Different students possess various multiple, intelligences. If my teachers applied differentiated instruction in my education, I believe that my level of understanding would have been different. This is because rather than applying a standardized approach in class, and assuming that all students have the same academic understanding, the teacher would interact with me in a richer way (Armstrong, 2009). This would boost my participation and the level of understanding.
The theories articulate that schools should focus on linguistics and mathematical intelligence. However, scholars like Dr. Gardener propose that teachers should place equal concentration to students who possess other intelligences (Gardner, 1993). This theory has grabbed the attention of many learners to the extent that teachers around the world are currently using its philosophy. Teachers train on how to present their lessons in a range of ways sequentially to find out the different levels of intelligence among the students. More subjects have been developed, and every student learns depending on their intelligence.
Learning improves when tailored on preferences. This is because the attitude of the learners towards understanding develops from their preferences. A student captures and understands better if taught what he/she enjoys. In addition, the memory of the student improves when taught on the preferences.
Lessons can still be engaging even without being differentiated on the learning preference capacity. Some students are naturally bright and can understand everything the teachers teach in class. The problem with this is that slow learners are left behind fast learners (Armstrong, 2009). Without differentiation, teachers can only teach using dull means like worksheets, lectures and text books. This may be a bit boring to some students, and this affects their level of learning.
Gardner, H. E. (1993). Frames of Mind: The Theory of Multiple Intelligences. Basic Books: New York.
Armstrong, T. (2009). Multiple Intelligences in the Classroom. ASCD: Canada.