Differentiated Learning

Recommendations for
Instructional and Management
Strategies

A presentation prepared and delivered by Mr. Owen M. Milambiling,

SVEPS, SID, BLD at SunCity Suites, GenSantos City, August 7, 2019
Creative Game
 Analysis:
1. How did you find the activity?
2. What aspect has helped you
accomplish the desired output?
3. What other things hindered you to
accomplish the task?
 Recommendations:

 Address multiple learning modalities

 Reinforce big ideas and conceptual

understanding
Allow for individual student choice
through tools such as:

Learning contracts;
Tiered lesson;
Learning centers;
Independent and group investigation;
Varied question techniques; and
Various self-assessment and self-reflection
tools
Learning styles are, simply put, various approaches or
ways of learning

Visual Learners - Visual learners are those who

generally think in terms of pictures. They often prefer to
see things written down in a handout, text or on the
overhead.

They find maps, graphs, charts, and other visual

learning tools to be extremely effective. They remember
things best by seeing something written.
Visual Learner Characteristics

Is good at spelling but forgets names.

Needs quiet study time.
Has to think awhile before understanding
lecture.
Is good at spelling.
Likes colors & fashion.
Dreams in color.
Understands/likes charts.
Is good with sign language.
Learning Suggestions for Visual Learners

Draw a map of events in history or draw

scientific process.
Make outlines of everything!
Copy what’s on the board.
Ask the teacher to diagram.
Diagram sentences!
Take notes, make lists.
Watch videos.
Color code words, research notes.
Outline reading.
Use flashcards.
Auditory Learners - Auditory learners are
those who generally learn best by listening.
They typically like to learn through lectures,
discussions, and reading aloud.

They remember best through hearing or

saying items aloud.
 Auditory Learner Characteristics
Likes to read to self out loud.
Is not afraid to speak in class.
Likes oral reports.
Is good at explaining.
Remembers names.
Notices sound effects in movies.
Enjoys music.
Is good at grammar and foreign language.
Reads slowly.
Follows spoken directions well.
Can’t keep quiet for long periods.
Enjoys acting, being on stage.
Is good in study groups.
Auditory learners can benefit from:

Using word association to remember

facts and lines.
Recording lectures.
Watching videos.
Repeating facts with eyes closed.
Participating in group discussions.
Using audiotapes for language practice.
Taping notes after writing them.
Kinesthetic Learners- Kinesthetic, also
called tactile, learners are those who learn
best through touching, feeling, and
experiencing that which they are trying to
learn.

They remember best by writing or

physically manipulating the information.
Kinesthetic Learner Characteristics

Is good at sports.
Can’t sit still for long.
Is not great at spelling.
Does not have great handwriting.
Likes science lab.
Studies with loud music on.
Likes adventure books, movies.
Likes role playing.
Takes breaks when studying.
Builds models.
Is involved in martial arts, dance.
Is fidgety during lectures.
Kinesthetic learners can benefit from:

Studying in short blocks.

Taking lab classes.
Role playing.
Taking field trips, visiting museums.
Studying with others.
Using memory games.
Using flash cards to memorize.
Applications: Learning Styles in the Classroom

Dunn and Dunn write that “learners are affected by their:

 immediate environment (sound, light, temperature, and

design);
 own emotionality (motivation, persistence,
responsibility, and need for structure or flexibility);
 sociological needs (self, pair, peers, team, adult, or
varied); and
 physical needs (perceptual strengths, intake, time, and
mobility)”
Examples of ways that students can adapt:

Kinesthetic learners would include writing down

information that they are to learn.

Visual learners could create word webs, venn diagrams,

or other visual presentations of information.

Auditory learners could read a passage out loud from

their textbook or from handouts.
Differentiated Instruction

A teacher’s response to variations in

learner’s readiness, interests, & profile
by making adaptations in content,
process, product, and environment
through varied teaching &
management strategies

(Allan & Tomlinson, 2000; deGuia, 2004).

 Teachers can differentiate (Tomlinson,1999; DeGuia, 2004)

Content Process Product Environment

According to students’

Readiness Interests Learning profiles

Through a range of instructional and management strategies:

adjusting questions, anchor activities, interest centers, learning

centers, compacting, cubing, graphic organizers, independent
projects, learning contracts, menus, rubrics, scaffolding, student
choice, think-pair-share, tic tac toe, tiered instruction, and more.
 Assessment Types
Traditional Test and
Quizzes
Paper/pencil
Selected-response
Constructed-response

Performance Tasks and

Project
Open-ended
complex
authentic
Note:

To present “Parable of the Fruits”

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