To differentiate instruction for teaching paradoxes, begin by asking all students to read a piece of literature, "Catch-22" for example, that uses paradox as a main literary element. Students may read on a computer, e-reading device or book, depending on preference. Ask students to identify and explain the paradox, basing assessments on each student's learning intelligence.
Students who are visual learners learn best when seeing something. They appreciate the ease of diagrammed information, and should be allowed to create their own chart or diagram to demonstrate knowledge. In studying paradoxes, visual students should make a diagram charting the patterns and details of the paradox.
Verbal learners are word lovers; they are skilled in writing and speaking. These students should have the opportunity to give presentations. Have verbal learners create a PowerPoint presentation explaining the paradox, and then present their explanation to the class. This activity will allow them to both write and speak.
These students will probably have the easiest time with paradoxes, as logical students have an innate ability to recognize patterns and reasoning, and a paradox is often logic-based. Learners of average ability can organize a spreadsheet, noting the process they used in analyzing the paradox. Learners of above-average ability may create a mathematical equation symbolizing the paradox.
Musical students love listening to, writing and playing music. Incorporate this love into learning paradoxes by allowing these kids to write and perform a song that explains the paradox of the story.
Kinesthetic learners are often dancers and athletes who crave movement. Higher level thinkers in this intelligence may be asked to design and teach a game that relates to the paradox studied. Lower-level thinkers may be given cards, with one paradox detail or reasoning listed on each, and asked to organize them appropriately. Manipulatives can help kinesthetic learners.
Interpersonal learners learn best in groups where they can share their ideas and think aloud. Place these students in small groups and allow them to work through the paradox orally. They can read and track reasoning together, making notes and later sharing ideas with the class.
Intrapersonal refers to working within or by oneself. These students are independent thinkers whose learning is best assessed through quiet journaling. Paradoxes can require a great deal of thought depending on how indepth they go. Allow these students to do what comes naturally, and think and write.
Naturalists respond well to nature, so help these students learn paradoxes by assigning a science-themed paradox, such as how pesticides can sometimes increase the amount of insects. The actual product here can vary, as this intelligence lends itself to the topic of study rather than the method of demonstration.