Using Cognitive Styles and Intelligence Preferences in Group

Selection by Dave Crowder 2006

Based on the book: How to Differentiate Instruction in Mixed-Ability Classrooms, by Carol Ann Tomlinson, 2001

Learning from Louisville Middle School’s Differentiation PLC (professional learning community)

Background– I had originally joined the Differentiation PLC at our school with the goal of

gathering some information about planning for group selection. Admittedly, I had previously only used two different methods. Letting students pick their groups, or selecting for them randomly. My reasoning was that both of these methods were quick, and thus allowed for a minimum of class disruption, and preparation time. Thus, the task at hand was the important factor, and not necessarily the group’s diversity or differentiation.

– In my class, I – the teacher – am often assigning students to particular tasks which they will learn from based on my best judgment, but these are times when large assignments are completed and there is “overlap” between this activity and the next. What about the use of grouping strategies to match the students and the tasks within a given assignment? This is where I needed help.

– Using a variety of grouping strategies allows the teacher to match students and tasks when necessary. This flexibility also keeps students from feeling that they are “pegged” into a given classroom niche. (p. 26)

– A teacher heard about her grouping strategies from a student, “I think she stays up nights trying to figure out another way to scramble us up.” She thus learned not only to give her students more insight into her grouping strategies, but also to ask her students to be active partners with her in figuring it out. (p. 41)

– A good differentiated activity is something the students will make or do

In a range of modes at varied degrees of sophistication in varying time spans.

With varied amounts of teacher or peer support (scaffolding) Using an essential skill(s) and essential information To understand an essential idea/principle or answer an essential

question. (p. 80)

Research

– Intelligence Preferences Gardner (1993) – verbal linguistic, logical mathematical, visual

spatial, musical rhythmic, bodily kinesthetic, interpersonal, intrapersonal, and naturalistic.

Sternberg (1985) – analytic, practical, and creative. (p. 62)– Learning Profile Differentiation

It is effective to think about using several intelligences as ways for students to explore or express ideas. Much can be accomplished by asking students to make their own choices.

As you begin to differentiate your instruction in response to a range of learning-profile needs, select a few categories to emphasize in your planning. (p. 63)

Learning Profiles

Grouping Ideas (p. 61)

Cognitive Style– Creative/conforming– Essence/facts– Whole-to-part/part to whole– Expressive/controlled– Nonlinear/linear– Inductive/deductive– People-oriented/task or object-

oriented– Concrete/abstract– Collaboration/competition– Interpersonal/introspective– Easily distracted/long attention

span– Group achievement/personal

achievement– Oral/visual/kinesthetic– Reflective/action-oriented

Intelligence Preference– Analytic– Practical– Creative– Verbal/linguistic– Logical/mathematical– Spatial/visual– Bodily/kinesthetic– Musical/rhythmic– Interpersonal– Intrapersonal– Naturalist– existential

Implementation

The first grouping, with diverse intelligences in mind, was used on a Lab during 3rd quarter in March for sixth graders called Bernoulli’s Experiment. For the first time this year, the students were asked to design their own experiment for a lab. They had been prepared thoroughly for this new task through the Science Fair procedure, as well as many different design questions on tests and class discussions. But, options for experimental procedure was a new twist, thus the use of a new grouping idea was timely.

I explained, “We have always grouped either by my random selections, or by your own preferences. But, this hasn’t taken into account how everyone best learns and works as a functioning team. Now, we’re separating into groups based on whether we are mostly hands-on builders, mathematical/analytical, writers, or communicators.

I made a grid on the board for the groups:Social Writer Builder Math

I made a copy of the four person groups for each class, and the following day we began work on the new lab. I added a few possible ideas that they might want to try for ways to test Bernoulli’s effect with the fans in the room, and with the faucets.

Aside from a few isolated instances of negative group dynamics, the lab went quite well. Some students found their value within group work for the first time! Most worked harder, and only a handful balked at the imposed structure.

The Group Grid

Name ___________________

Date _____________Period ___________

Purpose: Your team decides.Hypothesis: Your team decides.Background: Your team decides.• Materials: You decide – (but only objects provided by the teacher can be used.)Procedure:(Your team will need to construct a step by step procedure to create an object, or some objects

to test and measure the Bernoulli’s effect. Some examples of valid test objects are a toy, a wing, different lengths of surface, etc. Three suggested methods of measuring your object are #1 Using a Fan to blow the object and test the amount of pull with a Newton scale, #2 test the angle that can be pulled out in the water flow of a sink spigot. #3 record the distance your object flies compared to another through the air.

Make a Data Table to record your data!4 Part Conclusion:1. Include purpose and Hypothesis: 2. Background information: 3. Important observations: 4. Source of Errors/Suggest similar lab

Bernoulli’s Experiment

Student Examples

Next Four Slides

For the next lab after Spring Break, we kept the same groupings. This was a lab on Archimedes's Principle about floatation. This lab was perhaps less chaotic, but only slightly due to the participants getting used to one another. It was probably because the lab was more structured, not allowing for quite as much experimental variation.

Purpose: To determine what factors influence buoyancy. Hypothesis: A) The order of solutions from least dense to most dense is: #1 ____________________________ Pure water Sugar water #2 ____________________________ Salt water (45g solute) Salt water (90g solute) #3 ____________________________ Vinegar water #4 ____________________________ #5 ____________________________ B) Added pressure will ____________________buoyancy. (increase or decrease) Background: Archimedes’s Principle states that: The buoyant force on an object is equal

to the weight of the fluid displaced by the object. A solution is? To dissolve means? A solute is? A precipitant is? Buoyancy means:

To Sink or Float.. That is the question..

Materials

Straight straw - sealed on one end Crooked straw piece - sealed on both ends 500 ml graduated cylinder 2 liter bottle Permanent marker Clay Ruler Paper clips Scale Scissors

Take your straight straw and mark with equivalent stripes spaced 1 cm apart. This will become your hydrometer.

Fill the graduated cylinder with water to the 250ml mark. Attach enough clay at the bottom of the straw (where the end is closed) that the straw floats, open side

up, in the water about half way out of the water. Record in the data table how many lines on your straw are above the water Pour out the water and remove the hydrometer. Add 45 grams of sugar, then fill with water to 250 ml

mark. Carefully add the hydrometer and record how many lines are now above the surface of the water.

Pour out the water and remove the hydrometer. Add 45 grams of salt, then fill with water to 250 ml mark. Carefully add the hydrometer and record how many lines are now above the surface of the water.

Carefully remove the hydrometer without losing any of the solution, and add 45 grams of salt, (for a total now of 90 grams). Carefully add the hydrometer and record how many lines are now above the surface of the water.

Put on some goggles! Pour out the water and remove the hydrometer. Add 45 grams of vinegar, then fill with water to 250 ml mark. Carefully add the hydrometer and record how many lines are now above the surface of the water.

Now, with the 2 liter bottle you brought, fill almost to the top of the bottle with water. The smaller crooked straw piece with closed ends will now be used as your Cartesian diver. Attach enough clay that it just barely floats – almost sinks.

Attach a paper clip such that can function as a hook, put the cap on tight. Drop some objects in the bottle (these could be pieces of paper, more paper clips, etc), add your

Cartesian diver, and squeeze the bottle. The diver should sink. Then try to pick up an object from off the bottom of the bottle by releasing pressure. This is VERY difficult and will take many many tries. See Mr. Crowder for a prize if you are successful!

Procedure:

Include purpose and Hypothesis: Listed above!

Background information: Listed above! Important observations: What solutes

make water denser? Are there any that make it less dense? Why do they effect the density at all? How does pressure effect buoyancy? Explain.

Source of Errors/Suggest similar lab

4 Part Conclusion:

Student Example

A conclusion follows…

The next diverse intelligence grouping was done in April. I assigned a homework one week where they had to make calorimeters with their own supplies. They would be used the following week on the Calorimetry lab. I decided to keep the group format similar to the last, but re-selected all of the groups. This time, we used the title of “Art” rather than “Builder”. Other than that one variation, we held true to the four group member format.

A Second Grouping Grid

Student Example

Following two slides are the data table and four part conclusion.

Conclusion

My goal of finding some information on grouping techniques was met. Thanks to this book by Carol Ann Tomlinson, I am working with a more successful differentiated lab grouping with my students. I can now easily construct 4 or 5 member groups right on the spot, and use the board for a grid so that the students all know who they’ll be paired with, and more importantly, why.

Dave Crowder April, 2006