Professional Documents
Culture Documents
Differentiating
Instruction in the
Regular Classroom
How to Reach and Teach
All Learners, Grades 3–12
ISBN 1-57542-118-6
Permission is granted for individual teachers to print and photocopy the pages included in the Contents for individual
or classroom work only. The reproducible forms may be modified and customized for individual or classroom use pro-
vided the permissions line on each form is maintained. Printing, photocopying, or other reproduction of these mate-
rials for an entire school or school system is strictly forbidden.
Unless otherwise noted, the forms included here are original or have come from the author’s collection of materials.
Every effort has been made to find and credit the original sources of adapted or borrowed materials, and any errors of
omission are strictly unintentional. Please call such errors to the publisher’s attention, and we will correct them in
future versions.
The Interest Inventory form is adapted from The Interest-A-Lyzer by J.S. Renzulli (Mansfield Center, CT: Creative
Learning Press, 1997). Used with Permission.
The How We Think and Learn form is adapted from the ideas of Howard Gardner. See his Frames of Mind (New York:
Basic Books, 1983) and Intelligence Reframed (New York: Basic Books, 1999).
The Multiple Intelligences Checklist form and the Answer Key for “Multiple Intelligences Checklist” are from Multiple
Intelligences in the Classroom by Thomas Armstrong (Alexandria, VA: Association for Supervision and Curriculum
Development, 2000), pp. 24–27. Adapted with permission.
All curriculum maps used in this CD-ROM are based on concepts of mapping in Mapping the Big Picture by Heidi Hayes
Jacobs. Alexandria, VA: Association for Supervision and Curriculum Development. Copyright
by permission. All rights reserved.
©
1997 ASCD. Reprinted
The Matrix Plan form and its samples are based on a concept developed by Linda King and Barbara LeRose, Racine
Public School, Racine, Wisconsin.
The Reading Around the Topic form is adapted from Teaching Gifted Kids in the Regular Classroom: Strategies and
Techniques Every Teacher Can Use to Meet the Academic Needs of the Gifted and Talented by Susan Winebrenner
Used with permission from Free Spirit Publishing Inc.
2001. ©
The Resources Log form is adapted from Teaching Gifted Kids in the Regular Classroom: Strategies and Techniques Every
Teacher Can Use to Meet the Academic Needs of the Gifted and Talented by Susan Winebrenner
sion from Free Spirit Publishing Inc.
©
2001. Used with permis-
The Compacting Form and Project Description form is adapted from The Compactor by Joseph S. Renzulli and Linda H.
Smith (Mansfield Center, CT: Creative Learning Press, 1978). Used with permission.
The Challenge Levels figure is based on Taxonomy of Educational Objectives: Book I Cognitive Domain by Benjamin S.
Bloom, et al. (New York: Longman, 1984).
Adobe and Adobe Acrobat Reader used in this CD-ROM are trademarks of Adobe Systems Incorporated.
Systems Incorporated. All rights reserved.
© 2003 Adobe
Editors: Jennifer Brannen and Darsi Dreyer The following are registered trademarks of Free Spirit Publishing Inc.:
Chapter 1 Chapter 4
Classroom Practices Inventory
✐
Matrix Plan
✐
Integration Matrix
Chapter 2
✐
Student Learning Profile Chapter 7
Interest Inventory Worklog
Projects, Presentations, Performances Spin-off
(Grades 3–5)
Reading Around the Topic
Projects, Presentations, Performances
(Grades 6 & up) Resources Log
✐
= modifiable form in the PDF
Reproducible Figures Additional CD-ROM Only
and Sample Forms Reproducible Sample Forms
Curriculum Map: Sample (Ocean Biosphere) Curriculum Map: Sample (Elementary Social
Studies/Community)
Curriculum Map: Sample (Geometry)
Curriculum Map: Sample (Elementary
Sample Skills List
Mathematics/Measurement)
Challenge Levels
Curriculum Map: Sample (Shakespeare/
Curriculum Map: Sample (Differentiated Ocean Romeo and Juliet)
biosphere)
Integration Matrix: Sample (Microeconomics)
Brief Lesson Plans
Integration Matrix: Sample (Community)
Matrix Plan: Sample (Ocean Biosphere)
Matrix Plan: Sample (Romeo and Juliet)
Integration Matrix: Sample (American Novel)
Matrix Plan: Sample (Geology)
Workcards: Sample (Solar System)
Workcards: Sample (Cultural/Ethnic Studies)
Language Arts Pathways: Grammar
and Sentence Structure
Math Pathways: Number Theory
Workcard: Sample (Project 3/Book Character
Conversation)
Matrix Plan Used to Design a Project Menu: Sample
Folktales and fairy tales)
Project Menu: Sample (Folktales and fairy tales)
Sample: Teacher-Directed Spin-off (Art History)
Sample: Spin-off with Required Product (Science Fair
exhibit)
Grading Based on Rigor
Questions to Spark Dialogue
The CCPP Toolkit
Introduction to the CD-ROM
for Differentiating Instruction
in the Regular Classroom
I was first introduced to the concepts of differentiation through the original matrix planning form devel-
oped in schools in Racine, Wisconsin, when I was an elementary classroom teacher. As my use of tech-
nology increased, the matrix quickly found its way onto my computer. Later, I developed the
integration matrix and added it to my computer’s planning tools for differentiation.
When working with teachers from small rural schools to large urban districts, I continually hear
raves about the planning tools and reproducible pages offered in Differentiating Instruction in the Regular
Classroom. This CD-ROM version of the book’s forms should ease and speed your planning for differ-
entiated instruction. The forms are designed to be simple to use and customized to your particular
needs. Also included are additional samples of both curriculum maps and matrices.
I hope that the planning forms, in particular, will enable you to share your ideas for differentiation
with teaching colleagues on the other side of your district, within your state, or across the nation via
email attachment. I also encourage you to send your ideas to me! As I work with teachers, they always
ask what other teachers are doing with differentiation. I’d be pleased to pass along your ideas.
Enjoy!
Diane Heacox
Classroom Practices Inventory
Use this inventory to look at what you are already doing in your classroom to differentiate instruction.
Mark an “X” on each line to show where your current teaching practices lie on the continuum.
Learning goals remain the same for Learning goals are adjusted for students
all students. based on their needs.
All students move through the curricu- The pace of instruction may vary, based
lum together and at the same pace. on students’ learning needs.
Continued ➡
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Classroom Practices Inventory continued . . .
I typically use the same assessment tool, I allow for learner differences by providing
product, or project for all students. a variety of ways to show learning.
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Student Learning Profile
Name: ___________________________________________________________________________________________________________________________________________________________________________
ACHIEVEMENT TEST
Name of test: _______________________________________________________________________________________________________________________________________________________
__________________ (subtest)
__________________ (subtest)
Science
Social Studies
__________________ (subtest)
__________________ (subtest)
Reading (overall)
__________________ (subtest)
__________________ (subtest)
Spatial
Quantitative
Continued ➡
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Student Learning Profile continued . . .
GRADES
Previous Year Current Grades
Language Arts/English
Mathematics
Social Studies
Science
Other areas:
Interests: ___________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
Comments: _________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Interest Inventory
Name: _______________________________________________ Date: _________________________
1. What is your favorite activity or subject in school? Why? Your least favorite? Why?
2. What are your “best” subjects? What makes them the easiest for you?
3. What subjects are difficult for you? What makes them the hardest?
4. What subject makes you think and work the hardest? Why is it the most challenging?
7. If you could learn about anything you wanted to, what would you choose to learn about?
Be specific. (For example: science-fiction writing, meteorology, architecture, Shakespeare, Africa.)
Continued ➡
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Interest Inventory continued . . .
8. What are three things you like to do when you have free time (besides seeing friends)?
9. What clubs, groups, teams, or organizations do you belong to? Include both school
activities and those not sponsored by the school.
10. What things have you collected in the past? What, if anything, are you currently collecting?
11. Have you ever taught yourself to do something without the help of another person?
If so, what?
12. If you were going to start a book club, what kinds of books would your club read?
13. If people were to come to you for information about something you know a lot about,
what would the topic be?
14. If you could plan a field trip for learning, where would you go? Why would you choose
that place?
15. When you’re using the computer, are you usually playing games, doing homework,
doing research, visiting Web sites, visiting chat rooms, shopping, exchanging email,
programming, or some other activity?
Continued ➡
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Interest Inventory continued . . .
16. If you could interview an expert on any subject, what subject would you like to talk to
someone about?
17. If you could interview one significant person from the present and one from the past,
who would you interview? Why would you choose these two people?
21. What helps you learn? (For example, a hands-on activity, reading, taking notes, or reading out loud.)
22. What makes learning more difficult for you? (For example, lectures, lots of writing.)
23. Think of a great teacher you’ve had. Describe what made this teacher so terrific.
24. What past school assignment or project are you proudest of? Why?
25. What project done outside of school are you proudest of? Why?
26. What else would you like me to know about you as a learner?
Adapted from The Interest-A-Lyzer, by J.S. Renzulli (Mansfield Center, CT: Creative Learning Press, 1997). Used with permission.
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Projects, Presentations, Performances (Grades 3–5)
Name: _______________________________________________
What kinds of school assignments or projects do you like to do? Read the following eight
lists. For each list, draw a circle around all the different activities you would enjoy doing to
show others what you’ve learned.
List 1
Debating Creative writing Writing a conversation
or dialogue
Writing poetry Creating a riddle
Writing a letter
Making a speech Writing a report to the editor
Storytelling Making an audiotape Writing a fairy tale,
Writing an essay Creating a crossword myth, or legend
puzzle Creating a newspaper
Writing a research paper
Writing a journal or magazine
Writing a story
Writing a summary Writing a letter
Writing a biography
Writing a pamphlet
Writing a magazine or or brochure
newspaper article
Writing a slogan
List 2
Designing a maze Constructing a time line Designing a computer
or puzzle program, game, or graphic
Constructing a chart
Investigating a problem or graph Developing a hypothesis
Making an outline Inventing a code
Solving a number Recording information
problem
Designing a survey
Making a diagram
Continued ➡
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Projects, Presentations, Performances (Grades 3–5) continued . . .
List 3
Drawing Making a collage Making digital camera
slides
Sketching Making visual aids for
a presentation (slides, Creating a board game
Painting transparencies, props)
Designing a pamphlet
Designing a Web site Taking photographs or brochure
Creating a pop-up book Making a mobile Designing a postcard
Creating a cartoon or Constructing a model Designing a greeting card
comic strip
Making a storyboard Designing sets for a play
Making a clay or
papier-mâché sculpture Designing a structure or Making a diorama
building
Making a map
Making a diagram
Making a poster
Creating illustrations
Making a mural for an ad
List 4
Role playing Performing a dance or Developing an invention
other creative movement
Making a videotape Doing an experiment
Performing in a play
Performing a skit
Constructing a model
Pantomiming
List 5
Performing music Doing a choral reading Playing a musical
instrument
Composing lyrics Writing a song
(the words to songs) Performing rhythms with
Singing in a group,
percussion instruments
Performing or writing choir, or chorus
a rap
Creating a jingle
Continued ➡
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Projects, Presentations, Performances (Grades 3–5) continued . . .
List 6
Participating in a Debating personal thoughts, Doing a volunteer
group activity ideas, perspectives project
Participating in a Solving problems Organizing an event
discussion with a group or activity
Conducting an interview Planning a campaign for
a cause or an issue
List 7
Keeping a personal Expressing your opinions Keeping a personal log or
journal or diary and ideas record
Setting personal goals
List 8
Classifying objects Constructing a display Designing an exhibit
of objects or artifacts for a zoo or museum
Making predictions
Making comparisons Making observations
Identifying objects based
on their characteristics Planning a walking tour Identifying a problem
Creating a collection Investigating how Solving a problem
something works
Participating in a
simulation
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Projects, Presentations, Performances (Grades 6 & up)
Name: _______________________________________________
What kinds of school assignments or projects do you like to do? Read the following eight
lists. For each list, draw a circle around all the different activities you would enjoy doing to
show others what you’ve learned.
List 1
Writing a character Writing a biography Creating a Writing a letter to
sketch crossword puzzle the editor
Writing a magazine
Debating or newspaper article Writing a journal Taking part in a
mock trial
Writing poetry Designing a Writing a summary
checklist Writing an
Making a speech Writing a pamphlet
information brief
Writing fiction or or brochure
Storytelling nonfiction Creating a
Creating a slogan
Writing an essay newspaper
Writing a report or motto
or magazine
Writing a research Making an Writing a
paper Writing an epitaph
audiotape conversation or
Writing a story dialogue Writing a fairy tale,
myth, or legend
List 2
Designing a maze Calculating Making a storyboard Making a flow chart
or puzzle probabilities
Solving an equation Designing an
Investigating a Developing a theory or a number opinion poll or a
problem problem survey
Making a
Making an outline calculation Doing an evaluation Designing a
or a rating computer program,
Designing a matrix Analyzing trends
game, or graphic
and patterns Recording data or
Making a diagram information Developing a
Developing a
Creating an analogy hypothesis
formula Doing an analysis
Constructing a Formulating plans
Computing an Drawing a
timeline answer caricature
Constructing a chart Inventing a code Doing a critique
or graph
Continued ➡
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Projects, Presentations, Performances (Grades 6 & up) continued . . .
List 3
Drawing, sketching, Making a map Constructing a Creating a board
or painting model game
Making a poster
Illustrating Designing a Designing a
Making a mural structure pamphlet or
Building a prototype
Making a collage brochure
Making a diagram
Designing a Web
Making visual aids Designing a
site Planning advertising
for a presentation postcard
graphics
Creating a cartoon (transparencies, Designing a greeting
or comic strip slides, props) Making digital
card
camera slides
Making a clay or Taking photographs Designing sets for a
papier-mâché Constructing a
Making a mobile play
sculpture display of a
collection
List 4
Role playing Performing a dance Performing in a play Developing an
or other creative invention
Dramatizing Constructing a model
movement
Doing a lab activity
Performing a skit Making a videotape
Improvisational or an experiment
Pantomiming acting Doing a parody or
spoof
List 5
Performing music Performing or Doing a choral Playing a musical
writing a rap reading instrument
Composing lyrics
Creating a jingle Writing a song Writing music
Performing in a
musical Performing rhythms Singing in a group, Improvising music
with percussion choir, or chorus
instruments
Continued ➡
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Projects, Presentations, Performances (Grades 6 & up) continued . . .
List 6
Participating in a Debating personal Paraphrasing ideas Participating in a
group activity thoughts, ideas, of others roundtable
perspectives discussion
Participating in a Planning a
discussion Building consensus campaign for a Organizing an event
within a group cause or an issue or activity
Conducting an
interview Solving problems Doing a volunteer Helping with
with a group project conflict resolution
Peer counseling
List 7
Keeping a personal Summarizing your Developing a Developing support
journal or diary ideas or beliefs personal mission for a personal
statement opinion
Keeping a personal Setting personal
log or record goals Making a self- Presenting your
assessment of your personal viewpoint,
Identifying your
work perspective, or
beliefs about an
belief
issue
List 8
Classifying objects Participating in a Investigating how Conducting
simulation something works observations
Making predictions
Constructing a Designing an exhibit Identifying a
Identifying objects
display of objects or for a zoo or problem
based on
artifacts museum
characteristics Solving a problem
Making
Exploring a topic or
comparisons
theme
Planning a walking
Creating a collection
tour
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
About Multiple Intelligences
Important things to remember about multiple intelligences
• Educational professor Howard Gardner has explored eight ways to think and learn—so far.
There are probably more to be discovered.
• You are stronger in some areas (intelligences) than others. But everyone has strengths and
limitations.
• You may find that learning comes easier or is more fun in your areas of strength.
• You need experiences in all eight ways of thinking so you can “pump up” the ones you’re
less strong in.
• Many things you do require you to use more than one intelligence to accomplish a task.
• Multiple intelligences aren’t meant to label you. They’re simply information about your
learning preferences.
• Thinking about your strengths can give you ideas on how you might study more effectively.
For example, if you’re strong in visual/spatial thinking, drawing sketches or pictures may help
you learn and remember.
• A group project can turn out well if the people in your group have different strengths. You may
want to divide up tasks so that each member is working in a strength area. For example, the
person who’s strong in verbal/linguistic thinking does the writing, the person strong in visual/
spatial thinking does the drawings or illustrations, and so on. Your project may be more
successful if everyone gets to work in a way he or she prefers.
• A group project can also turn out well when all the people in your group have similar
strengths. Think how good a skit could be if everyone in the group was strong in bodily/
kinesthetic thinking!
• Working in a way that’s harder for you will be more of a stretch. But you can still do high-quality
work. Don’t use multiple intelligence theory as an excuse for not doing your best.
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
How We Think and Learn
Say It. Verbal/linguistic learners enjoy and understand oral and written language. They prefer to com-
municate with others through speaking and writing. They often like to read. They learn best through
language: listening, speaking, reading, telling, discussing, and writing.
Count It. Logical/mathematical learners love numbers of all sorts—numbers in math, naturally, but
also the numbers associated with science, social studies, and language arts. The percentage of sea ani-
mals in each phyla, the population growth of the United States since the last census, the number of hours
Americans spend watching television: these numbers will capture the attention of logical/mathematical
learners. These learners have the ability to think conceptually and to see patterns. They like to solve
problems and reason things out. They learn best using numbers and analysis.
Picture It. Visual/spatial learners make mental pictures and images to help themselves learn and
remember. They learn best with the opportunity to represent material visually (such as in graphic
organizers, pictures, webs, and diagrams).
Move It. Bodily/kinesthetic learners like to express themselves and their ideas through movement.
They have good large-muscle and/or fine-motor skills and need to touch and do things. They learn best
through action, hands-on activities, and the opportunity to manipulate materials.
Hum It. Musical learners respond to pitch, rhythm, tone, and musical patterns. They may enjoy
singing, rapping, or playing an instrument. They may or may not have musical skills, but they respond
strongly to music. They learn best when learning is linked to their sense of rhythm and music.
Lead It. Interpersonal learners are “people people.” They are often good at motivating others, organiz-
ing, and communicating. They tend to get along well with others. Many are empathetic and intuitive.
An interpersonal learner might use her leadership abilities as a student council member or as an organ-
izer of a food drive. Another interpersonal learner might enjoy “stirring things up” a little. Learners with
an interpersonal preference enjoy working and playing with others.
Reflect on It. Intrapersonal learners are thoughtful and reflective. They closely examine ideas, issues,
and perspectives. They understand themselves and their own feelings about things. They like their
independence and may set goals to work toward. They learn best when allowed to reflect, share per-
sonal opinions, and work alone.
Investigate It. Naturalist learners can adjust to, adapt, and use their surroundings to succeed or survive.*
Some may be called “street smart.” They observe how systems work and can be effective manipulators
of situations and settings. They often feel a personal connection with the natural world. They learn best
when called on to figure out how things work, to observe, and to investigate.
Adapted from the ideas of Howard Gardner. See his Frames of Mind (New York: Basic Books, 1983) and Intelligence Reframed (New York:
Basic Books, 1999).
*Multiple Intelligences Centers and Projects by Carolyn Chapman and Lynn Freeman (Arlington Heights: IL: Skylight Professional
Development, 1996), pp. 6–7.
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Multiple Intelligences Checklist
Student’s name: ________________________________________________________________________________________________________________________________________________
Your input will help me better understand your child. There are no right or wrong answers. Please
check the items you believe most accurately describe your child.
__________ 1. Demonstrates balance, small- and large-motor dexterity, and precision in physical tasks.
__________ 2. Is very interested in math.
__________ 3. Remembers melodies.
__________ 4. Is highly observant of surroundings.
__________ 5. Loves to chart, graph, map, and organize information.
__________ 6. Loves to tell stories and engage in conversation and discussion.
__________ 7. Asks questions about fairness; has a strong interest in right and wrong, justice and injustice.
__________ 8. Asks questions to seek more information about what she or he observes.
__________ 9. Prefers to work independently; is self-directed.
__________ 10. Shows mechanical skill; can take things apart and put them back together easily.
__________ 11. Spells accurately and easily.
__________ 12. Is well coordinated and has a good sense of timing.
__________ 13. Has leadership abilities; is able to influence others’ opinions and actions.
__________ 14. Easily computes math problems mentally.
__________ 15. Is highly verbal and is able to clearly convey ideas orally.
__________ 16. Plays a musical instrument with ease and/or has a good singing voice.
__________ 17. Enjoys working on logic puzzles or brainteasers.
__________ 18. Understands abstract ideas.
__________ 19. Likes to move around and stay active.
__________ 20. Draws and sketches accurately and with detail.
__________ 21. Improvises vocal or instrumental music and/or composes music.
__________ 22. Is able to adapt and adjust to changing circumstances; is flexible.
__________ 23. Develops physical skills quickly and easily.
__________ 24. Is fascinated and challenged by computers; easily uses computers for more than playing
simple games.
__________ 25. Is sensitive to the feelings, thoughts, and motivations of others.
__________ 26. Prefers things to be orderly and logical.
__________ 27. Is “street smart”; understands how systems work and can use them to personal advantage.
Continued ➡
From Multiple Intelligences in the Classroom by Thomas Armstrong (Alexandria, VA: Association for Supervision and Curriculum
Development, 2000), pp. 24–27. Adapted with permission.
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Multiple Intelligences Checklist continued . . .
__________ 28. Enjoys acting things out, doing skits and plays; is dramatic.
__________ 29. Has a good memory for names, places, dates, and other facts.
__________ 30. Can mimic others’ gestures or mannerisms.
__________ 31. Likes to sketch out ideas or represent them visually.
__________ 32. Excels in sports or other physical activities (dancing, martial arts, creative movement).
__________ 33. Can easily identify, categorize, and classify objects, information, and ideas.
__________ 34. Prefers to work and learn with others.
__________ 35. Enjoys word games such as crossword puzzles, Scrabble, and acrostics.
__________ 36. Understands cause and effect, actions and consequences.
__________ 37. Has a strong will.
__________ 38. Shows a strong interest in music.
__________ 39. Accurately identifies and conveys feelings.
__________ 40. Interacts comfortably and confidently with others.
__________ 41. Learns best by seeing and observing; recalls information through images and pictures.
__________ 42. Is comfortable with his or her individuality, regardless of peer pressure.
__________ 43. Easily conveys thoughts and ideas in writing.
__________ 44. Is interested in and sensitive to nature.
__________ 45. Has a good vocabulary in comparison to age peers.
__________ 46. Likes to read and do research to find out about topics of interest.
__________ 47. Is fascinated with numbers and statistics (for example, baseball averages); has an excellent
memory for such figures.
__________ 48. Is able to organize and motivate others.
__________ 49. Shows a strong sense of rhythm in movement and speech.
__________ 50. Enjoys puzzles, mazes, and other visual challenges.
__________ 51. Has a strong sense of self; high self-esteem.
__________ 52. Often sings or hums.
__________ 53. Reflects on and ponders situations.
__________ 54. Prefers to be actively engaged with a subject, rather than simply hear or read about it.
__________ 55. Enjoys chess, checkers, and other strategy games.
__________ 56. Clearly recognizes and understands her or his personal strengths and limitations.
__________ 57. Likes making models and three-dimensional figures (for example, LEGO structures).
__________ 58. Forms friendships easily.
From Multiple Intelligences in the Classroom by Thomas Armstrong (Alexandria, VA: Association for Supervision and Curriculum
Development, 2000), pp. 24–27. Adapted with permission.
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Answer Key for “Multiple Intelligences Checklist”
VL = Verbal/Linguistic LM = Logical/ Mathematical VS = Visual/Spatial
BK = Bodily/Kinesthetic M = Musical IP = Interpersonal
IR = Intrapersonal N = Naturalist
BK 1. Demonstrates balance, small- and large-motor dexterity, and precision in physical tasks.
LM 2. Is very interested in math.
M 3. Remembers melodies.
N 4. Is highly observant of surroundings.
LM 5. Loves to chart, graph, map, and organize information.
VL 6. Loves to tell stories and engage in conversations and discussions.
IR & IP 7. Asks questions about fairness; has a strong interest in right and wrong, justice and injustice.
N 8. Asks questions to seek more information about what she or he observes.
IR 9. Prefers to work independently; is self-directed.
VS & LM 10. Shows mechanical skill; can take things apart and put them back together easily.
VL 11. Spells accurately and easily.
BK 12. Is well coordinated and has a good sense of timing.
IP 13. Has leadership abilities; is able to influence others’ opinions and actions.
LM 14. Easily computes math problems mentally.
VL 15. Is highly verbal and is able to clearly convey ideas orally.
M 16. Plays a musical instrument with ease and/or has a good singing voice.
LM & N 17. Enjoys working on logic puzzles or brainteasers.
LM 18. Understands abstract ideas.
BK 19. Likes to move around and stay active.
VS 20. Draws and sketches accurately and with detail.
M 21. Improvises vocal or instrumental music and/or composes music.
N 22. Is able to adapt and adjust to changing circumstances; is flexible.
BK 23. Develops physical skills quickly and easily.
LM & VS 24. Is fascinated and challenged by computers; easily uses computers for more than playing
simple games.
IR & IP 25. Is sensitive to the feelings, thoughts, and motivations of others.
LM 26. Prefers things to be orderly and logical.
N 27. Is “street smart”; understands how systems work and can use them to personal advantage.
Continued ➡
From Multiple Intelligences in the Classroom by Thomas Armstrong (Alexandria, VA: Association for Supervision and Curriculum
Development, 2000), pp. 24–27. Adapted with permission.
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Answer Key for “Multiple Intelligences Checklist” continued . . .
BK 28. Enjoys acting things out, doing skits and plays; is dramatic.
N & VL 29. Has a good memory for names, places, dates, and other facts.
BK 30. Can mimic others’ gestures or mannerisms.
VS 31. Likes to sketch out ideas or represent them visually.
BK 32. Excels in sports or other physical activities (dancing, martial arts, creative movement).
N 33. Can easily identify, categorize, and classify objects, information, and ideas.
IP 34. Prefers to work and learn with others.
VL 35. Enjoys word games such as crossword puzzles, Scrabble, and acrostics.
LM 36. Understands cause and effect, actions and consequences.
IR 37. Has a strong will.
M 38. Shows a strong interest in music.
IR 39. Accurately identifies and conveys feelings.
IP 40. Interacts comfortably and confidently with others.
VS 41. Learns best by seeing and observing; recalls information through images and pictures.
IR 42. Is comfortable with his or her individuality, regardless of peer pressure.
VL 43. Easily conveys thoughts and ideas in writing.
N 44. Is interested in and sensitive to nature.
VL 45. Has a good vocabulary in comparison to age peers.
VL 46. Likes to read and do research to find out about topics of interest.
LM 47. Is fascinated with numbers and statistics (for example, baseball averages); has an
excellent memory for such figures.
IP 48. Is able to organize and motivate others.
M 49. Shows a strong sense of rhythm in movement and speech.
VS 50. Enjoys puzzles, mazes, and other visual challenges.
IR 51. Has a strong sense of self.
M 52. Often sings or hums.
IR 53. Reflects on and ponders situations.
BK 54. Prefers to be actively engaged with a subject, rather than simply hear or read about it.
LM 55. Enjoys chess, checkers, and other strategy games.
IR 56. Recognizes and understands her or his personal strengths and limitations.
VS 57. Likes making models and three-dimensional figures (for example, LEGO structures).
IP 58. Forms friendships easily.
From Multiple Intelligences in the Classroom by Thomas Armstrong, (Alexandria, VA: Association for Supervision and Curriculum
Development, 2000), pp. 24–27. Adapted with permission.
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Sample Family Letter to Accompany
“Multiple Intelligences Checklist”
Dear Family,
In order to help all my students succeed in school, I am gather-
ing information about what each student knows and needs to
learn. I am also asking students about the ways they prefer to
learn. Some students, for example, like to learn by building and
constructing, some prefer to read and discuss, and some learn
best by drawing or sketching. By knowing more about how my
students like to learn and about their strengths and interests, I
can do a better job planning my curriculum.
You can help me get to know your child better. Included with this
letter is a Multiple Intelligences Checklist. This checklist will
give me information about how your child prefers to think and
learn. It’s based on the ideas of Dr. Howard Gardner of Harvard
University. Gardner believes that all of us have thinking and
learning strengths or preferences. In fact, he’s described eight
ways to think, learn, and show what we’ve learned. He calls
these “multiple intelligences.” People learn most easily in their
areas of strength. However, Gardner also suggests that, with
practice, we can improve our ability to use all eight ways of
thinking.
Please read each item and put a checkmark beside any state-
ment that you believe describes your child. There are no right or
wrong answers. Please return the checklist to me by
______________________. Once I’ve read over your checklist, I will
send you information about your child’s preferred ways to learn.
Thank you!
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Sample Family Letter to Report Results
of “Multiple Intelligences Checklist”
Dear Family,
Thank you for completing the Multiple Intelligences Checklist.
Based on your responses, I have checked the top three areas of
preference for your child:
___ verbal/linguistic
___ logical/mathematical
___ visual/spatial
___ bodily/kinesthetic
___ musical
___ interpersonal
___ intrapersonal
___ naturalist
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Verbal/Linguistic Intelligence
Multiple Intelligences Observations
List students’ names on the numbered lines. Review the following list of verbal/linguistic characteristics with your stu-
dents in mind. Go across each row, checking the characteristics that seem applicable to each student. (Or go down each
column, considering each characteristic in turn.) Students with the highest number of checks exhibit verbal/linguistic
strengths, based on your perceptions.
A. Loves to tell stories and engage in conversation E. Enjoys word games such as crossword puzzles,
and discussion. Scrabble, and acrostics.
B. Spells accurately and easily. F. Easily conveys thoughts and ideas in writing.
C. Is highly verbal and is able to clearly convey ideas G. Has a good vocabulary in comparison to age peers.
orally. H. Likes to read and do research to find out about
D. Has a good memory for names, places, dates, and topics of interest.
other facts.
Student Names A B C D E F G H
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Continued ➡
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Verbal/Linguistic Intelligence continued . . .
A. Loves to tell stories and engage in conversation E. Enjoys word games such as crossword puzzles,
and discussion. Scrabble, and acrostics.
B. Spells accurately and easily. F. Easily conveys thoughts and ideas in writing.
C. Is highly verbal and is able to clearly convey ideas G. Has a good vocabulary in comparison to age peers.
orally. H. Likes to read and do research to find out about
D. Has a good memory for names, places, dates, and topics of interest.
other facts.
Student Names A B C D E F G H
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Logical/Mathematical Intelligence
Multiple Intelligences Observations
List students’ names on the numbered lines. Review the following list of logical/mathematical characteristics with
your students in mind. Go across each row, checking the characteristics that seem applicable to each student. (Or go
down each column, considering each characteristic in turn.) Students with the highest number of checks exhibit
logical/mathematical strengths, based on your perceptions.
A. Is very interested in math. G. Usually prefers things to be orderly and logical.
B. Loves to chart, graph, map, and organize information. H. Understands cause and effect, actions and
C. Easily computes math problems mentally. consequences.
D. Enjoys working on logic puzzles or brainteasers. I. Is fascinated with numbers and statistics; has an
excellent memory for such figures.
E. Understands abstract ideas.
J. Enjoys chess, checkers, and other strategy
F. Is fascinated and challenged by computers; easily uses games.
computers for more than playing simple games.
Student Names A B C D E F G H I J
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Continued ➡
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Logical/Mathematical Intelligence continued . . .
D. Enjoys working on logic puzzles or brainteasers. I. Is fascinated with numbers and statistics; has an
excellent memory for such figures.
E. Understands abstract ideas.
J. Enjoys chess, checkers, and other strategy
F. Is fascinated and challenged by computers; easily uses games.
computers for more than playing simple games.
Student Names A B C D E F G H I J
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Visual/Spatial Intelligence
Multiple Intelligences Observations
List students’ names on the numbered lines. Review the following list of visual/spatial characteristics with your students
in mind. Go across each row, checking the characteristics that seem applicable to each student. (Or go down each col-
umn, considering each characteristic in turn.) Students with the highest number of checks exhibit visual/
spatial strengths, based on your perceptions.
A. Shows mechanical skill; can take things apart D. Learns best by seeing and observing; recalls
and put them back together easily. information through images and pictures.
B. Draws and sketches accurately and in detail. E. Enjoys puzzles, mazes, and other visual
C. Likes to sketch out ideas or represent them challenges.
visually. F. Likes making models and three-dimensional
figures.
Student Names A B C D E F
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Continued ➡
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Visual/Spatial Intelligence continued . . .
A. Shows mechanical skill; can take things apart D. Learns best by seeing and observing; recalls
and put them back together easily. information through images and pictures.
B. Draws and sketches accurately and in detail. E. Enjoys puzzles, mazes, and other visual
C. Likes to sketch out ideas or represent them challenges.
visually. F. Likes making models and three-dimensional
figures.
Student Names A B C D E F
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Bodily/Kinesthetic Intelligence
Multiple Intelligences Observations
List students’ names on the numbered lines. Review the following list of bodily/kinesthetic characteristics with your stu-
dents in mind. Go across each row, checking the characteristics that seem applicable to each student. (Or go down each
column, considering each characteristic in turn.) Students with the highest number of checks exhibit bodily/kinesthetic
strengths, based on your perceptions.
A. Demonstrates balance, small- and large-motor E. Enjoys acting things out, doing skits and plays;
dexterity, and precision in physical tasks. is dramatic.
B. Is well coordinated and has a good sense of F. Can mimic others’ gestures or mannerisms.
timing. G. Excels in sports or other physical activities.
C. Likes to move around and stay active. H. Prefers to do things, rather than hear or read
D. Develops physical skills quickly and easily. about them.
Student Names A B C D E F G H
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Continued ➡
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Bodily/Kinesthetic Intelligence continued . . .
A. Demonstrates balance, small- and large-motor E. Enjoys acting things out, doing skits and plays;
dexterity, and precision in physical tasks. is dramatic.
B. Is well coordinated and has a good sense of F. Can mimic others’ gestures or mannerisms.
timing. G. Excels in sports or other physical activities.
C. Likes to move around and stay active. H. Prefers to do things, rather than hear or read
D. Develops physical skills quickly and easily. about them.
Student Names A B C D E F G H
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Musical Intelligence
Multiple Intelligences Observations
List students’ names on the numbered lines. Review the following list of musical characteristics with your students in
mind. Go across each row, checking the characteristics that seem applicable to each student. (Or go down each column,
considering each characteristic in turn.) Students with the highest number of checks exhibit musical strengths, based on
your perceptions.
Student Names A B C D E F
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Continued ➡
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Musical Intelligence continued . . .
Student Names A B C D E F
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Interpersonal Intelligence
Multiple Intelligences Observations
List students’ names on the numbered lines. Review the following list of interpersonal characteristics with your students
in mind. Go across each row, checking the characteristics that seem applicable to each student. (Or go down each col-
umn, considering each characteristic in turn.) Students with the highest number of checks exhibit interpersonal
strengths, based on your perceptions.
A. Has leadership abilities; is able to influence D. Interacts comfortably and confidently with
others’ opinions and actions. others.
B. Is sensitive to the feelings, thoughts, and E. Is able to organize and motivate others.
motivations of others. F. Forms friendships easily.
C. Prefers to work and learn with others.
Student Names A B C D E F
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Continued ➡
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Interpersonal Intelligence continued . . .
A. Has leadership abilities; is able to influence D. Interacts comfortably and confidently with
others’ opinions and actions. others.
B. Is sensitive to the feelings, thoughts, and E. Is able to organize and motivate others.
motivations of others. F. Forms friendships easily.
C. Prefers to work and learn with others.
Student Names A B C D E F
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Intrapersonal Intelligence
Multiple Intelligences Observations
List students’ names on the numbered lines. Review the following list of intrapersonal characteristics with your students
in mind. Go across each row, checking the characteristics that seem applicable to each student. (Or go down each col-
umn, considering each characteristic in turn.) Students with the highest number of checks exhibit intrapersonal
strengths, based on your perceptions.
A. Asks questions about fairness; has a strong E. Is comfortable with his or her individuality,
interest in right and wrong, justice and injustice. regardless of peer pressure.
B. Prefers to work independently; is self-directed. F. Has a strong sense of self.
C. Has a strong will. G. Reflects on and ponders situations.
D. Accurately identifies and conveys feelings. H. Clearly recognizes and understands her or his
personal strengths and limitations.
Student Names A B C D E F G H
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Continued ➡
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Intrapersonal Intelligence continued . . .
A. Asks questions about fairness; has a strong E. Is comfortable with his or her individuality,
interest in right and wrong, justice and injustice. regardless of peer pressure.
B. Prefers to work independently; is self-directed. F. Has a strong sense of self.
C. Has a strong will. G. Reflects on and ponders situations.
D. Accurately identifies and conveys feelings. H. Clearly recognizes and understands her or his
personal strengths and limitations.
Student Names A B C D E F G H
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Naturalist Intelligence
Multiple Intelligences Observations
List students’ names on the numbered lines. Review the following list of naturalist characteristics with your students in
mind. Go across each row, checking the characteristics that seem applicable to each student. (Or go down each column,
considering each characteristic in turn.) Students with the highest number of checks exhibit naturalist strengths, based
on your perceptions.
Student Names A B C D E F
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Continued ➡
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Naturalist Intelligence continued . . .
Student Names A B C D E F
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Essential Questions and Unit Questions
Subject: _______________________________________________________________
1.
2.
3.
4.
5.
Unit/Theme: _________________________________________________________
Unit questions (after each question, write the number of the related essential question)
1.
2.
3.
4.
5.
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Curriculum Map
Subject: _______________________________________________________________
Unit/Theme: _________________________________________________________
Essential Questions
1.
2.
3.
4.
5.
Continued ➡
Adapted from Mapping the Big Picture by Heidi Hayes Jacobs. Alexandria, VA: Association for Supervision and Curriculum Development.
Copyright © 1997 ASCD. Reprinted by permission. All rights reserved.
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Curriculum Map continued . . .
Unit Questions
1.
2.
3.
4.
5.
Skills Projects/Products
Adapted from Mapping the Big Picture by Heidi Hayes Jacobs. Alexandria, VA: Association for Supervision and Curriculum Development.
Copyright © 1997 ASCD. Reprinted by permission. All rights reserved.
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Matrix Plan
Unit/Theme: __________________________________________________________
Unit Questions:
1.______________________________________________________________________
2.______________________________________________________________________
Bloom’s Taxonomy
Knowledge Comprehension Application
tell, list, define, label, recite, locate, explain, summarize, identify, demonstrate, construct, record, use,
memorize, repeat, find, name, describe, report, discuss, review, diagram, revise, reformat,
record, fill in, recall, relate paraphrase, restate, retell, show, illustrate, interpret, dramatize, practice,
outline, rewrite organize, translate, manipulate,
convert, adapt, research, calculate,
operate, model, order, display,
implement, sequence, integrate,
incorporate
Continued ➡
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Matrix Plan continued . . .
3.______________________________________________________________________
4.______________________________________________________________________
5.______________________________________________________________________
6.______________________________________________________________________
7.______________________________________________________________________
compare, contrast, classify, critique, judge, predict, verify, assess, justify, compose, hypothesize, design,
solve, deduce, examine, differentiate, rate, prioritize, determine, select, formulate, create, invent, develop,
appraise, distinguish, experiment, decide, value, choose, forecast, refine, produce, transform
question, investigate, categorize, infer estimate
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Integration Matrix
Unit/Theme: ___________________________________
Unit Questions:
tell, list, define, label, locate, explain, summa- demonstrate, construct, compare, contrast, clas- judge, predict, verify, compose, hypothesize,
recite, memorize, repeat, rize, identify, describe, record, use, diagram, sify, critique, categorize, assess, justify, rate, priori- design, formulate, create,
find, name, record, fill in, report, discuss, review, revise, reformat, illustrate, solve, deduce, examine, tize, determine, select, invent, develop, refine,
recall, relate paraphrase, restate, retell, interpret, dramatize, differentiate, appraise, decide, value, choose, produce, transform
show, outline, rewrite practice, organize, distinguish, experiment, forecast, estimate
translate, manipulate, question, investigate,
convert, adapt, research, categorize, infer
calculate, operate, model,
order, display, implement,
Gardner’s Multiple sequence, integrate,
Intelligences incorporate
Verbal/Linguistic
poetry, debate, story-
telling, essay, checklist,
journal
Visual/Spatial
drawing, model, poster,
photograph, storyboard,
illustration, board game
Logical/
Mathematical
diagram, outline,
timeline, chart,
critique, graph
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D., copyright © 2002. Free Spirit Continued ➡
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Spirit Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content.
Naturalist
classification,
collection, solution to
problem, display,
observation, forecast,
investigation,
simulation, exhibit,
identification
Musical
song, rap, lyrics,
composition,
jingle/slogan,
melody
Bodily/Kinesthetic
role play, skit,
pantomime, dance,
invention, lab,
improvisation,
prototype
Intrapersonal
journal, log, goal
statement, belief
statement, self-
assessment, editorial
Interpersonal
discussion, roundtable,
service learning, con-
versation, group activ-
ity, position statement,
interview
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D., copyright © 2002. Free Spirit
Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or printed for individual or classroom work only. Since Free
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Worklog
Name:________________________________________________
Today: Note specific information about today’s accomplishments: page numbers read, Web sites reviewed, topic of notes taken, graphics designed, model worked
on or built, music recorded, and so on.
Next Time: Write your goals for your next work session or the next step in the project. Include any additional materials or resources needed.
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D., copyright © 2002. Free Spirit Publishing Inc., Minneapolis,
MN; 800/735-7323; www.freespirit.com. This page may be photocopied or printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their
needs, it may have been modified from its original format and content.
Spin-off
Name:________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Project ideas:
Evaluation Checklist
❑ __________________________________________________________________________________________
❑ __________________________________________________________________________________________
❑ __________________________________________________________________________________________
❑ __________________________________________________________________________________________
❑ __________________________________________________________________________________________
❑ __________________________________________________________________________________________
❑ __________________________________________________________________________________________
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Reading Around the Topic
Name:________________________________________________
Looking at many resources on your topic is a good way to help you choose a narrower topic for your
project. Use this form to keep track of all the resources you view and write down possible subtopics
that interest you.
Resources Reviewed
Books (Include title, author, publisher, publisher location, copyright, page numbers reviewed, and where you found
the book.)
Magazines/Newspapers/Journals (Include title of resource, volume number, publication date, title and author
of article, page numbers, and where you found the resource.)
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Adapted from Teaching Gifted Kids in the Regular Classroom: Strategies and Techniques Every Teacher Can Use to Meet the Academic Needs
of the Gifted and Talented by Susan Winebrenner © 2001. Used with permission from Free Spirit Publishing Inc.
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Resources Log
Name: _______________________________________________
Resources Used
Books (Include title, author, publisher, publisher location, copyright, and page numbers.)
Magazines/Newspapers/Journals (Include title of resource, volume number, publication date, title and author of
article, and page numbers.)
Other resources, such as interviews, software, videos, and museum/art exhibits (Include, as needed, the
name of person, title of software or video, or location of exhibit.)
Adapted from Teaching Gifted Kids in the Regular Classroom: Strategies and Techniques Every Teacher Can Use to Meet the Academic Needs
of the Gifted and Talented by Susan Winebrenner © 2001. Used with permission from Free Spirit Publishing Inc.
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Project Planner and Checklist
Name:________________________________________________________________________
__
_________________________________________________________________________________________
_________________________________________________________________________________________
❑ Web sites
_________________________________________________________________________________________
_________________________________________________________________________________________
❑ Other resources (interviews, software, videos, exhibits)
_________________________________________________________________________________________
_________________________________________________________________________________________
Evaluation checklist: Complete the checklist to evaluate your project and have a classmate complete
one to give you feedback on your project.
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Self-Reflection
Name: _______________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Write four “I learned” statements to describe something new you learned by doing your project.
1. I learned _________________________________________________________________________________
2. I learned _________________________________________________________________________________
3. I learned _________________________________________________________________________________
4. I learned _________________________________________________________________________________
What are two things about your project that you are particularly proud of?
1. __________________________________________________________________________________________
2. __________________________________________________________________________________________
Describe something you would improve or do differently if you had an opportunity to change
something about your project.
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Compacting Form and Project Description
Name of student: _________________________________________________________________
Resources needed:
Due date:
Adapted from The Compactor by Joseph S. Renzulli and Linda H. Smith (Mansfield Center, CT: Creative Learning Press, 1978). Used
with permission.
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Conference Log
Name:_____________________________________________
Project advisor:____________________________________
Date Advisor’s comments Goals for next conference Date of next conference
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D., copyright © 2002. Free Spirit Publishing Inc., Minneapolis,
MN; 800/735-7323; www.freespirit.com. This page may be photocopied or printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their
needs, it may have been modified from its original format and content.
Mentor and Subject Area Specialist Application
Name: ________________________________________________________________________________________________________
Address: _____________________________________________________________________________________________________
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
Telephone: _____________________________________________________________________________________________________
Email: __________________________________________________________________________________________________________
What is the best way and time to reach you? ____________________________________________________________
What skills, knowledge, or experience could you share with our students?
Would you be willing to provide weekly, ongoing advice and feedback (in person or via
telephone or email) to a student working on a project in your area of interest or expertise?
❑ Yes ❑ No
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
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Letter to Families
Sincerely,
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
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have been modified from its original format and content.
Short Shots: Questions to Challenge Thinking
What do you believe and why?
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
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have been modified from its original format and content.
Observer’s Checklist
Observer: ___________________________________________________
Participant: ________________________________________________
What was the best point the participant made during the dialogue?
What speaking and listening skills should the participant keep in mind
for the next learning dialogue?
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
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have been modified from its original format and content.
Self-Reflection: Learning Dialogue
Name: _____________________________________________________________
Date: ______________________
What was the most interesting idea you heard from another participant?
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
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have been modified from its original format and content.
Curriculum Map: Sample
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
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have been modified from its original format and content.
Curriculum Map: Sample
Developing conjectures
into proofs
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Sample Skills List
Following are examples of thinking and learning skills associated with analysis, critical thinking, and
creative thinking.
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
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have been modified from its original format and content.
Challenge Levels
Based on Taxonomy of Educational Objectives: Book 1 Cognitive Domain by Benjamin S. Bloom, et al. (New York: Longman, 1984).
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Curriculum Map: Sample
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Brief Lesson Plans
Social Studies
■ Examine the issues surrounding the use of the atomic bomb during World War II. Establish your posi-
tion, for or against, and compose a convincing argument to be presented in a point/counter point
dialogue.
■ Gather and analyze data showing the patterns of immigration in your community. Present your results
on a bar graph.
■ Compare and contrast slavery in ancient Greece and Rome to slavery in the United States. Present your
information on a display board.
Language Arts
■ Write a script and role play a scene from a fable.
■ Use a chart to analyze the realistic and fanciful parts of a science fiction story.
■ Examine the conflicts between characters and within characters in a novel. Write an essay about
your conclusions, giving evidence to support them.
Science
■ Predict the effects of acids and bases on various living and nonliving materials by conducting
experiments and recording your conclusions in a lab book.
■ Construct a map of an ecosystem showing the interrelationships of plants, animals, and habitats.
■ Analyze how a particular change can be both beneficial and harmful to an organism’s habitat.
Create a diagram to show your conclusions.
Math
■ Applying your skills of geometry, create a design for a stained glass window.
■ Calculate the various cookie ingredient combinations for several kinds of cookies using butterscotch
chips, chocolate chips, and walnuts, and using vanilla or chocolate cookie dough. Chart the possible
combinations.
■ Build a model of a miniature race car and create a scale drawing that could allow others to build an
accurate model.
Music
■ On a chart, categorize various composers according to musical style.
■ Compare musical styles by compiling an audiotape with music that shows each style.
■ Improvise an interlude in vocal or instrumental music.
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Matrix Plan: Sample
Bloom’s Taxonomy
Knowledge Comprehension Application Analysis Evaluation Synthesis
tell, list, define, label, locate, explain, demonstrate, construct, compare, contrast, judge, predict, verify, compose, hypothesize,
recite, memorize, summarize, identify, record, use, diagram, classify, critique, assess, justify, rate, design, formulate
repeat, find, name, describe, report, revise, reformat, solve, deduce, prioritize, determine, create, invent, develop,
record, fill in, discuss, review, illustrate, interpret, examine, differentiate, select, decide, value, refine, produce,
recall, relate paraphrase, restate, dramatize, practice, appraise, distinguish, choose, forecast, transform
retell, show, outline, organize, translate, experiment, question, estimate
rewrite manipulate, convert, investigate, categorize,
adapt, research, infer
calculate, operate,
model, order, display,
implement, sequence,
integrate, incorporate
Brainstorm and list Create a chart that In a collaborative Identify the posi- Design a new ocean
animals and plants shows the differ- group, illustrate the tives and negatives animal incorporat-
that live in the ences between an animals and plants of living in either a ing at least three
ocean. (1) ocean and a lake in that live at various coastal state or an characteristics of
terms of smells, depths of the ocean inland state. Role existing animals.
tastes, sounds, and by designing a cut- play a commercial Write a description
appearance. (2) paper mural. (6) convincing others to of each characteris-
move to your state. tic, explaining your
(10) reasons for selecting
it. (17)
In groups, research Identify common Select a fable, myth, Examine the Collect and analyze Create lyrics for a
the migratory routes characteristics of or tale of the sea. similarities and articles from maga- sea shanty or song
of gray, blue, right, land and sea mam- Present it to the differences between zines and news- about a sea adven-
or humpback mals. Explain the class through land and sea geogra- papers about ture, or create a rap
whales, or of bottle- adaptations each storytelling. (11) phy. Present your current problems to teach facts about
nose dolphins. kind of animal has comparisons in a and issues related to the sea. (13)
Locate and plot your made, based on Venn diagram. (3) ocean life. Create
animal’s route on a habitat. Write a an ocean scrapbook
world map, labeling summary of your and share it with
its summer and conclusions. (7) the class. (12)
winter habitats. (8)
Using scale In teams, research Create a poster or Write a belief state- Collect data on Develop an action
drawings, create ocean plants and diagram showing ment conveying threats to the habi- plan to replace jobs
life-sized drawings ocean animals. high- and low-tide your viewpoint and tats of at least three in fishing communi-
of at least five sea Make and arrange adaptations of a feelings about an ocean animals. ties lost due to fish-
animals. Show and drawings to tidepool animal. environmental issue Determine trends ing moratoriums.
discuss size illustrate food (9) related to oceans, and prioritize (14)
comparisons. (5) chains. (4) such as oil spills or actions we must
offshore drilling. take to preserve
(16) ocean life. (15)
Based on a concept developed by Linda King and Barbara LeRose, Racine Public Schools, Racine, Wisconsin.
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Integration Matrix: Sample
Unit/Theme: Twentieth-century American novel
Unit Questions: How does a novel reflect its times and the novelist’s personal history? How are characters developed in a novel? How are symbols used to
convey meaning in a novel?
tell, list, define, label, locate, explain, summa- demonstrate, construct, compare, contrast, clas- judge, predict, verify, compose, hypothesize,
recite, memorize, repeat, rize, identify, describe, record, use, diagram, sify, critique, categorize, assess, justify, rate, priori- design, formulate, create,
find, name, record, fill in, report, discuss, review, revise, reformat, illustrate, solve, deduce, examine, tize, determine, select, invent, develop, refine,
recall, relate paraphrase, restate, retell, interpret, dramatize, differentiate, appraise, decide, value, choose, produce, transform
show, outline, rewrite practice, organize, distinguish, experiment, forecast, estimate
translate, manipulate, question, investigate,
convert, adapt, research, categorize, infer
calculate, operate, model,
order, display, implement,
Gardner’s Multiple sequence, integrate,
Intelligences incorporate
Verbal/Linguistic As you read your novel, Identify the historical Research the life of Select one main
poetry, debate, story- record at least five context of your novel. your author, including character to analyze in
telling, essay, checklist, phrases, word choices, What was taking place background, upbring- a character journal. For
journal sections of dialogue, or socially, economically, ing, life experiences, each chapter: 1. List 2–3
descriptions that you and politically at the and personality. Write a key quotations from or
found interesting. Share time of its publication? short descriptive piece about the character.
your selections and rea- Write an information that could serve as an 2. Examine the charac-
sons for selecting each brief as if you were a introduction to a review ter’s actions, behavior,
with a partner reading journalist of the time. of your novel. (4a) and reactions.
the same novel. (1) (5a) 3. Select one word that
best represents the
character. (7)
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D., copyright © 2002. Free Spirit Continued ➡
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Naturalist If your main character
classification, lived today, what kinds
collection, solution to of things would you
problem, display, find in his/her back-
observation, forecast, pack, briefcase, duffel
investigation, bag, or purse? Collect
simulation, exhibit, and organize items to
identification display to the class. Be
ready to defend your
selections with evi-
dence from the novel.
(9)
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D., copyright © 2002. Free Spirit
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Workcards: Sample
Solar System
Grade 3
With your work team: With a partner from your work team:
Plan and present a skit about why each of you Decide whether your planet or your partner’s
would like to visit and explore the planet you planet would be best for the United States to
chose. explore and possibly settle. Prepare a class pres-
entation about your decision and the reasons for
your choice. Create a visual aid to use in your
presentation.
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Workcards: Sample
Cultural/Ethnic Studies
Middle School or High School
* There are both national and regional preferences about the naming of cultural and ethnic groups. If you choose to use this example
activity, please adjust the language as needed. For more information about cultural/ethnic studies, see Teaching Strategies for Ethnic
Studies by James A. Banks (Needham Heights, MA: Allyn & Bacon, 1997).
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Language Arts Pathways:
Grammar and Sentence Structure
Grade 7
Skills
Identification of: Sentence types:
❑ Nouns ❑ Verbs ❑ Compound sentences
❑ Adverbs ❑ Adjectives ❑ Fragments/run-ons
❑ Pronouns ❑ Conjunctions Word choice:
❑ Prepositional phrases ❑ Subject/predicate ❑ Subject/verb agreement
❑ Verb tense
Select from these book projects:
1. Choose and analyze a scene from your book. If 5. Provide a new solution for a problem faced by
you were a film director, how would you pres- a character. Present your solution as a
ent the action? Create specific, detailed plans response in an advice column.
on a story board and in a written summary.
6. Write a review of the book as a columnist for a
2. Pretend you’ve been asked to write a letter of newspaper’s arts section. Discuss plot, theme,
recommendation for one of the book’s charac- and character development. Present your
ters who wants a job. Include a description of opinions about the book, with supporting evi-
the character’s personal traits, strengths, and dence. Critique the author’s ability to tell a
limitations. story.
3. Compose a conversation between yourself and 7. Create a scrapbook or collection of illustrations
a character in the book. What would you ask of significant events from the book. Include
this person or discuss? What would you want notes or comments as if written by one of the
to know? What would you want to say? Write characters.
out both your dialogue and the character’s dia-
8. If this book were being made into a film, what
logue, or write a script for the conversation
would you choose as the theme song? Tape the
and audiotape it with a partner.
song and explain on audiotape why it’s a good
4. Determine a new solution for a problem pre- musical statement of the book and movie’s
sented in the book. Identify possible conse- theme.
quences of this change for characters and for
9. Design your own book project. See me before
subsequent action in the story. Create a flow
you start.
chart of the implications.
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Math Pathways:
Number Theory
Grade 5
Skills
❑ Squaring numbers ❑ Identifying even and odd numbers
❑ Identifying factors ❑ Identifying divisibility
❑ Identifying multiples ❑ Constructing rectangular arrays
❑ Identifying prime and composite numbers
1. Create a mind map that will help someone 4. Create a “Guess My Number” booklet, using
remember number theory. any of the following as clues: squaring, factor-
ing, multiples, prime/composite, even/odd,
2. Develop a die or spinner game using prime/
and divisibility.
composite or even/odd numbers.
5. Create a math rap or rhyme that will help
3. Design a string of math operations whose
someone remember a concept from number
answer is 128. Use a combination of any of the
theory (for example, how to square numbers).
following: squaring numbers, identifying mul-
tiples, and identifying factors. 6. Design your own project using number theory.
See me before you start.
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Workcard: Sample
(Project 3/Book Character Conversation)
Compose a conversation between yourself and a character in the book. What would you ask this charac-
ter or discuss with him or her? What would you want to know? What would you want to say? Write out
both your dialogue and the character’s dialogue, or write a script for the conversation and audiotape it
with a partner.
1. Choose a character from the book to have a conversation with.
2. Imagine what you would ask the character or talk about:
■ Is there something unresolved or undecided in the book that you would like to know more
about?
■ Do you want to know the character’s perspective or opinion about something that happened in
the story?
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Matrix Plan Used to Design a Project Menu
Bloom’s Taxonomy
Knowledge Comprehension Application Analysis Evaluation Synthesis
tell, list, define, label, locate, explain, demonstrate, con- compare, contrast, judge, predict, verify, compose, hypothesize,
recite, memorize, summarize, identify, struct, use, diagram, classify, critique, cate- assess, justify, rate, design, formulate,
repeat, find, name, describe, report, revise, record, gorize, solve, deduce, prioritize, determine, create, invent,
record, fill in, discuss, review, reformat, illustrate, examine, differentiate, select, decide, value, develop, refine,
recall, relate paraphrase, restate, interpret, dramatize, appraise, distinguish, choose, forecast, produce, transform
retell, show, outline, practice, organize, experiment, question, estimate
rewrite translate, manipulate, investigate, categorize,
convert, adapt, infer
research, calculate,
operate, model, order,
display, implement,
sequence, integrate,
incorporate
Read about wolves List the heroes and Retell a folktale or Pretend that a villain If you could have Retell a folktale or
in reference books villains in fairy fairy tale of your in a folktale or fairy a magic power like fairy tale from the
or on our book- tales we’ve read in choice on an illus- tale is going on trial. the characters in villain’s perspec-
marked Web sites. class and those you trated timeline. Decide if you will fairy tales, what tive. Share your
Review the fairy read on your own. Include a minimum defend or prosecute power would you story by creating
tales we’ve read Explain why you of four events. this villain. Write choose and how a comic strip.
that have wolves consider each a testimony that could would you use it?
as characters. Make hero or a villain by be used in a trial to Show yourself and
a chart listing facts creating picture prove the villain’s your new power by
and fiction (true/ book illustrations or guilt or innocence. making a poster,
false information) a rap or jingle. Include information telling a story, writ-
about wolves, or about what caused ing a song or rap,
create a collection the villain to go bad or doing a skit.
of items or artifacts and what led to his
to represent your or her actions in the
ideas about wolves, story. Tape, record,
whether fact or or act out your
fiction. testimony.
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Project Menu: Sample
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Sample: Teacher-Directed Spin-off
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Sample: Spin-off with Required Product
Evaluation checklist
❑ Presents accurate information about your topic.
❑ Presents information clearly so the reader can learn about your topic.
❑ Includes graphics such as illustrations, charts, or graphs.
❑ Lists a minimum of three references.
❑ Reflects careful planning and layout; presents a polished appearance.
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Grading Based on Rigor
(appropriate for student-selected projects)
For a Grade of C
Knowledge/Comprehension/Application
■ Do a timeline or storyboard of events in a news story that was reported over several days.
■ Collect all the stories in the main section of your newspaper for three days. Organize the stories from
each day into a scrapbook of “Good News” and “Bad News.” Count up the number of stories of each
kind. Write your conclusions on the final page of your scrapbook.
For a Grade of B
Application/Analysis
■ Collect stories that focus on one gender or the other. Organize them in a scrapbook according to the
section of the paper you found them in (for example, sports, business, variety). Examine the number
of articles about men and about women and where they appear in the paper. What patterns do you
notice? Use graphs or charts to illustrate your points.
■ Write a letter to the editor related to a story that you find controversial or that you have strong feel-
ings or beliefs about. Present facts from the published article and provide supporting evidence for
your beliefs or position.
For a Grade of A
Analysis/Evaluation/Synthesis
■ Design interview questions for a key person in a current news story. Your questions should cover not
only important issues and events in the story but also new developments of your own creation. With
a classmate, role play your interview on audiotape or videotape.
■ Examine a current issue in the news and create two editorial cartoons, each presenting a different
viewpoint on the issue.
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Questions to Spark Dialogue
What does the author want you to believe? The author said _________________.
What evidence can you find for that conclusion? What do you think?
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
The CCPP Toolkit
Directions: Choose one content catalyst, one process, and one product to design differentiated activities.
Content Catalysts
advertisement, commercial demonstration model PowerPoint presentation
anecdote diagram moral dilemma problem
art activity display movement profiles of people from
article editorial movie or video books or magazines
artifact editorial cartoon music quotations
artwork excerpt newspaper scenario
autobiography exhibit novel simulation
biography fable, folk tale, myth open-ended question slogan
case study field trip panel discussion speaker
chart historical fiction picture, photograph, speech
comic strip or cartoon interview illustration story
computer software letter to editor picture book survey or research results
dance or drama metaphor, analogy plan timeline
performance mini-lecture poetry Web site
Processes
adapt determine initiate record
analyze develop innovate refine
appraise diagram integrate reflect
assess differentiate interpret reformat
calculate distinguish invent research
categorize dramatize investigate respond
choose employ judge review
classify estimate justify revise
compare/contrast evaluate make select
compose examine manipulate sequence/order
construct experiment model solve
convert express operate support
create forecast organize synthesize
critique formulate practice transform
decide hypothesize predict translate
deduce illustrate prioritize use
demonstrate implement produce value
design incorporate question verify
detect infer rate write
Products
advertisement costume design investigative report play
advice column critical review limerick policy statement
animated film demonstration magazine article puppet show
book jacket experiment mask radio program
campaign for product or fairy tale/folktale oral presentation rhyme/riddle
candidate formula photo essay slide show/PowerPoint
comic book guidebook pictorial tour presentation
Adapted from original work of Diane Heacox, Sarah J. Noonan, and Gilbert Valdez, 1991.
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Curriculum Map: Sample
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Curriculum Map: Sample
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Curriculum Map: Sample
Subject: Shakespeare
Unit/Theme: Romeo and Juliet
Examining viewpoints
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Integration Matrix: Sample
Unit/Theme: Microeconomics
Unit Questions: How do principles of supply and demand affect our economy? What are the effects of competitive forces on businesses? How are new
products researched and developed? What is the vocabulary of microeconomics? What role does government play in our economy? What market forces
affect our nation’s economy?
tell, list, define, label, locate, explain, summa- demonstrate, construct, compare, contrast, clas- judge, predict, verify, compose, hypothesize,
recite, memorize, repeat, rize, identify, describe, record, use, diagram, sify, critique, categorize, assess, justify, rate, priori- design, formulate, create,
find, name, record, fill in, report, discuss, review, revise, reformat, illustrate, solve, deduce, examine, tize, determine, select, invent, develop, refine,
recall, relate paraphrase, restate, retell, interpret, dramatize, differentiate, appraise, decide, value, choose, produce, transform
show, outline, rewrite practice, organize, distinguish, experiment, forecast, estimate
translate, manipulate, question, investigate,
convert, adapt, research, categorize, infer
calculate, operate, model,
order, display, implement,
Gardner’s Multiple sequence, integrate,
Intelligences incorporate
Verbal/Linguistic Write a memo to col- Using information pre- Analyze the role of gov- Collect press informa- Formulate a marketing
poetry, debate, story- leagues in your com- sented by a member of ernment in promoting tion concerning a failed presentation for a group
telling, essay, checklist, pany reflecting your a company’s research healthy competition. or faltering business. of potential investors in
journal perceptions, conclu- and development divi- Write an essay describ- Determine possible your company’s prod-
sions, and recommen- sion, create a checklist ing your perspectives causes and the underly- uct. Include a brochure
dations based on your of procedures for devel- and viewpoints on gov- ing issues in the com- to outline such informa-
investor’s meeting. (25) opment of a new ernment involvement. pany. Write an article tion as your mission,
product. (7) (6) for the business section target market, market
of your newspaper data analysis, and time-
sharing factual informa- line for production. (20)
tion, your perspectives,
and conclusions. (5)
Logical/ Identify and chart Construct a survey to be Research possible prod- Project the price of Create charts and
Mathematical examples of perfect used with your class- uct ideas to determine your product based on graphs on the computer
diagram, outline, competition, monopoly, mates to gather data to their feasibility. (9) production costs, pack- to use in your market-
timeline, chart, monopolistic competi- identify your target mar- aging, and marketing ing presentation/
Compile and analyze
critique, graph tion, and oligopoly. (2) ket, to refine your prod- budgets. (14) brochure. (21)
the data from the sur-
uct, and to determine its
veys and modify/revise
selling price. (12)
plans as necessary. (13)
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D., copyright © 2002. Free Spirit
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Continued ➡
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Naturalist Identify and investigate Construct a display or
classification, possible competitors to exhibit for your product
collection, solution to your company. Create a for use in your market-
problem, display, directory of the names ing presentation.
observation, forecast, of these companies and (23)
investigation, the products that they
simulation, exhibit, market. (16)
identification
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D., copyright © 2002. Free Spirit
Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or printed for individual or classroom work only. Since Free
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Integration Matrix: Sample
Unit/Theme: Community
Unit Questions: How does geography influence a community and its people? What cultural and ethnic groups are represented in our community? What
problems characterize our current community? How might they be solved? How has history influenced our community and its people? How does
geography influence our community and the lives of its citizens?
tell, list, define, label, locate, explain, summa- demonstrate, construct, compare, contrast, clas- judge, predict, verify, compose, hypothesize,
recite, memorize, repeat, rize, identify, describe, record, use, diagram, sify, critique, categorize, assess, justify, rate, priori- design, formulate, create,
find, name, record, fill in, report, discuss, review, revise, reformat, illustrate, solve, deduce, examine, tize, determine, select, invent, develop, refine,
recall, relate paraphrase, restate, retell, interpret, dramatize, differentiate, appraise, decide, value, choose, produce, transform
show, outline, rewrite practice, organize, distinguish, experiment, forecast, estimate
translate, manipulate, question, investigate,
convert, adapt, research, categorize, infer
calculate, operate, model,
order, display, implement,
Gardner’s Multiple sequence, integrate,
Intelligences incorporate
Visual/Spatial In a collaborative Use symbols or pictures In collaborative groups, Design a Web site for
drawing, model, poster, group, use a disposable to make a poster that construct a bulletin your community high-
photograph, storyboard, camera to take pictures shows characteristics board display showing lighting its significant
illustration, board game to create a photo-essay of rural (country) the cultural/ethnic ori- aspects and unique
of significant places in and urban (city) gins of people in your characteristics. (12)
your community. (10) communities. (4) community. Include
population data from
the last 20 years.
Analyze population
trends and immigration
influences. (11)
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D., copyright © 2002. Free Spirit Continued ➡
Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or printed for individual or classroom work only. Since Free
Spirit Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content.
Naturalist Using topographic Think about how geog- Design a nature or
classification, maps, identify the geo- raphy influences your historical walk around
collection, solution to graphic features of your community and the your community.
problem, display, community and its activities/work of Create a map with
observation, forecast, surroundings. (7a) people in your commu- the sites labeled and
investigation, nity. Share your described. (12)
simulation, exhibit, thoughts and conclu-
identification sions with the class.
(7b)
Bodily/Kinesthetic Role play either the Identify a current com- Promote your com-
role play, skit, historical character munity problem or munity by scripting
pantomime, dance, involved in the event issue. In a small group, and videotaping a
invention, lab, or a news reporter. present a skit, sketch, tourism film clip or
improvisation, Describe the event and or role play that pres- public service
prototype why it was significant. ents the two sides of announcement. (12)
(6b) the issue. (8a)
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D., copyright © 2002. Free Spirit
Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or printed for individual or classroom work only. Since Free
Spirit Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content.
Matrix Plan: Sample
Bloom’s Taxonomy
Knowledge Comprehension Application Analysis Evaluation Synthesis
tell, list, define, label, locate, explain, demonstrate, construct, compare, contrast, judge, predict, verify, compose, hypothesize,
recite, memorize, summarize, identify, record, use, diagram, classify, critique, assess, justify, rate, design, formulate
repeat, find, name, describe, report, revise, reformat, solve, deduce, prioritize, determine, create, invent, develop,
record, fill in, discuss, review, illustrate, interpret, examine, differentiate, select, decide, value, refine, produce,
recall, relate paraphrase, restate, dramatize, practice, appraise, distinguish, choose, forecast, transform
retell, show, outline, organize, translate, experiment, question, estimate
rewrite manipulate, convert, investigate, categorize,
adapt, research, infer
calculate, operate,
model, order, display,
implement, sequence,
integrate, incorporate
As a class, list con- Identify and With a partner, On a chart, com- In a small group, Compose a 4–6 line
temporary teen describe the play’s dramatize a contem- pare and contrast determine alterna- epitaph for either
problems. (7) five elements of porary teenager’s contemporary teen tive solutions to the Romeo or Juliet
plotline by complet- 2–3 minute conver- issues to the teen problems in the using iambic
ing a diagram. (10) sation including issues in Romeo and play using a con- pentameter. (12)
commonly used Juliet. (8) temporary context.
words from (If this happened
Shakespeare’s plays. today, how might
(5) the problems have
been solved?) (9)
Define sonnet, In a play journal, On a chart, record After reading sev- Examine the distinc- Collect items and
soliloquy, couplet, identify lines and evidence from the eral scenes, examine tive poetic style of create an artifact
quatrain, iambic record events which play that sets the your impressions of different characters box for a character
pentameter by establish the literary historical context of a particular charac- in the play. With a in Romeo and Juliet.
drawing a sketch to theme of the play. 16th century ter in the play and partner, tell how the Include symbols for
convey each (2) Elizabethan write a personal ad dialogue of one the character’s per-
meaning. (1) England. (3) for him or her. character might be sonality as well as
(4) presented and what his or her story.
stage directions are (12)
implied. Present
your interpretation
to the class. (6)
Unit/Theme: Geology
Unit Questions: What are the geological characteristics of the United States? How is geology represented on a map? How
are natural resources used? How do geological events affect human populations? How is physical geography modified
by human and natural actions? How does technology affect our understandings of physical geography? What are meth-
ods of conservation?
Bloom’s Taxonomy
Knowledge Comprehension Application Analysis Evaluation Synthesis
tell, list, define, label, locate, explain, demonstrate, construct, compare, contrast, judge, predict, verify, compose, hypothesize,
recite, memorize, summarize, identify, record, use, diagram, classify, critique, assess, justify, rate, design, formulate
repeat, find, name, describe, report, revise, reformat, solve, deduce, prioritize, determine, create, invent, develop,
record, fill in, discuss, review, illustrate, interpret, examine, differentiate, select, decide, value, refine, produce,
recall, relate paraphrase, restate, dramatize, practice, appraise, distinguish, choose, forecast, transform
retell, show, outline, organize, translate, experiment, question, estimate
rewrite manipulate, convert, investigate, categorize,
adapt, research, infer
calculate, operate,
model, order, display,
implement, sequence,
integrate, incorporate
Find geological/ Identify geological Construct a chart Examine how geo- Review photo- Formulate a predic-
landform regions features of a partic- using symbols to logical resources are graphs/blueprints tion about how tech-
and fault lines on a ular site by review- represent the five used both within a of buildings and nological tools (e.g.,
United States topo- ing photographs and geological/landform region and in the assess their earth- GPS, satellite
graphical map. Note a topographical areas of the United world. Contribute to quake resistance on images) for investi-
regions of greatest map. Write a geolo- States and their a directory catego- a scale of 1 to 5. gating our environ-
risk. (1) gist’s report on the characteristics. (2) rizing resources and Provide support for ment may change
site. (3) their uses by region. your rating. (6b) our perspectives and
(5) understandings of
geology/physical
geography. (12)
List architectural Describe the effects Based on a lab activ- Compare and con- Determine argu- In a team, develop
features that make of man on physical ity, organize a dis- trast two volcanic ments either for or a campaign for a
buildings more geography by con- play of rocks eruptions from con- against changing conservation issue
“earthquake proof.” tributing to a class classified by type temporary or desert areas (e.g., of your choice.
(6a) bulletin board dis- and construct a flip- ancient times. Arizona) to green Develop a market-
play of photographs, book of “What am Present your ideas areas. Develop a ing strategy such as
sketches, and writ- I?” clues for identi- with a partner, each poster to “sell” your a public service
ten statements. (8) fying each type of role playing or story- point of view. (9) announcement,
rock. (4) telling the event. poster, song, or Web
(10) page to present
your ideas. (14)
Based on a concept developed by Linda King and Barbara LeRose, Racine Public Schools, Racine, Wisconsin.
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.