Publication Date

2004

Abstract

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

Document Type

Journal Article

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