Verbal-linguistic intelligence (word smarts)
Naturalistic intelligence (nature smarts)
Logical-mathematical intelligence (number smarts)
Bodily-kinesthetic intelligence (body smarts)
Interpersonal intelligence (people smarts)
Intrapersonal intelligence (self smarts)
Musical-rhythmic intelligence (music smarts)
Spatial intelligence (picture smarts)
can look as different as the learners. Depending on the learning objective, a teacher might allow choice in the end product: read-and-write learners write a book report, visual learners create a graphic organizer of the story, auditory learners give an oral report, and kinesthetic learners build a diorama illustrating the story. In process differentiation, students who love to listen to books may choose an audio book, while visual and word learners may use textbooks instead. In a language arts lesson on theme and genre, ROBS second graders pick an assignment from a menu of choices, each one appealing to a different learning preference: create a comic strip, write a paragraph, conduct an interview, write creatively, or edit and
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revise a piece of writing. Students in Jeff Reynolds’ sixth-grade World History class embark on an African research expedition to gain a deeper appreciation of the world of past and present Africa. Learners choose from a list of research topics and research products, but also may suggest others. “Students showcase their new knowledge and skills in innovative, unique and meaningful ways,” Reynolds said. “They set appointment times to meet with me to design, create, and discuss execution of their research projects, some of which may include game design, web design and layouts for newsletters.” In ROBS Tech Integration, fourth graders working in a group must create an iMovie showcasing various regions of Texas. The group members decide how they
