Design activities that will engage students, consolidate their learning, and provide opportunity for extending understanding.
Although it is often necessary for students to practice routine skills (e.g. subtraction), it is often beneficial for them to do so within a varied context (a range of different problems that involve the new skill) - rather than merely as a repetitive act.
By providing differentiated activities, you can ensure that more able students are suitably challenged and that students in need of additional help are not left behind or ignored. Judicious use of classroom assistants can ensure that all students are included in the activity session.
Vary the activity so that, over a sequence of lessons, all the intelligences will have been engaged.
|Linguistic||listening – speaking – reading – writing|
|Logical||number-work – scientific process – connecting – questioning|
|Visual-spatial||drawing – painting – modelling|
|Physical / kinaesthetic||doing – making – acting – moving – touching|
|Musical||singing – making music – listening to music - dancing|
|Naturalist||recognising – sorting – grouping – cataloguing|
|Interpersonal||discussing – co-operating – working in teams|
|Intrapersonal||thinking – reflecting – imagining|
|Children (and adults) find it difficult to concentrate for lengthy periods of time – so consider (physically) moving between activities – or use brain-gym exercises for fun and stimulation.|
Accelerated learning overview
Learning environment - The big picture - Outcomes - Input - Activity - Demonstration - Review