Curriculum Planning: Multiple Intelligences and Term Paper

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In addition, students in the same classroom can focus on problems that range in complexity, with some students describing the process for reducing fractions and others designing and explaining binomial equations," (Kluth & Straut 2001). In short, teachers can give students some discretion in demonstrating how they know the concept in a way that is fun and meaningful to the child, such as asking an artistically-minded child to create a drawing to demonstrate a solution to a word problem. Also, some of the more confident and gifted students may strive to take the standards to the 'next level' of learning.

Another is "curriculum compacting," in which "students qualify for compacting when they demonstrate a certain level of mastery of the subject that the teacher is about to commence teaching. This qualification is determined by offering students a pre-test on that content" (Gus 2003). The students who take the pre-test and pass are rewarded with a choice of more challenging assignments in the same subject, or are given extra time to work on areas of weakness.

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Ideally, as a reward, the student should have more discretion in the assignment than he or she would otherwise, in a way that addresses his or her own unique needs. This also prepares the student better for standardized testing, by avoiding the tedium of going over what the student already knows and allow the student to modify his or her learning path.

In classrooms with a diverse level of competencies, the more gifted students can also be asked to be a 'teacher's helper' and aid struggling students on a one-on-one fashion. This also allows for a more individuated approach, and helps the teacher avoid the dilemma of 'how do I be in two places at once' to address the needs of different learners.

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