Term

Spring 5-11-2016

Capstone

Thesis

Degree Name

MAEd

Primary Advisor/Dissertation Chair

Rachel Endo

Secondary Advisor/Reader One

Stacy Sanders

Peer-Reviewer/Reader Two

Joel Schou

Abstract

This curriculum­based capstone answers the research question: How can a fourth­grade reading curriculum be differentiated using Gardner’s Theory of Multiple Intelligences? The research examines the value in differentiating curriculum to meet the needs of learners within classrooms. In addition, the author explores literature on best practices in differentiated reading instruction and its connection to MI theory. A twenty day unit was developed using an Understanding by Design framework (Wiggins & McTighe, 2005), wherein Common Core State Standards form the basis for established goals. Student interest, readiness, learning profile, and choice drive the learning activities and assessment options throughout the unit. The unit features explicit teaching of what good readers think and do as they read, small group sessions based on readiness and interest, independent reading opportunities along with reading conferences, problem solving centers based on MI theory, readers theater, thoughtful discourse on what people do with ideas, and more. The various activities consider and engage the different ways of being smart as students construct knowledge. The unit can be adapted by fourth grade teachers who want to differentiate their reading curriculum.

Research Methodology

Curriculum Development

Keywords

Curriculum, Multiple Intelligences, Reading, Differentiated Instruction

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