualification
Target Audience : Teachers (KG, Math, Science, English, and Computer Science) grade (1-3).

Short Description

Teachers aim to help their students succeed, improve and reach the highest level of comprehensive learning. To do so, they must take each student from his/her current level, and teach him/her in the way he/she learns, which may vary depending on each student, and act on his individual needs, learning styles, and means of expressing the learned lessons (also known as multiple intelligences). Attention must be paid to these points when designing the learning environments that ensure students attain the required skills and knowledge, and enhance their interests in education and high thinking as well as critical thinking skills. Teachers need training experience that would help them understand the students and recognize their needs. Teachers need training on strategies that would help them understand and respond to students' individual needs. That is what this program covers . It presents the required knowledge on students learning styles and multiple intelligences to provide for a better learning experience.

Big Ideas

Learners are different from each other in the way they learn.
Differentiated instruction is learner- centered.
Differentiated classroom environment differs from traditional learning environment.
The differentiation should be in every element of the curriculum (outcomes, content, activities, and assessment – grading and scoring).
The relationship between learning styles and multiple intelligences is a complementary relationship.

Essential Questions

Why do we have to learn about differentiated education?
How do we plan for education that takes into account the needs, preferences and abilities of learners?
How can we make the classroom a differentiated education environment?
How can we take into account learning styles of the learners in teaching?
How can we take into account multiple intelligences of learners in teaching?
How do we plan for the integration of multiple intelligences and learning styles?/td>


Unit Outcomes
  • • Clarify differentiated instruction and its elements.  
  • • Plan for differentiated education environment based on students’ characteristics.
  • • Analyze the images of differentiation in the unit content and critic.
  • • Plan lessons according to the steps of creating differentiated education.
  • • Use instruments to detect the learning styles of students.
  • • Write reflective reports on the observed patterns of learning among students through the process of teaching
  • • Design lessons based on the results of research with learning styles to be applied in the classroom.
  • • Use instruments to detect multiple intelligences of the students.
  • • Design tasks and activities to develop multiple intelligences for the students.
  • • Build a model that integrates multiple intelligences and learning styles in differentiating curriculum (outcomes, content, activities, and assessment).
  • • Plan to help the student identify their type of intelligence and learning style.
  • • Design home activities for students based on their learning styles and multiple intelligences.
  • • Plan to involve parents to take into account multiple intelligences and learning styles of their children.


No Assessment Component Weight
1 Attendance and Participation Participation 5
Attendance 5
2 Formative Assessment Self-regulated -assessment KWL-Q 5
Vocabulary Tool 5
Trainer Assessment Activity planning 10
Reflective writings 10
Analysis of studies and other tasks 10
3 Summative assessment Summative performance task. Lessons planning 15
Exit Task 5
Portfolio 10
Final exam 20
Program Total 100

Time Distribution

No Item Time (min)
1 KWL-Q 10
2 Pre-Vocabulary Tool 10
3 Terminology 5
4 Activity 1.1: (pre-training assessment) 30
5 Activity 1.2: Why must we differentiate? 35
6 Activity 1.3: Differentiated instruction…..different 25
7 Activity 1.4: Draw my class – Preparing classroom environment 20
8 Activity 1.5: Elements of differentiated instruction 40
9 Activity 2.1: What is my learning style? 30
10 Activity 2.2: Learning Styles - Compare…
11 Activity 2.3: Detecting Students’ Learning Styles - Web quest 30
12 Activity 2.4: Stories of Learning Styles - Ask yourself… 40
13 Activity 2.5: Learning Styles - Design lesson activities (differentiate content) 40
14 Activity 3.1: What is intelligence ..... ??? 20
15 Activity 3.2: Do you know the type of your intelligence? 40
16 Activity 3.3: Designed to my intelligence – Activities (differentiate assessment) 40
17 Activity 3.4: My colleague values my lesson 40
18 Activity 4.1: Integrating L. S and M. I in teaching 30
19 Activity 4.2: How to vary home learning activities? 20
20 Activity 4.3: Read…. Analyze.... Criticize 25
21 Activity 4.4: How do parents know their children's learning style? 20
22 Post -Vocabulary Tool 5
23 Exit Task 10
Total 10 Hours

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