Practical Guide to

Differentiation

Compiled by:
Kimberly (Hilton) Hawkins
South Dakota ‘06
 Table of Contents

Differentiated Instruction Model p. 3

Teaching Strategies
• Modifying Content, Process, Product p. 4-6
• Strategies for Differentiating
p. 7-22
Instruction
Learning Profiles
• Learning Profile Card p. 23-24
• Learning Profile Template p. 25
Modalities
• Modality Preference Survey p. 26-27
Sternberg’s Triarchic Theory
• Sternberg’s Triarchic Theory of
p. 28-29
Intelligences Survey
Learning Styles
• Gardner’s Multiple Intelligences p. 30-33
• Learning Styles Overview p. 34-35
• Multiple Intelligences Survey p. 36-38
• What Type of SMART Are You? p. 39-50
Array Interaction
• Array Interaction Survey p. 51-52
• Personality Objectives/Personality
p. 53
Components
 Differentiated Instruction
is a teacher’s response to student needs, guided by general principles of differentiation:
respectful tasks, flexible grouping, and ongoing assessment.

Teachers can differentiate…

Content Process Product

WHAT we teach HOW we teach EVALUATION of learning

According to students’…

Readiness Interests Learning Profile

Adapted from ASCD’s Differentiation Model

 DIFFERENTIATION
Modifying Content, Process, & Product
Excerpted from "Effective Practices for Gifted Education in Kansas" manual

Content
Content consists of ideas, concepts, descriptive information, facts,
rules and principles that are presented to the learner.

Content modifications include the use of:

• Acceleration - Providing the opportunity for students to move
more rapidly through a particular curricular sequence without
regard to age or setting.
• Compacting - Adapting the regular curriculum by either
eliminating work that has already been mastered or streamlining
work that may be mastered at a quicker pace.
• Variety - Ideas and content areas should be extensions of the
regular curriculum.
• Re-organization - Selecting new arrangements of content e.g.,
functional similarities, categorical groups, descriptive similarities,
in place of the typical chronological organization.
• Flexible pacing - Allowing for individual characteristics to
determine the pace.
• Use of more advanced or complex concepts, and materials - Posing
more challenging questions or situations that force the learner to
deal with the intricacies of the content. Using novel and
sophisticated content.
• Use of abstractions - Going beyond the facts and the obvious to
the conceptual framework, underlying ideas, symbolism, and
hidden meaning of the content.

Additional suggestions:
 • When possible, students should be encouraged to move through
content areas at their own pace. If they master a particular unit,
they need to be provided with more advanced learning activities,
not more of the same activity. Thematic, broad-based and
integrated content, rather than single-subject areas in isolation
best serve their learning characteristics. In addition, such
concept-based instruction expands opportunities to generalize
and to integrate and apply ideas.
• Middle and secondary schools are generally organized to meet
student needs within content areas. Providing an interdisciplinary
approach is another way of modifying curriculum. Jacobs and
Borland (1986) found that high ability learners benefit greatly
from curriculum experiences that cross or go beyond traditional
content areas, particularly when they are encouraged to acquire
an integrated understanding of knowledge and the structure of
the disciplines.

Process
Process is the presentation of content, including the learning activities
for students, the questions that are asked, as well as the teaching
methods and thinking skills that are used.

Modifications to process should involve:

• Higher Levels of thinking - Emphasizing questions that enable the
learners to analyze synthesize, or evaluate.
• Open-endedness - Asking questions that promote critical and
creative thinking.
• Inquiry and discovery - Providing opportunities for the learner to
arrive at self-drawn conclusions or generalizations.
• Active exploration - Providing opportunities for movement and
learner-driven exploration.
 • Inductive and deductive reasoning - Asking the learner to cite
the sources, clues given, and logic used in drawing conclusions.
• Freedom of choice - Providing opportunities for self-directed
activities such as independent study.
• Group interactions/simulations - Using structured simulations for
group problem solving.
• Variety - Encouraging a variety of teaching strategies.
• Pacing - The rapidity with which content is presented; the
extension of time and deadlines so that further integration of
ideas may take place; and/or flexibility in time allowance.

Although instructional strategies depend on the age of the students

and the nature of the disciplines involved, the goal is always to
encourage students to think about subjects in more abstract and
complex ways. Activity selection should be based on student interests,
and activities should be developed in ways that encourage self-directed
learning. Bloom's Taxonomy of Educational Objectives (1956) offers
the most common approach to process modification.

Product
Products are the outcomes of instruction that consolidate learning and
communicate ideas.

Modifications in products should:

• Possess characteristics that are professional in nature.
• Address real problems, audiences, and concerns.
• Synthesize rather than summarize information.
• Include a self-evaluation component.
 Strategies for Differentiating Instruction
What is Differentiated Instruction?
Differentiated instruction, also called differentiation, is a process through which teachers
enhance learning by matching student characteristics to instruction and assessment.
Differentiated instruction allows all students to access the same classroom curriculum
by providing entry points, learning tasks, and outcomes that are tailored to students’
needs (Hall, Strangman, & Meyer, 2003). Differentiated instruction is not a single
strategy, but rather an approach to instruction that incorporates a variety of strategies.

Teachers can differentiate content, process, and/or product for students (Tomlinson,
1999). Differentiation of content refers to a change in the material being learned by a
student. For example, if the classroom objective is for all students to re-tell a story some
students may learn to re-state the beginning, middle, and end, while others may learn to
incorporate character’s points of view into the re-telling. Differentiation of process refers
to the way in which a student accesses material. One student may explore a learning
center, while another student collects information from the web. Differentiation of
product refers to the way in which a student shows what he or she has learned. For
example, to demonstrate understanding of a non-fiction article, some students may
create a graphic organizer, while others discuss the main concepts in a small group.

When teachers differentiate, they do so in response to a student’s readiness, interest,

and/or learning profile. Readiness refers to the skill level and background knowledge of
the child. Interest refers to topics that the student may want to explore or that will
motivate the student. This can include interests relevant to the content area as well as
outside interests of the student. Finally, a student’s learning profile includes learning
style (i.e., a visual, auditory, tactile, or kinesthetic learner), grouping preferences (i.e.,
individual, small group, or large group), and environmental preferences (i.e., lots of
space or a quiet area to work). A teacher may differentiate based on any one of these
factors or any combination of factors (Tomlinson, 1999).

How Is it Implemented?
Implementation looks different for each student and each assignment. Before beginning
instruction, teachers should do three things:
1. Use diagnostic assessments to determine student readiness. These
assessments can be formal or informal. Teachers can give pre-tests, question
students about their background knowledge, or use KWL charts (charts that ask
students to identify what they already Know, what they Want to know, and what
they have Learned about a topic).
2. Determine student interest. This can be done by using interest inventories and/or
including students in the planning process. Teachers can ask students to tell
them what specific interests they have in a particular topic, and then teachers
can try to incorporate these interests into their lessons.
 3. Identify student learning styles and environmental preferences. Learning styles
can be measured using learning style inventories. Teachers can also get
information about student learning styles by asking students how they learn best
and by observing student activities. Identifying environmental preferences
includes determining whether students work best in large or small groups and
what environmental factors might contribute to or inhibit student learning. For
example, a student might need to be free from distraction or have extra lighting
while he or she works.

Teachers incorporate different instructional strategies based on the assessed needs of

their students. Throughout a unit of study, teachers should assess students on a regular
basis. This assessment can be formal, but is often informal and can include taking
anecdotal notes on student progress, examining students’ work, and asking the student
questions about his or her understanding of the topic. The results of the assessment
could then be used to drive further instruction.

The table in this document provides descriptions of eight differentiation strategies, ways
in which the strategies are primarily used to differentiate instruction, and guidelines for
their use. Teachers should select differentiation strategies based on the curriculum
taught and the needs of students in their classrooms.

Differentiation
Primary Use Description of Strategy Things to Consider
Strategy
Assignments and products are • Focus task on a key
designed to instruct and assess concept
students on essential skills that • Use a variety of
are provided at different levels of resource materials at
complexity, abstractness, and different levels of
open-endedness. The curricular complexity and
content and objective(s) are the associated with
Tiered same, but the process and/or different learning
Assignments Readiness product are varied according to modalities
and Products the student’s level of readiness. • Adjust task by
complexity,
For example, students with abstractness, number
moderate understanding about a of steps,
topic are asked to write an concreteness, and
article. Students with a more independence to
advanced understanding are ensure challenge and
asked to prepare a debate. not frustration
Compacting is the process of • Thoroughly pre-
eliminating teaching or student assess the learner’s
practice due to previous mastery knowledge and
of learning objectives. document findings
Compacting Readiness Compacting involves a three • Explain the process
step process: and its benefits to the
(1) assess the student to student
determine his/her level of • Create written plans
Differentiation
Primary Use Description of Strategy Things to Consider
Strategy
knowledge on the and timelines for study
material to be studied • Allow student choice
and determine what in enrichment or
he/she still needs to accelerated study
master
(2) create plans for what the
student needs to know,
and excuse the student
from studying what
he/she already knows
(3) create plans for freed-up
time to be spent in
enriched or accelerated
study

For example, a third grade class

is learning to identify the parts of
fractions. Diagnostics indicated
that two students already know
the parts of fractions. These
students are excused from
completing the identifying
activities, and are taught to add
and subtract fractions.
The student and teacher identify • Base the project on
topics of interest to the student. student interest
Together they plan a method of • Provide guidance and
investigating the topic and structure to ensure
decide upoon the outcome of the high standards of
independent study. The result of investigation and
the project will be based on the product
needs of the student and the • Use timelines to help
curricular content. Guided by student stay on track
the teacher, the student and prevent
completes his or her own procrastination
Independent research on the topic and • Use process logs or
Interest
Study develops a product to share with expert journals to
classmates. document the process
• Establish clear criteria
For example, in a unit on ocean for success
life, a student indicates that she
wants to learn more about
sharks. With the teacher’s
guidance she develops research
questions, collects information,
and presents an oral report to
the class about the feeding
patterns of great white sharks.
Differentiation
Primary Use Description of Strategy
Strategy
Interest centers (usually used
with younger students) and
interest groups (usually used
with older learners) are set up so
that learning experiences are
directed toward a specific
learner interest. They allow
students to choose a topic and
can be motivating to students. If
they are used as enrichment,
they can allow the study of
Interest Centers topics beyond the general
Interest,
or curriculum. Groups address
Readiness
Interest Groups student readiness when they are
differentiated by level of
complexity and independence
required.
For example, in a unit about the
Civil War, students can choose
to work in groups on one of four
topics: free labor vs. slave labor,
a biography of Robert E. Lee,
women’s role in Reconstruction,
or how trade was impacted.
Students work as part of many
different groups depending on
the task and/or content.
Sometimes students are placed
in groups based on readiness,
other times based on interest
and/or learning profile. Groups
can either be assigned by the
teacher or chosen by the
students. Students can be
Interest, assigned purposefully to a group
Flexible or assigned randomly. This
Readiness,
Grouping strategy allows students to work
Learning Profile
with a wide variety of peers and
keeps them from being labeled
as advanced or struggling.
For example, in a reading class,
the teacher may assign groups
based on readiness for phonics
instruction, but allow students to
choose their own groups for
book reports, based on the book
Things to Consider
• Incorporate student
interest
• Encourage students to
help create tasks and
define products
• Adjust for student
readiness
• Establish clear criteria
for success
• Adjust blocks of work
time based on student
readiness
• Ensure that all
students have the
opportunity to work
with other students
who are similar and
dissimilar from
themselves in terms of
interest, readiness,
and learning profile
• Alternate purposeful
assignment of groups
with random
assignment or student
selection
• Ensure that all
students have been
given the skills to work
collaboratively
• Provide clear
guidelines for group
functioning that are
taught in advance of
group work and
Differentiation
Primary Use Description of Strategy Things to Consider
Strategy
topic. consistently reinforced
Teachers adjust the types of • Use wait time before
questions and the ways in which taking student
they are presented based on answers
what is needed to advance • Adjust the complexity,
problem-solving skills and abstractness, type of
responses. This strategy response necessary,
ensures that all students will be and connections
accountable for information and required between
thinking at a high level and that topics based on
all students will be challenged. readiness and
Finally, all students benefit from learning profile
Readiness, this strategy because all can • Encourage students to
Multiple Levels
Learning learn from a wide range of build upon their own
of Questions
Profiles questions and responses. answers and the
answers of other
For example, the teacher students
prepares a list of questions • If appropriate, give
about a topic that the whole students a chance to
class is studying. During a talk to partners or
discussion, the teacher asks write down their
initial questions to specific answers before
students, based on readiness. responding
All students are encouraged to
ask and answer follow-up
questions.
Learning contracts begin with an • Match skills to the
agreement between the teacher readiness of the
and the student. The teacher learner
specifies the necessary skills • Allow student choice
expected to be learned by the in the way in which
student and required material is accessed
components of the assignment, and products are
while the student identifies developed
methods for completing the • Provide the contract in
tasks. This strategy allows writing, with a clear
Readiness,
Learning students to work at an timeline and
Learning
Contracts appropriate pace and can target expectations
Profiles
learning styles. Further, it helps • Include both skill- and
students work independently, content-based
learn planning skills, and learning in the
eliminate unnecessary skill contract
practice.

For example, a student

completes a learning contract for
a science project. He indicates
that he will research the topic of
Differentiation
Primary Use Description of Strategy Things to Consider
Strategy
mitosis, create a visual model to
share with the class, and write a
report. The learning contract
indicates the dates by which
each step of the project will be
completed.

Choice boards are organizers • Include choices that

that contain a variety of reflect a range of
activities. Students can choose interests and learning
one or several activities to styles
complete as they learn a skill or • Guide students in the
develop a product. Choice choice of activities so
boards can be organized so that that they are
students are required to choose challenged, but not
options that focus on several frustrated
different skills. • Provide clear
Readiness,
Interest, instruction in the use
Choice Boards For example, after students read of choice boards
Learning
Romeo and Juliet, students are
Profiles
given a choice board that
contains a list of possible
products for each of the
following learning styles: visual,
auditory, kinesthetic, and tactile.
Students must complete two
products from the board, and
must choose these products
from two different learning
styles.

What Does it Look Like for Reading?

Differentiation strategies applied to reading can be designed to help students learn a
range of skills including, phonics, comprehension, fluency, word prediction, and story
prediction. The chart below offers a variety of strategies that can be used.

Strategy Focus Definition Example

Tiered assignments are
designed to instruct students
Tiered
Readiness on essential skills that are
Assignments
provided at different levels of
complexity, abstractness, and
Students with moderate
comprehension skills are
asked to create a story-web.
Students with advanced
comprehension skills are
 Strategy Focus Definition Example
open-endedness. The asked to re-tell a story from
curricular content and the point of view of the main
objective(s) are the same, but character.
the process and/or product are
varied according to the
student’s level of readiness.
Compacting is the process of
adjusting instruction to
account for prior student
mastery of learning objectives.
Compacting involves a three-
A student who can decode
step process: (1) assess the
words with short vowel
student to determine his/her
sounds would not
level of knowledge on the
participate in a direct
material to be studied and
Compacting Readiness instruction lesson for that
determine what he/she still
skill, but might be provided
needs to master; (2) create
with small group or
plans for what the student
individualized instruction on
needs to know, and excuse
a new phonics skill.
the student from studying what
he/she already knows; and (3)
create plans for freed-up time
to be spent in enriched or
accelerated study.
Interest Centers - Centers
can focus on specific
reading skills, such as
Interest centers (usually used phonics or vocabulary, and
with younger students) and provide examples and
interest groups (usually used activities that center on a
Interest Centers with older students) are set up theme of interest, such as
Readiness
or Interest so that learning experiences outer space or students’
Interest
Groups are directed toward a specific favorite cartoon characters.
learner interest. Allowing
students to choose a topic can Interest Groups – For a
be motivating to them. book report, students can
work in interest groups with
other students who want to
read the same book.
Students work as part of many The teacher may assign
different groups depending on groups based on readiness
Readiness
Flexible the task and/or content. for phonics instruction,
Interest
Grouping∗ Sometimes students are while allowing other
Learning Profile
placed in groups based on students to choose their
readiness, other times they own groups for book

∗
More information about grouping strategies can be found in Strategies to Improve Access to the General Education
Curriculum. Available at http://www.k8accesscenter.org/training_resources/curricular_materials.asp
 Strategy Focus Definition
are placed based on interest
and/or learning profile. Groups
can either be assigned by the
teacher or chosen by the
students. Students can be
assigned purposefully to a
group or assigned randomly.
This strategy allows students
to work with a wide variety of
peers and keeps them from
being labeled as advanced or
struggling.
Learning contracts begin with
an agreement between the
teacher and the student. The
teacher specifies the
necessary skills expected to
be learned by the student and
the required components of
the assignment, while the
Learning Readiness
student identifies methods for
Contracts Learning Profile
completing the tasks. This
strategy (1) allows students to
work at an appropriate pace;
(2) can target learning styles;
and (3) helps students work
independently, learn planning
skills, and eliminate
unnecessary skill practice.
Choice boards are organizers
that contain a variety of
activities. Students can
choose one or several
Readiness activities to complete as they
Choice Boards Interest learn a skill or develop a
Learning Profile product. Choice boards can be
organized so that students are
required to choose options
that focus on several different
skills.
What Does it Look Like for Writing?
Writing instruction can be differentiated to allow students varying amounts of time to
complete assignments, to give students different writing product options, and to teach
Example
reports, based on the book
topic.
A student indicates that he
or she wants to research a
particular author. With
support from the teacher,
the student determines
how the research will be
conducted and how the
information will be
presented to the class. For
example, the student might
decide to write a paper and
present a poster to the
class. The learning contract
indicates the dates by
which each step of the
project will be completed.
After students read Romeo
and Juliet, they are given a
choice board that contains
a list of possible activities
for each of the following
learning styles: visual,
auditory, kinesthetic, and
tactile. Students must
complete two activities
from the board and must
choose these activities
from two different learning
styles.
 skills related to the writing process. The chart below offers a variety of strategies that
can be used.

Strategy Focus Definition Example

Students with moderate
Tiered assignments are writing skills are asked to
designed to instruct students write a four-paragraph
on essential skills that are persuasive essay in which
provided at different levels of they provide a thesis
complexity, abstractness, and statement and use their own
Tiered
Readiness open-endedness. The ideas to support it. Students
assignments
curricular content and with more advanced skills
objective(s) are the same, but are asked to research the
the process and/or product are topic in more depth and use
varied according to the substantive arguments from
student’s level of readiness. their research to support
their thesis.
Compacting is the process of
adjusting instruction to
account for prior student
mastery of learning objectives.
Compacting involves a three-
Rather than receiving
step process: (1) assess the
additional direct instruction
student to determine his/her
on writing a five-sentence
level of knowledge on the
paragraph, a student who
material to be studied and
Compacting Readiness already has that skill is
determine what he/she still
asked to apply it to a variety
needs to master; (2) create
of topics and is given
plans for what the student
instruction on writing a five-
needs to know, and excuse
paragraph essay.
the student from studying what
he/she already knows; and (3)
create plans for freed-up time
to be spent in enriched or
accelerated study.
Interest Centers - Centers
can focus on specific writing
Interest centers (usually used skills, such as steps in the
with younger students) and writing process, and provide
interest groups (usually used examples and activities that
Interest Centers with older students) are set up center on a theme of
Readiness
or Interest so that learning experiences interest, such as sports or
Interest
Groups are directed toward a specific movies.
learner interest. Allowing
students to choose a topic can Interest Groups – When
be motivating to them. writing persuasive essays,
students can work in pairs
on topics of interest.
 Strategy Focus Definition
Students work as part of many
different groups depending on
the task and/or content.
Sometimes students are
placed in groups based on
readiness, other times they
are placed based on interest
and/or learning profile. Groups
Readiness
Flexible can either be assigned by the
Interest
Grouping∗ teacher or chosen by the
Learning Profile
students. Students can be
assigned purposefully to a
group or assigned randomly.
This strategy allows students
to work with a wide variety of
peers and keeps them from
being labeled as advanced or
struggling.
Learning contracts begin with
an agreement between the
teacher and the student. The
teacher specifies the
necessary skills expected to
be learned by the student and
the required components of
the assignment, while the
Learning Readiness
student identifies methods for
Contracts Learning Profile
completing the tasks. This
strategy (1) allows students to
work at an appropriate pace;
(2) can target learning styles;
and (3) helps students work
independently, learn planning
skills, and eliminate
unnecessary skill practice.
Choice boards are organizers
that contain a variety of
activities. Students can
choose one or several
Readiness
activities to complete as they
Choice Boards Interest
learn a skill or develop a
Learning Profile
product. Choice boards can be
organized so that students are
required to choose options
that focus on several different
∗
More information about grouping strategies can be found in Strategies to Improve Access to the General Education
Curriculum. Available at http://www.k8accesscenter.org/training_resources/curricular_materials.asp
Example
The teacher may assign
groups based on readiness
for direct instruction on the
writing process, and allow
students to choose their
own groups and methods
for acquiring background
information on a writing
topic (i.e., watching a video
or reading an article).
A student indicates an
interest in writing a
newspaper article. The
student, with support from
the teacher, specifies the
process by which he or she
will research newspaper
writing and decides how to
present the final product.
For example, the article
could be published in the
school newspaper or
shared during a writer’s
workshop.
Students in an elementary
school class are given a
choice board that contains
a list of possible poetry
writing activities based on
the following learning
styles: visual, auditory,
kinesthetic, and tactile.
Examples of activities
include, cutting out
 Strategy Focus Definition Example
skills. magazine letters to create
poems, using a word
processor, or dictating a
poem into a tape recorder
and transcribing it. Students
must complete two activities
from the board and must
choose these activities from
two different learning styles.

What Does it Look Like for Math?

Math instruction can be differentiated to allow students to work on skills appropriate to
their readiness level and to explore mathematics applications. The chart below offers a
variety of strategies that can be used.

Strategy Focus Definition Example

Tiered assignments are
designed to instruct students In a unit on measurement,
on essential skills that are some students are taught
provided at different levels of basic measurement skills,
complexity, abstractness, and including using a ruler to
Tiered
Readiness open-endedness. The measure the length of
assignments
curricular content and objects. Other students can
objective(s) are the same, but apply measurement skills to
the process and/or product are problems involving
varied according to the perimeter.
student’s level of readiness.
Compacting is the process of
adjusting instruction to
account for prior student
mastery of learning objectives.
Compacting involves a three- A third grade class is
step process: (1) assess the learning to identify the parts
student to determine his/her of fractions. Diagnostics
level of knowledge on the indicate that two students
material to be studied and already know the parts of
Compacting Readiness
determine what he/she still fractions. These students
needs to master; (2) create are excused from
plans for what the student completing the identifying
needs to know, and excuse activities, and are taught to
the student from studying what add and subtract fractions.
he/she already knows; and (3)
create plans for freed-up time
to be spent in enriched or
accelerated study.
 Strategy Focus Definition Example
Interest Centers - Centers
can focus on specific math
skills, such as addition, and
provide activities that are
Interest centers (usually used
high interest, such as
with younger students) and
counting jelly beans or
interest groups (usually used
adding the number of eyes
Interest Centers with older students) are set up
Readiness on two aliens.
or Interest so that learning experiences
Interest
Groups are directed toward a specific
Interest Groups - Students
learner interest. Allowing
can work in small groups to
students to choose a topic can
research a math topic of
be motivating to them.
interest, such as how
geometry applies to
architecture or how math is
used in art.
Students work as part of many
different groups depending on
the task and/or content.
Sometimes students are
placed in groups based on
The teacher may assign
readiness, other times they
groups based on readiness
are placed based on interest
for direct instruction on
and/or learning profile. Groups
Readiness algebraic concepts, and
Flexible can either be assigned by the
Interest allow students to choose
Grouping∗ teacher or chosen by the
Learning Profile their own groups for
students. Students can be
projects that investigate
assigned purposefully to a
famous mathematicians.
group or assigned randomly.
This strategy allows students
to work with a wide variety of
peers and keeps them from
being labeled as advanced or
struggling.
Learning contracts begin with A student decides to follow
an agreement between the a football team over a two-
teacher and the student. The month period and make
teacher specifies the inferences about players’
necessary skills expected to performances based on
Learning Readiness
be learned by the student and their scoring patterns and
Contracts Learning Profile
the required components of physical characteristics.
the assignment, while the The student, with the
student identifies methods for teacher’s guidance,
completing the tasks. This develops a plan for
strategy (1) allows students to collecting and analyzing the

∗
More information about grouping strategies can be found in Strategies to Improve Access to the General Education
Curriculum. Available at http://www.k8accesscenter.org/training_resources/curricular_materials.asp
 Strategy Focus Definition
work at an appropriate pace;
(2) can target learning styles;
and (3) helps students work
independently, learn planning
skills, and eliminate
unnecessary skill practice.
Choice boards are organizers
that contain a variety of
activities. Students can
choose one or several
Readiness activities to complete as they
Choice Boards Interest learn a skill or develop a
Learning Profile product. Choice boards can be
organized so that students are
required to choose options
that focus on several different
skills.
What Does it Look Like for Science?
Science instruction can be differentiated to allow students to explore topics of interest,
expand their research skills, and receive instruction on discrete science and inquiry
skills. The chart below offers a variety of strategies that can be used.
Strategy Focus Definition
Tiered assignments are
designed to instruct students
on essential skills that are
provided at different levels of
Tiered
Readiness complexity, abstractness, and
assignments
open-endedness. The
curricular content and
objective(s) are the same, but
the process and/or product are
Example
data and conducting
research about football.
The student decides to
create a PowerPoint
presentation to present his
or her findings to the class.
Students are given a
choice board that contains
a list of possible activities
they can complete to learn
about volume. For
example, students can
choose to complete an
inquiry lesson where they
measure volume using
various containers, use a
textbook to read about
measuring volume, or
watch a video in which the
steps are explained. The
activities are based on the
following learning styles:
visual, auditory, kinesthetic,
and tactile. Students must
complete two activities from
the board and must choose
these activities from two
different learning styles.
Example
Some students are provided
with direct instruction on the
characteristics of living vs.
non-living things, and are
given guidance in identifying
members of both groups.
Other students work in
teams to identify members
of both groups and come up
 Strategy Focus Definition Example
varied according to the with original examples.
student’s level of readiness.
Compacting is the process of
adjusting instruction to
account for prior student
mastery of learning objectives.
Compacting involves a three-
In a science class, students
step process: (1) assess the
who already know the
student to determine his/her
process of photosynthesis
level of knowledge on the
are given a lab assignment
material to be studied and
in which they must develop
Compacting Readiness determine what he/she still
and test hypotheses related
needs to master; (2) create
to the topic, while other
plans for what the student
students are given more
needs to know, and excuse
direct instruction on the
the student from studying what
concept.
he/she already knows; and (3)
create plans for freed-up time
to be spent in enriched or
accelerated study.

Interest Centers - Centers

Interest centers (usually used
with younger students) and
interest groups (usually used
Interest Centers with older learners) are set up
Readiness
or Interest so that learning experiences
Interest
Groups are directed toward a specific
learner interest. Allowing
students to choose a topic can
be motivating to them.
can focus on specific topics
in Earth Science, such as
classifying rocks or carbon
dating.
Interest Groups - Students
can work in small groups to
prepare and debate issues
surrounding the origin of the
universe.
 Strategy Focus Definition Example
Students work as part of many
The teacher may assign
different groups depending on
groups based on student
the task and/or content.
characteristics for a lab in
Sometimes students are
which each group member
placed in groups based on
must take on a specific role.
readiness, other times they
For example, a student who
are placed based on interest
is a strong writer might take
and/or learning profile. Groups
Readiness notes for the group, while a
Flexible can either be assigned by the
Interest student who enjoys public
Grouping∗ teacher or chosen by the
Learning Profile speaking might present the
students. Students can be
group’s findings. Students
assigned purposefully to a
may choose their own
group or assigned randomly.
groups for another lab in
This strategy allows students
which they will explore the
to work with a wide variety of
properties of an inanimate
peers and keeps them from
object.
being labeled as advanced or
struggling.
Learning contracts begin with
an agreement between the
A student wants to trace his
teacher and the student. The
or her family tree and
teacher specifies the
genetic traits. With the
necessary skills expected to
teacher’s guidance, the
be learned by the student and
student develops a plan for
the required components of
researching family traits
the assignment, while the
Learning Readiness and for learning about
student identifies methods for
Contracts Learning Profile genetics. The student
completing the tasks. This
decides to make a poster of
strategy (1) allows students to
his or her family tree (with
work at an appropriate pace;
graphics representing
(2) can target learning styles;
genetic traits) to present to
and (3) helps students work
the class.
independently, learn planning
skills, and eliminate
unnecessary skill practice.
Choice boards are organizers Students are given a choice
that contain a variety of board that contains a list of
activities. Students can possible activities they can
choose one or several complete to learn about
Readiness
activities to complete as they density. The activities
Choice Boards Interest
learn a skill or develop a include using a water table
Learning Profile
product. Choice boards can be to explore properties of
organized so that students are various objects, reading
required to choose options about density in the
that focus on several different textbook, and watching a

∗
More information about grouping strategies can be found in Strategies to Improve Access to the General Education
Curriculum. Available at http://www.k8accesscenter.org/training_resources/curricular_materials.asp
 Strategy Focus Definition Example
skills. video with demonstrations
centered around density.
The activities are based on
the following learning
styles: visual, auditory,
kinesthetic, and tactile.
Students must complete
two activities from the board
and must choose these
activities from two different
learning styles.

References
Association for Supervision and Curriculum Development. http://www.ascd.org

Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications
for UDL implementation. National Center on Accessing the General Curriculum.
Retrieved July 9, 2004 from:
http://www.k8accesscenter.org/training_resources/udl/diffinstruction.asp

Tomlinson, C.A. (1999). How to differentiate instruction in mixed-ability classrooms.

Alexandria, VA: ASCD.
 Learning Profile Card
Name & Gender Stripe

Modality Preference Sternberg’s Intelligences

Auditory, Kinesthetic, Visual Analytical, Creative, Practical

Interests

Gardner’s Multiple Intelligences

Bodily, Interpersonal, Array Interaction Inventory
Intrapersonal, Logical, Musical, Harmony, Production,
Naturalistic, Verbal Linguistic, Connection, Status Quo
Visual
 Sample Learning Profile Card
Kimberly Hawkins

Modality Preference Sternberg’s Intelligences

Visual Analytical

Interests
Reading, writing, running, teaching,
cooking, spending time with family

Gardner’s Multiple Intelligences Array Interaction Inventory

Intrapersonal/Spatial Production
 Learning Profile
Student Name: ______________________________________________

Preferred Name: ____________________________ Gender: ______

Ethnicity: ___________ Learning Disabilities: _____________________

Modality Preference Sternberg’s Intelligences

Auditory (learn by listening)
Analytical (school smart, sequential)

Kinesthetic (learn by doing)
Creative (innovator, outside the box)

Visual (learn by watching)
Practical (street smart, contextual)

Group Orientation Preference Array Interaction

Independent/Self Orientation
Harmony (feeling-oriented, “Pooh Bear”)

Group/Peer Orientation
Production (thinking-oriented, “Rabbit”)

Adult Orientation
Connection (action-oriented, “Tigger”)

Combination
Status Quo (inaction-oriented, “Eeyore”)

Intelligence Preference (Gardner’s Multiple Intelligences)

Bodily/Kinesthetic (the mover, “body smart”)

Interpersonal (the socializer, “people smart”)

Intrapersonal (the individual, “self smart”)

Logical/Mathematical (the questioner, “number/reasoning smart”)

Musical (the music lover, “music smart”)

Naturalistic (the nature lover, “nature smart”)

Verbal Linguistic (the word player, “word smart”)

Visual/Spatial (the visualizer, “art smart”)

Interests: _________________________________________________

Friends: ___________________________________________________
 Modality Preference Survey
Directions:
For each item, circle “A” if you agree with the statement describes you most of the time.
Circle “D” if you disagree that the statement describes you most of the time.

1. I prefer reading a story rather than listening to someone tell it. A D

2. I would rather watch television than listen to the radio. A D

3. I remember faces better than names. A D

4. I like classrooms with lots of posters and pictures around the room. A D

5. The appearance of my handwriting is important to me. A D

6. I think more often in pictures. A D

7. I am distracted by visual disorder or movement. A D

8. I have difficulty remembering directions that were told to me. A D

9. I would rather watch athletic events than participate in them. A D

10. I tend to organize my thoughts by writing them down. A D

11. My facial expression is a good indicator of my emotions. A D

12. I tend to remember names better than faces. A D

13. I would enjoy taking part in dramatic events like plays. A D

14. I tend to sub vocalize and think in sounds. A D

15 I am easily distracted by sounds. A D

16. I easily forget what I read unless I talk about it. A D

17. I would rather listen to the radio than watch TV. A D

18. My handwriting is not very good. A D

19. When faced with a problem, I tend to talk it through. A D

20. I express my emotions verbally. A D

21. I would rather be in a group discussion then read about a topic. A D

22. I prefer talking on the phone rather than writing a letter to someone. A D
23. I would rather participate in athletic events than watch them. A D

24. I prefer going to museums where I can touch the exhibits. A D

25. My handwriting deteriorates when the space becomes smaller. A D

26. My mental pictures are usually accompanied by movement. A D

27. I like being outdoors and doing things like biking, camping, A D
swimming, hiking etc.

28. I remember best what was done rather than talked about. A D

29. When faced with a problem, I often select the solution involving A D
the greatest activity.

30. I like to make models or other hand crafted items. A D

31. I would rather do experiments rather then read about them. A D

32. My body language is a good indicator of my emotions. A D

33. I have difficulty remembering verbal directions if I have not A D

done the activity before.

SCORING
Total number of “A” responses
VISUAL SCORE
(Items 1-11)
=
Total number of “A” responses
AUDITORY SCORE
(Items 12-22)
=
Total number of “A” responses
KINESTHETIC SCORE
(Items 23-33)
=

Analyzing the Results:

• If you scored a lot higher in any one area: This indicates that this modality is very probably your
preference during a prolonged and complex learning situation.
• If you scored a lot lower in any one area: This indicates that this modality is not likely to be your
preference in a learning situation.
• If you got similar scores in all three areas: This indicates that you can learn things in almost any way
they are presented.

NOTE:
• It is important to keep in mind that sensory preferences are usually only evident during prolonged
and complex learning tasks.
 Sternberg’s Triarchic Theory
of Intelligences Survey
Directions:
Mark each sentence “T” (true) if you like to do the activity.
Mark each sentence “F” (false) if you do not like to do the activity.

1. Analyzing characters when I’m reading or listening to a story ___

2. Designing new things ___

3. Taking things apart and fixing them ___

4. Comparing and contrasting points of view ___

5. Coming up with ideas ___

6. Learning through hands-on activities ___

7. Criticizing my own and other kids’ work ___

8. Using my imagination ___

9. Putting into practice things I learned ___

10. Thinking clearly and analytically ___

11. Thinking of alternative solutions ___

12. Working with people in teams or groups ___

13. Solving logical problems ___

14. Noticing things others often ignore ___

15. Resolving conflicts ___

16. Evaluating my own and other’s points of view ___

17. Thinking in pictures and images ___

18. Advising friends on their problems ___

19. Explaining difficult ideas or problems to others ___

20. Supposing things were different ___

21. Convincing someone to do something ___

 22. Making inferences and deriving conclusions ___

23. Drawing ___

24. Learning by interacting with others ___

25. Sorting and classifying ___

26. Inventing new words, games, approaches ___

27. Applying my knowledge ___

28. Using graphic organizers or images to organize your thoughts ___

29. Composing ___

30. Adapting to new situations ___

SCORING
Transfer your answers from the survey to the key.
The column with the most “T” responses is your dominant intelligence.

ANALYTICAL CREATIVE PRACTICAL

1. 2. 3.
4. 5. 6.
7. 8. 9.
10. 11. 12.
13. 14. 15.
16. 17. 18.
19. 20. 21.
22. 23. 24.
25. 26. 27.
28. 29. 30.
Total number of “T” Total number of “T” Total number of “T”
responses: responses: responses:
 Gardner’s Multiple
Intelligences
Adapted from "The Distance Learning Technology Resource Guide," by Carla Lane

Bodily-Kinesthetic Learners...
• Use the body effectively (like a dancer or a surgeon)
• Have keen sense of body awareness
• Like movement, making things, touching
• Communicate well through body language
• Learn best by touching, moving, interacting with space,
processing knowledge through bodily sensations
• Can be taught through physical activity, hands-on learning,
acting out, role playing

Tools: equipment, real objects

Possible Vocations: mechanic, trainer, contractor, coach,

counselor, salesperson, sports analyst, professional athlete,
choreographer, actor, dancer

Interpersonal Learners...
• Understand and interact with others
• Have many friends, empathy for others, street smarts
• Learn best by sharing, comparing, relating, cooperating,
interviewing
• Can be taught through group activities, seminars, dialogues

Tools: telephone, audio conferencing, time and attention from the

instructor, video conferencing, writing, computer conferencing, E-
mail
Possible Vocations: administrator, manager, politician, social
worker, doctor, nurse, therapist, teacher, sociologist,
psychologist, psychotherapist, consultant, politician

Intrapersonal Learners...
• Understand own interests and goals
• Tend to shy away from others
• Are in tune with their inner feelings (have wisdom, intuition
and motivation, as well as a strong will, confidence and
opinions)
• Learn best by working alone, individualized projects, self
paced instruction, having own space
• Can be taught through independent study and introspection

Tools: books, creative materials, diaries, privacy and time

(They are the most independent of the learners.)

Possible Vocations: planner, small business owner, psychologist,

artist, religious leader, writer

Logical-Mathematical Learners...
• Think conceptually, abstractly, and are able to see and
explore patterns and relationships
• Like to experiment, solve puzzles, ask cosmic questions
• Learn best by categorizing, classifying, working with
abstract patterns/relationships
• Can be taught through logic games, investigations, mysteries
• Need to learn and form concepts before they can deal with
details
Possible Vocations: accountant, bookkeeper, statistician, trades
person, computer programmer, scientist, engineer, inventor,
designer

Musical Learners...
• Show sensitivity to rhythm and sound
• Love music (also sensitive to sounds in their environments)
• May study better with music in the background
• Learn best by rhythm, melody, music
• Can be taught by turning lessons into lyrics, speaking
rhythmically, and tapping out time

Tools: musical instruments, music, radio, stereo, CD-ROM,

multimedia

Possible Vocations: music teacher, instrument maker, conductor,

composer, individual or small group performer

Naturalistic Learners...
• Like to physically experience nature, do observations
• Are good at exploring natural phenomenon, seeing
connections, seeing patterns, reflective thinking
• learn best by doing observations, recording events in nature,
working in pairs, doing long term projects

Possible Vocations: conservation, biologist, teacher, lobbyist, park

service

Verbal-Linguistic Learners...
• Use words effectively
• Have highly developed auditory skills and often think in
words
 • Like reading, playing word games, making up poetry or
stories
• Learn best by saying, hearing, and seeing words
• Can be taught by encouraging them to say and see words,
read books together

Tools: computers, games, multimedia, books, tape recorders, and

lecture

Possible Vocations: journalism, administrator, contractor,

salesperson, clergy, counselors, lawyers, professor, philosopher,
playwright, poet, advertising copywriter, novelist

Visual-Spatial Learners...
• Think in terms of physical space (as do architects)
• Very aware of their environments
• Like to draw, do jigsaw puzzles, read maps, daydream
• Learn best by visualizing, dreaming, using the mind’s eye,
working with colors/pictures
• Can be taught through drawings, verbal and physical imagery

Tools: models, graphics, charts, photographs, drawings, 3-D

modeling, video, video conferencing, television, multimedia, texts
with pictures/charts/graphs

Possible Vocations: illustrator, artist, guide, photographer,

interior decorator, painter, clothing designer, builder, architect,
inventor, cinematographer
 Learning Styles
CHARACTERISTICS
BODILY/ Eager to solve problems
physically. Often doesn’t
KINESTHETIC
read directions but just
LEARNER starts on a project
Likes group work and
INTER-
working cooperatively to
PERSONAL solve problems, has an
interest in their
LEARNER
community.
Enjoys the opportunity
INTRA- to reflect and work
Independently, often
PERSONAL
quiet and would rather
LEARNER work on his/her own than
in a group.
Looks for patterns when
LOGICAL/ solving problems, creates
a set of standards and
MATHEMATICAL
follows them when
LEARNER researching in a explore patterns and
sequential manner.
LIKES TO… IS GOOD AT… LEARNS BEST BY…
touching, moving,
move around, interacting with space,
physical activities,
touch and talk, processing knowledge
crafts
use body language through bodily
sensations
understanding
people, leading others,
have lots of sharing, comparing,
organizing,
friends, talk to relating, cooperating,
communicating,
people, join groups interviewing
manipulating,
mediating conflicts
understanding self,
working alone,
focusing inward on
work alone, pursue individualized projects,
feelings/dreams,
own interests self-paced instruction,
pursuing interests/
having own space
goals, being original
do experiments,
figure things out,
categorizing, classifying
work with numbers, math, reasoning, logic,
working with abstract
ask questions, problem solving
patterns/relationships
relationships
 CHARACTERISTICS LIKES TO… IS GOOD AT… LEARNS BEST BY…

sing, hum tunes, picking up sounds,

Learning is often easier
MUSICAL listen to music, remembering melodies, rhythm, melody,
for these students when
LEARNER play an instrument, noticing pitches/ music
set to music or rhythm
respond to music rhythms, keeping time

physically exploring natural doing observations,

Enjoys relating things to
experience nature, phenomenon, seeing recording events in
NATURALISTIC their environment, have a
do observations, connections, seeing nature, working in pairs,
LEARNER strong connection to
respond to patterns, reflective doing long term
nature.
patterning nature thinking projects

Learns through the

VERBAL manipulation of words,
read, memorizing
loves to read and write in saying, hearing and
LINGUISTIC write, names, places,
order to explain seeing words
tell stories dates and trivia
LEARNER themselves. They also
tend to enjoy talking.

draw, build, design

VISUAL/ and create things, imagining things, visualizing, dreaming,
Learns through pictures,
daydream, look at sensing changes, using the mind’s eye,
SPATIAL charts, graphs, diagrams,
pictures/slides, mazes/puzzles, working with
and art.
LEARNER watch movies, reading maps, charts colors/pictures
play with machines
Name _________________________________________ Date ___________

Multiple Intelligences Survey

Directions:
Today we’re going to think about you! Listen to your teacher read each choice below.
If it sounds like you, color in the ☺. If it doesn’t sound like you, color in the .

1. I am good at copying what people say.

☺ 
2. I really love books.
☺ 

Verbal/Linguistic
3. I really like to listen to the radio.
☺ 
4.
I really like to do word searches or crossword
puzzles. ☺ 
5. I really like language arts and social studies.
☺ 
6. I really like to do experiments.
☺ 
☺ 

Mathematical/Logical
7. I really like math.

8. I really like science.

☺ 
9.
I am good and making and figuring out
patterns. ☺ 
10. I often wonder about how things work.
☺ 
11. I really like music.
☺ 
Musical

12. People tell me that I sing well.

☺ 
13.
I would be very sad if there was no music in
the world. ☺ 
14. I know a lot of songs by heart.
☺ 
15.
I sing songs I’ve heard on TV to myself as I’m
going somewhere. ☺ 
16. I am good at doing puzzles.
☺ 
17. I am good at reading maps.
☺ 

Visual/Spatial
18. I hardly ever get lost or mixed up.
☺ 
19.
I can pretend I am in the sky looking down on
my house and know where everything is. ☺ 
20.
I am good at drawing or making things with
clay. ☺ 
21. I am good at sports.
☺ 
22. I really like to dance.
☺ 

Bodily/Kinesthetic
23. I like to be outside a lot.
☺ 
24. I am good at learning new sports or dances.
☺ 
25.
I can figure out how something works or how
to fix something that is broken by myself. ☺ 
26. I feel sad when others are feeling sad.
☺ 
I feel happy when I am with others that are
☺ 
Interpersonal

27.
feeling happy.

28.
I like playing games with a group of people
better than just one other person. ☺ 
29. I have more than three really good friends.
☺ 
 30
.
I really like being in the middle of a crowd.
☺ 
31
.
I like to spend time alone to think by myself.
☺ 
32
.
I think a lot about the future and what I want to
do when I grow up. ☺ 

Intrapersonal
33
.
I know right away when I am feeling “stressed
out” and I spend time alone to feel better. ☺ 
34
.
I keep a diary or journal to write down my
feelings. ☺ 
35
.
Most of the time, I'd rather stay home than go
out somewhere with a lot of people. ☺ 
SCORING:
When four or more smiling faces in each section are colored in, it is a good indication
that that student utilizes that learning style with ease.

The following survey statements correspond with each intelligence:

 Verbal/Linguistic (#1-5)
 Logical/Mathematical (#6-10)
 Musical (#11-15)
 Visual/Spatial (#16-20)
 Bodily/Kinesthetic (#21-25)
 Interpersonal (#26-30)
 Intrapersonal (#31-35)
 Naturalistic (not assessed on this survey)

Based on Howard Gardner's Seven Intelligences/inspired by MI Test by Spencer Barnard -- MAT

Program (ONU -- Kankakee, IL) citing this source: Dr. Howard Gardner, C. A. Armstrong, and the Boulder
Center of Accelerated Learning.
 What type of SMART are you?
The students in our class answered some questions

about things that they like to do. This information was

then analyzed to figure out the areas that these

students are SMART in. Being SMART means that you

are interested in this area and enjoy doing the things on

the posters. Not liking one area doesn’t make you NOT

SMART; it just means you prefer to do other things.

 BODY SMART
Do you like to…

Play sports, be active

Go to P.E. class

Get sports equipment as a gift

Make or build things

Work with your hands
 PEOPLE SMART
Do you like to…

Be with other people

Work with a partner

Talk on the phone

Teach others how to do things

Cheer people up
 SELF SMART
Do you like to…

Be alone

Work by yourself

Play games by yourself

Write in a journal

Have time to think and reflect
 NUMBER SMART
Do you like to…

Learn math

Solve problems

Make patterns

Work with numbers

Do experiments
 MUSIC SMART
Do you like to…

Play an instrument

Sing songs

Listen to music

Hum, whistle, tap your fingers

Go to music class
 NATURE SMART
Do you like to…

Plant flowers

Work with animals

Play outside

Collect and sort items from outside

Observe and explore nature
 WORD SMART
Do you like to…

Read

Write

Get a book as a gift

Learn new words

Play word games
 ART SMART
Do you like to…

Do puzzles

Draw, paint, color

Take photographs

Daydream, make mind pictures

Look at diagrams to learn things
 What type of SMART are you?
BODY SMART MUSIC SMART
Do you like to… Do you like to…

Play sports, be active
Play an instrument

Go to P.E. class
Sing songs

Get sports equipment as a gift
Listen to music

Make or build things
Hum, whistle, tap your fingers

Work with your hands
Go to music class

PEOPLE SMART NATURE SMART

Do you like to… Do you like to…

Be with other people
Plant flowers

Work with a partner
Work with animals

Talk on the phone
Play outside

Teach others how to do things
Collect and sort items from outside

Cheer people up
Observe and explore nature

SELF SMART WORD SMART

Do you like to… Do you like to…

Be alone
Read

Work by yourself
Write

Play games by yourself
Get a book as a gift

Write in a journal
Learn new words

Have time to think and reflect
Play word games

NUMBER SMART ART SMART

Do you like to… Do you like to…

Learn math
Do puzzles

Solve problems
Draw, paint, color

Make patterns
Take photographs

Work with numbers
Daydream, make mind pictures

Do experiments
Look at diagrams to learn things
 I AM SMART!
By _________________

I am _____________ smart because I like to…

____________________________________
____________________________________
 Smarts
Last week, the students participated in a lesson about what it means to be smart.
At the beginning of the lesson, I asked them to think about whether or not they thought
that they were smart. We then completed the attached paper together. The students
were asked to check things that they liked. I then collected the papers and talked to
them about all the different kinds of smarts they could have. I also explained that
being smart in one area, doesn’t mean you are not smart in others. I took the
information on this sheet to create the bulletin board in the hallway. If a student
highlighted a lot of preferences in one box, it means that they are smart in that area.
Being smart in one area means that they prefer doing those types of activities. The
eight different types of smarts are:

Body Smart Music Smart

People Smart Nature Smart
Self Smart Word Smart
Number Smart Art Smart

Smarts
Last week, the students participated in a lesson about what it means to be smart.
At the beginning of the lesson, I asked them to think about whether or not they thought
that they were smart. We then completed the attached paper together. The students
were asked to check things that they liked. I then collected the papers and talked to
them about all the different kinds of smarts they could have. I also explained that
being smart in one area, doesn’t mean you are not smart in others. I took the
information on this sheet to create the bulletin board in the hallway. If a student
highlighted a lot of preferences in one box, it means that they are smart in that area.
Being smart in one area means that they prefer doing those types of activities. The
eight different types of smarts are:

Body Smart Music Smart

People Smart Nature Smart
Self Smart Word Smart
Number Smart Art Smart
 Array Interaction Survey
Directions:
• Rank order the responses in rows below on a scale from 1 to 4.
(1 = “least like me”, 4 = “most like me”)
• After you have marked each row, add down the columns.
• The column(s) with the highest score(s) shows your primary personal
objective(s) in your personality.

In your normal day-to-day life, you tend to be...

nurturing logical spontaneous quiet
sensitive systematic creative insightful
caring organized playful reflective

In your normal day-to-day life, you tend to value...

Harmony; Work; Stimulation; Reflection;
Relationships Time schedule Having fun is Alone time is
are important are important important important

In most settings, you are usually...

authentic traditional active inventive
compassionate responsible opportunistic competent
harmonious parental spontaneous seeking

In most situations, you could be described as...

empathetic practical impetuous conceptual
communicative competitive impactful knowledgeable
devoted loyal daring composed
You approach most tasks in a _______________ manner...
affectionate conventional courageous rational
inspirational orderly adventurous philosophical
vivacious concerned impulsive complex

When things start to “not go your way” and you are tired and worn
down, what might your responses be?
say “I’m sorry” over-control “it’s not my fault” withdraw
make mistakes become critical manipulate don’t talk
feel badly take charge act out indecisive

When you’ve had a bad day and you become frustrated, how might you
respond?
become physical
over please perfectionism disengage
be irresponsible
cry verbally attack delay
demand
feel depressed overwork daydream
attention

TOTAL SCORE

Harmony
Production Connection Status Quo
“Winnie the
“Rabbit” “Tigger” “Eeyore”
Pooh”
 Personal Objectives/Personality Components
Teacher and student personalities are a critical element in the classroom dynamic. The Array Model (Knaupp, 1995)
identifies four personality components; however, one or two components(s) tend to greatly influence the way a person sees
the world and responds to it. A person whose primary personal objective is Production is organized, logical and thinking-
oriented. A person whose primary personal objective is Connection is enthusiastic, spontaneous and action-oriented. A
person whose primary personal objective is Status Quo is insightful, reflective and observant. Figure 3.1 presents the Array
Model descriptors and offers specific cooperative and reluctant behaviors for each personal objective.

HARMONY PRODUCTION CONNECTION STATUS QUO

caring logical spontaneous quiet
sensitive structured creative imaginative
COOPERATIVE
nurturing organized playful insightful
(positive) harmonizing systematic enthusiastic reflective
feeling-oriented thinking-oriented action-oriented inaction-oriented
over-adaptive overcritical disruptive disengaging
over-pleasing overworks blames withdrawn
RELUCTANT
Makes mistakes Perfectionist irresponsible delays
(negative) cries or giggles verbally attacks demands attention despondent
self-defeating demanding defiant daydreams
PSYCHOLOGICAL friendships task completion contact with people alone time
NEEDS sensory experiences time schedule fun activities stability

value their feelings value their ideas value their privacy

value their activity
comfortable work place incentives alone time
hands-on activities
WAYS TO MEET pleasing learning rewards independent activities
group interaction
THOSE NEEDS environment leadership positions specific directions
games
work with a friend schedules computer activities
change in routine
sharing times to-do lists routine tasks