Integrating the Revised Bloom's Taxonomy with Multiple Intelligences: A Planning Tool for Curriculum Differentiation

Abstract

Both the special education and gifted education literature call for a differentiated curriculum to cater for the wide range of student differences in any classroom. Gardner's theory of multiple intelligences was integrated with the revised Bloom's taxonomy to provide a planning tool for curriculum differentiation. Teachers’ progress in using the tool to plan and implement units of work through learning centers was documented over 18 months in two small elementary schools. They reported greater confidence in their ability to broaden their curriculum and cater for different students’ strengths across the multiple intelligences and intellectually challenge their students using first the original and then the revised taxonomy. The teachers saw their students as more successful learners as a result of this curriculum differentiation.

The Impact of Teacher Questioning on Creating Interaction in EFL: A Discourse Analysis

“…Each scale is designed to measure specific constructs related to the quality of inquiry facilitated in the classroom. (Krathwohl, 1964;Noble, 2004). Each type of feature that aids in the promotion of classroom interaction through questioning is supported with an extract example as evidence in the analysis section.…”

PROSPER: A New Framework for Positive Education

“…A differentiated curriculum based on Gardner's multiple intelligences model has been shown to build positive learning communities in which students' value and celebrate different ability strengths. Such an approach is especially useful for students who struggle with academic learning, as it can assist them to achieve more academic success (Kornhaber et al 2003;McGrath and Noble 2005a, b;Noble 2004). An evaluation of outcomes in forty-one schools that had used MI theory for curriculum differentiation for at least 3 years found significant benefits in terms of student engagement and learning, student behaviour, and parent participation (Kornhaber et al 2003).…”

Strategies for Teaching Textile, Clothing and Designing in Zimbabwe: a Case Study of Two Universities of Technology

“…The rationale behind differentiated instruction is Piaget's constructivist theory, Vygostsky's zone of proximal development and Gardener's theory of multiple intelligences (Wilson, 2012;Noble, 2004). According to Piaget (1970) in Ojose (2008) theory, students interact with objects and events available in the physical and social environment and thereby comprehend the features held by such objects or events using the process of assimilation, accommodation and equilibration.…”