Differentiated Instruction and Multiple Intelligences in Gifted Education

Pre-Assessment and Post-Assessment for Multiple Intelligences

Supporting multiple intelligences through pre-assessment requires focusing on the backgrounds and learning styles of students. This is where differentiated instructional techniques can reach everyone. The approach begins by providing a basic foundation in a traditional classroom setting, then utilizing specific tools — such as audio, visual, and online resources — to improve learning comprehension. This helps students understand how these skills can be applied in the real world and encourages them to carry these ideas forward. (Heacox, 2002, pp. 67–129)

The primary tool used during the pre-assessment process is the anonymous survey. Students discuss their current views about learning and the school environment, and their responses are compared with grade point averages and achievement scores. This provides background information about how motivated students are toward learning and the effect those views have on academic achievement. (Brown, 2004, pp. 34–64; Sonnenberg, 2012, pp. 39–46; Lazzarri, 2009, pp. 27–34; Desimone, 2004, pp. 1–22)

During the post-assessment process, a new survey is conducted to determine the impact of using different tools and techniques to reach students. The responses are again compared with grade point averages and achievement scores in order to evaluate the effect on specific areas. This helps determine whether the current instructional approach is working and identifies where improvements are needed. (Brown, 2004, pp. 34–64; Sonnenberg, 2012, pp. 39–46; Lazzarri, 2009, pp. 27–34; Desimone, 2004, pp. 1–22)

Using Assessment Feedback to Modify Instruction in a Gifted Class

Feedback from these assessments gives educators a means of identifying potential weaknesses early and addressing them before they become significant problems. It allows teachers to reflect on instructional strengths and recognize possible challenges. New techniques can then be integrated into the existing strategy to address those challenges and increase learning comprehension.

Inside a gifted classroom, these tools allow educators to create customizable solutions that address the needs of every student. The library and media center play a vital role in this process by providing educators with the resources needed to achieve instructional objectives, making teaching methods more effective through interdisciplinary collaboration. (Brown, 2004, pp. 34–64; Sonnenberg, 2012, pp. 39–46; Lazzarri, 2009, pp. 27–34; Desimone, 2004, pp. 1–22)

To evaluate the impact of various changes, ongoing surveys can determine whether strategies are achieving their objectives. This allows educators to see where weaknesses persist and to make quick adjustments. When this feedback loop is functioning well, overall learning comprehension increases because teachers are using varied tools to reach students, actively seeking new ideas, and resolving problems promptly. As a result, students are more likely to retain and apply the concepts they are taught. (Brown, 2004, pp. 34–64; Sonnenberg, 2012, pp. 39–46; Lazzarri, 2009, pp. 27–34; Desimone, 2004, pp. 1–22)

Adjustable Assignments, Compacting, and Grouping in Differentiated Instruction

Adjustable assignments, compacting, and grouping are used in conjunction with one another to improve the quality of education. Each method is designed to increase students' comprehension of key concepts by addressing individual learning styles through varied formats. (Gregory, 2007, pp. 71–86)

Adjustable assignments focus on understanding the different skill sets of each student and identifying potential strengths and weaknesses. This can be implemented by pre-assessing individual capabilities through quizzes and other diagnostic formats. Compacting involves presenting curriculum specifically tailored to address a student's strengths and weaknesses. In the classroom, this can be implemented by offering subject material that challenges gifted students or provides additional explanation where needed. Grouping brings students together to learn based on their personal, social, and academic attributes. The core idea is that students working with peers who share similar learning goals will stimulate richer educational discussion. In practice, this takes the form of group discussions centered on the content and material being presented. (Gregory, 2007, pp. 71–86)