Differentiated Instructional Strategies to Accommodate Students with Varying

Needs and Learning Styles

Presentation for
The Urban Education Conference
Jackson State University
Jackson, Mississippi
November 18-20, 2013

By
Ruben Gentry, Ed.D.
Professor of Special Education
Jackson State University
ruben.gentry@jsums.edu
(601) 979-1064

April P. Sallie, M.P.H

Graduate Student
Jackson State University

Carrie A. Sanders, B.S.

Graduate Student
Jackson State University

Differentiated Instructional Strategies to Accommodate Students with Varying

Needs and Learning Styles
Abstract: Students enter classrooms with different abilities, learning styles, and personalities.
Educators are mandated to see that all students meet the standards of their district and state.
Through the use of differentiated instructional strategies, teachers can meet the varying needs of
all students and help them to meet and exceed the established standards (Levy, 2008).
Differentiated teaching provides paths to learning so that the classroom becomes a good fit for
varied learners (Adami, 2004). In this manuscript, the authors give the theory behind
differentiated instruction to enhance learning and provide practical examples of how to
differentiate content, process, and product for students.
Keywords: differentiated instruction, learning styles, standards
Introduction
Educators are mandated to see that all students meet the standards of their district and
state. Through the use of differentiated instructional strategies, educators can meet the needs of
all students and help them to meet and exceed the established standards (Levy, 2008). The
objective is accomplished by choosing appropriate teaching methods to match each individual
students learning needs (Adami, 2004).
Any group of students is likely to demonstrate considerable variation in their learning
characteristics and behaviors. When the group includes students with learning deficiencies or
other learning disorders, the amount of variation in learning is significantly increased. The
diverse learning characteristics displayed by students in todays schools make it necessary for
teachers to implement a wide variety of activities in their classes (Bender, 2012). As classrooms

become more culturally diverse, it becomes more imperative to differentiate instruction (Cox,
2008).
Differentiated instruction is appropriate for virtually all general education classes and is
particularly beneficial to students with an array of learning challenges. Students demonstrate
varying learning abilities, academic levels, learning styles, and learning preferences and need
tailored instruction to meet their unique needs (Bender, 2012). Differentiated instruction
recognizes the value and worth that exist in each individual; it allows students from all
backgrounds and with diverse abilities to demonstrate what they know, understand, and are
capable of doing (Adami, 2004).
Differentiated instruction was originated by C.A. Tomlinson in 1999, basing it primarily
on Howard Gardners concept of multiple intelligences and brain-compatible research literature.
Teachers were encouraged to consider students unique learning styles and differentiate
educational activities to provide for their divergent learning styles by differentiating instruction
in three areas: content, process, and product (Bender, 2012). In differentiating instruction,
teachers proactively modify the curriculum, teaching methods, resources, learning activities, and
student products to address the needs of individual students and small groups of students to
maximize the learning opportunity for each student in the classroom (Hillier, 2011).
This study reviews the literature on differentiated instruction, surveys a select group of
students interests and learning styles, and provides suggestions for meeting the educational
needs of the students.
Review of Related Literature
Tomlinson and Allan (2000) defined differentiation as a teachers reacting responsively
to a learners needs. The students need may be to express humor, work with a group, have

additional teaching on a particular skill, delve more deeply into a particular topic, or have guided
help with a reading passage and the teacher responds actively and positively to that need on an
individual basis or with a small group of students.

The authors further stated that the goal of

differentiated instruction is maximum student growth and individual success, and the key
principles that guide differentiated instruction include flexibility in learning goals, effective and
ongoing assessment, flexible grouping, respectful activities and learning arrangements, and
collaboration between students and teacher. The elements of the curriculum that can be
differentiated are content (the facts, concepts, generalizations or principles, attitudes, and skills
related to the subject), process (how the learner comes to make sense of, understand, and own
the key facts, concepts, generalizations, and skills of the subject), and products (items a student
can use to demonstrate what he or she has come to know, understand, and be able to do as the
result of an extended period of study). Student characteristics for which teachers can
differentiate are readiness, interest, and learning profile. Instructional strategies that facilitate
differentiation include learning centers, interest groups, group investigation, complex instruction,
compacting, learning contracts, tiered activities, and tiered products.
Every teacher differentiates instruction in one way or another, for example, by giving a
student more time to finish an assignment, allowing children choice in what to read, or giving
different types of assessments. However, a teacher can make the classroom more responsive to
student needs with a systematic approach to differentiation (Levy, 2008). Differentiated
instruction means that teachers create different levels of expectations for task completion, and
emphasize the creation of environments where all learners can be successful; it addresses the
"how to" question for teachers and calls upon educators to be responsive to learners (Tobin,
2008). Hillier (2011) specifies four major principles of differentiated instruction: it focuses on

the essentials (manipulate the complexity of activities and expectations), links assessment and
instruction, involves collaborative learning between the teacher and students, and all students
participating in respectful work. It is teaching with student variance in mind to maximize the
capacity of each learner by bridging gaps in understanding and skills and helping each learner
grow as much and as quickly as he or she can (Cox, 2008).
Differentiated instruction integrates knowledge about constructivist learning theory,
learning styles, and brain development with empirical research on influencing factors of learner
readiness, interest, and intelligence preferences toward students motivation, engagement, and
academic growth within schools (Tomlinson & Allan, 2000). Teachers who differentiate
instruction incorporate best practices in moving all of their students toward proficiency in the
knowledge and skills established in state and local standards (Anderson, 2007). Differentiated
instruction adapts learning to students unique differences (Chapman & King, 2005) based on
students current abilities and understandings, personal interests, and learning preferences
(Chamberlin & Powers, 2010). Effective characteristics of differentiated instruction include
clear learning goals, ongoing and diagnostic assessments that modify instruction and challenging
tasks for all students (Chamberlin & Powers, 2010). Modifying instruction to draw on student
interests is likely to result in greater student engagement, higher levels of intrinsic motivation,
higher student productivity, greater student autonomy, increased achievement, and an improved
sense of self-competence (Cox, 2008).
The balance of this literature review focuses on the theoretical basis of differentiated
instruction, the three areas of differentiation, significance of learning and teaching styles, and
some promising strategies for meeting the needs of students with varying educational and
learning needs.

Theoretical basis for differentiated instruction

Differentiated instruction was primarily based on the theory of multiple intelligences by
Howard Gardner and brain-compatible research. Gardner postulated eight different intelligences
that are relatively independent but interacting cognitive capacities. The intelligences are verballinguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, naturalistic, interpersonal,
intrapersonal, and a tentative ninth one, moral intelligence. Some students demonstrate strong
intelligence in one area, whereas other may demonstrate strengths in several intelligences
(Bender, 2012). Each child will have his or her own unique set of intellectual strengths and
weaknesses (Brualdi, 1998). For clarity, learning style, learning preference, and multiple
intelligences are often used synonymously (Bender, 2012; Brualdi, 1998).
It is important, from a multiple intelligences perspective, that teachers take individual
differences among students very seriously. They should gear how to teach and how to evaluate
to the needs of the particular child. The bottom line is having a deep interest in children and how
their minds are different from one another to help them use their minds well. Linking the
multiple intelligences with a curriculum focused on understanding is an extremely powerful
intellectual undertaking (Brualdi, 1998; Checkley, 1997).
Brain-compatible instruction is related to the multiple intelligences concept but it is more
solidly grounded in the neurosciences. Brain-scanning techniques allow scientists to study
performance of the human brain while the subject concentrates on different types of learning
tasks. It has been discovered that brains perform best when highly motivated and involved and
experiencing manageable stress (Bender, 2012).
Three areas of differentiated instruction

The core of differentiated instruction is flexibility in content, process, and product based
on students strengths, needs, and learning styles. Content is what students are to master or learn
from the instruction; process is how the students must complete the learning content; and product
is how the learning is demonstrated or observed (Bender, 2012; Cox, 2008). In the content area
each child is taught the same curriculum but it may be quantitatively or qualitatively different
(Adami, 2004; Levy, 2008). Process includes how teachers teach and how students learn. The
activities provided for student learning must address differing student abilities, learning styles,
and interests. Teachers must adjust their teaching style to reflect the needs of different students
by finding out where students are when they come into the process and building on their prior
knowledge to advance their learning (Adami, 2004; Levy, 2008). Product is the way students
demonstrate what they have learned. It must reflect student learning styles and abilities (Levy,
2008). Differentiation by product, or response, must also acknowledge, respect, and value the
various ways that students may respond to an activity; but unfortunately, written work is still the
predominate mode used by teachers for receiving feedback (Adami, 2004).
Learning styles and teaching styles
How much a student learns in a class is governed in part by that students native ability
and prior preparation but also by the compatibility of his or her learning style and the instructors
teaching style. If mismatches exist between learning styles and teaching styles students become
bored and inattentive in class, do poorly on tests, get discouraged about the courses, the
curriculum, and themselves, and in some cases change to other curricula or drop out of school
(Felder & Silverman, 1988). Students whose learning styles are compatible with the teaching
style tend to retain information longer, apply it more effectively, and have more positive post-

course attitudes toward the subject than do their counterparts who experience learning/teaching
style mismatches.
Felder and Silverman (1998) synthesized findings from a number of studies to formulate
a learning style model with dimensions. A students learning style may be defined in part by
answers to five questions: 1. What type of information does the student preferentially perceive:
sensory (sights, sounds, physical sensation) or intuitive (memories, ideas, insights)? 2. Through
which modality is sensory information most effectively perceived: visual (pictures, diagrams,
graphs, demonstrations) or verbal (sounds, written and spoken words and formulas)? 3. With
which organization of information is the student most comfortable: inductive (facts and
observations are given, underlying principles are inferred) or deductive (principles are given,
consequences and applications are deduced)? 4. How does the student prefer to process
information: actively (through engagement in physical activity or discussion), or reflectively
(through introspection)? and 5. How does the student progress toward understanding:
sequentially (in a logical progression of small incremental steps), or globally (in large jumps,
holistically)? The dichotomous learning style dimensions of this model are a continua and not
either/or categories. A students preference on a given scale may be strong, moderate, or almost
nonexistent, either of which may change with time or vary from one subject or learning
environment to another (Felder, 1993).
According to Katsioloudis and Fantz (2012), learning styles are personal qualities that
influence the way students interact with their learning environment, peers, and teachers. They
reported four learning style dimensions: sensing learners (concrete, practical, oriented towards
facts and procedures) or intuitive learners (conceptual, innovative, oriented towards theories and
meanings); visual learners (prefer visual representations pictures, diagrams, flow charts) or

verbal learners (prefer written and spoken explanations); active learners (learn by trying things,
working with others) or reflective learners (learn by thinking things through, working alone); and
sequential learners (learn in small incremental steps, linear, orderly) or global learners (learn in
large leaps, holistic, systems thinkers (cited from Felder, 1996, p. 19).
Just as students have preferred learning styles, teachers have preferred teaching styles.
Jain (2008) categorized teaching styles as: formal authority (teacher provides and controls flow
of content, students expected to receive content); demonstrator or personal model (teacher acts as
role model, demonstrating skills and processes; coaches students in developing, applying skills
and knowledge); facilitator (teaching emphasizes student-centered learning); and delegator
(students choice in designing, implementing learning projects; teacher in consultative role).
Grasha (1994) posited that teachers actually possess each of the qualities described (including
expert style possessor of knowledge, expertise that students need) to varying degrees; they
use some styles more often than others, and some blends of styles are dominant and others are
secondary. The author further advanced that a given teaching style creates a particular mood or
emotional climate in class. For example, the expert/formal authority blend may suggest Im in
charge here and may create a cool emotional climate; whereas, the
expert/facilitative/delegative blend may suggest Im here to consult and explore with you and
may create a warm climate.
Katsioloudis and Fantz (2012) stated that teachers who adapt their teaching style to
include both poles of each of the given learning style dimensions should come close to providing
an optimal learning environment for most, if not all, students in a class. Matching teaching
strategies to a students preferred learning style is likely to promote understanding and retention
of information. Complementary, through an awareness of the preferred teaching style, teachers

may gain a better understanding of themselves and how their teaching style can be changed,
modified, or supported to improve their interactions with students (Evans, Harkins, & Young,
2008). When teachers do master differentiated teaching, ensuring that each student consistently
experiences the reality that success is likely to follow hard work, the result is enhanced job
satisfaction (Adami, 2004; Tomlinson, 1999).
Some Principal Differentiated Instructional Strategies and Their Effectiveness
Wu (2013) presented a number of instructional strategies that teachers can use to
differentiate instruction. One of the most important strategies is a teacher working with a small
group of students. With 6 or 8 students in close proximity the teacher can ask individual
questions and ascertain where students are stuck or when they are ready to move ahead.
Learning stations are useful for differentiation. They are areas in the room where the students go
to do specified work. Instructions at the station provide guidance on how to complete work
appropriately, how to get help, where to put completed work and so on. Learning contracts are
another helpful strategy. They allow teachers to design tasks targeted to particular student needs
and also to give all students some in-common tasks. Typically students have the same number of
tasks on their contracts and are all working on the same fundamental learning goals, but the work
can emphasize a students particular next steps toward those goals. Edwards and Pula (2008)
discussed conferencing as a differentiated strategy to improve writing skills and ensure student
success. Other differentiation strategies include tiered activities, where the teacher keeps the
concepts and skills the same for each student but provides routes of access that vary in
complexity, abstractness, and open-endedness. Teachers may also use interest centers and
anchor activities (Cox, 2008), focusing on the diverse needs of the individual learners (Chapman
& King, 2005). But in spite of the many available strategies, Adami (2004) indicated that

10

unfortunately many teachers still favor the whole-class teaching strategy rather than flexible
grouping based on readiness, interests, or learning profile. Students gender, culture, learning
style, and intelligence preference can shape their learning profile (Cox, 2008).
Cusumano and Mueller (2007) reported on their elementary schools effort at
implementing differentiated instruction to address their students diverse learning needs. The
schools API scores increased steadily and their AYP targets were met. Concurrently, there was
a significant decline in student discipline referrals; teacher morale was higher; and there was
remarkable improvement in students reading, writing, and math performance levels. A key
method used was fluid and flexible groupings through requisite assessment and continuous
progress monitoring. In another study differentiated instruction based on students readiness,
interests and learning profile led to enhanced achievement, study habits, social interaction,
cooperation, attitude toward school, self-worth, motivation and engagement (Chamberlin &
Powers, 2010). Differentiated instruction can also demonstrate institutional effectiveness and
equip students with diverse learning experiences to highly respond to increased challenges in the
global society. In higher education teaching is becoming more challenging as student
populations become more culturally, socially, and academically diverse and the notion of onesize-fits-all does not work effectively (Pham, 2012). Unfortunately, differentiated instruction is
not readily implemented in college, despite evidence supporting learning gains and other benefits
in grades kindergarten-12 (Chamberlin & Powers, 2010).
Purpose
This study included an extensive review of the literature to establish a theoretical basis
for differentiated instruction, to conceptualize and refine the three basic areas of differentiated
instruction, and to determine some key differentiated instructional strategies that have promise

11

for success with students with varying learning styles and abilities. A further objective of the
study was to develop a survey instrument and assess the learning characteristics of a select
population to determine their interest, abilities, and learning styles to which recommendations
could be made on how instruction might be differentiated to meet their academic needs.
Method
After reviewing the literature, a survey instrument was developed and validated to assess
the learning characteristics of students. The instrument was constructed around tenets of the
theories of multiple intelligences and brain instruction. The five-component questionnaire,
consisting of 25 items, was first presented to a graduate class in advanced assessment to validate
its authenticity. Nine graduate students reviewed the draft and made comments for its
improvement. Their comments were taken into consideration to formulate the final instrument,
which was then administered to a class of undergraduate teacher education candidates.
The subjects for the study were 30 undergraduate teacher education majors enrolled in a
basic course in special education. Their majors included elementary education, special
education, physical education, and speech pathology and they were of junior or senior
classification.
The descriptive information provided from the survey instrument was submitted to data
analysis. The findings are presented in tabular form and key observations are discussed and
implications are offered.
Findings
To keep the study in perspective, the findings begin with key tenets of differentiated
instruction as reported in the review of literature. Afterward, findings are reported from the
administration of the survey instrument.

12

Key tenets of differentiated instructions

Several core principles guide differentiated instruction. First, teachers should articulate
what is essential for students to learn, which helps to link assessment to curriculum and
instruction. Second, teachers should attend to student differences. Third, students must
participate in meaningful work. Fourth, teachers and students must collaborate in learning.
Fifth, teachers should be flexible in their use of groups and whole class discussion. Sixth,
differentiated instruction is proactive rather than reactive, addressing learner variance from the
outset. And finally, space, time and materials should be used flexibly to suit the needs of various
learners (Chamberlin & Powers, 2010). In perspective, differentiated instruction is not
synonymous with individualized instruction, which could be overwhelming too time-consuming;
it is not to be used during every class, whole class instruction is still purposefully used; it does
not result in an unbalanced workload for students, they just work at suitable levels; and there is
no one way to differentiate instruction, it is as varied as the needs of the students (Chamberlin &
Powers, 2010).
To differentiate instruction effectively, teachers should identify students readiness
levels, modify the instructional content, process, and product, and enhance both collaborative
learning and autonomous learning (Pham, 2012). Some basic strategies that represent
accumulated thought for brain-compatible instruction are: create a safe and comfortable
environment; use comfortable furniture and proper lighting; offer water and fruits where
possible; encourage frequent student responses; teach using bodily movements to represent
content; teach with strong visual stimuli; use chants, rhythms, and music; offer appropriate wait
time; offer students choices; and foster social networking around learning content (Bender, 2012;
Chamberlin & Powers, 2010; Chapman & King, 2005). Further, to ensure effective

13

differentiated instruction teachers should: exhibit a passion for teaching; provide a wide variety
of materials and resources; know the students and match materials and strategies to each
learners needs; assess before, during, and after the learning; plan student-focused opportunities;
and use curriculum compacting (Chamberlin & Powers, 2010; Chapman & King, 2005).
Varying stimulating instructional strategies and activities intrigue and challenge minds. More
students grasp information and adapt it when their learning styles, modalities, intelligences, and
interests are engaged (Chapman & King, 2005). Students may even be taught about their
learning styles in order to encourage them to challenge themselves in task selection by choosing
tasks that may not be particularly congruent with their own learning style. Researched teaching
tips are available to tap strengths in each of the intelligences (Bender, 2012).
Research suggests that there is a positive impact of differentiated instruction coupled with
increased brain-compatible instructional activities on student achievement. In one study student
achievement scores jumped as much as 30% in some academic areas. In another study a school
was able to effectively close the reading achievement gap between young males and young
females in only one year (Bender, 2012).
Findings from the survey:
The questionnaire administered to a class of undergraduate teacher education majors
consisted of five components: interests, favorite subjects, learning abilities, learning styles, and
preferred teaching styles. Table 1 provides data on the first three components and Table 2
provides data on the latter two components.
The things that the students liked to do most during their spare time, when requested to
list two different things, were read or study (36.7%), participate in activities with family or
others (23.3%), exercise or dance (23.3%), and shop (20.3%). They also liked cooking and

14

listening to music. The candidates favorite subject areas, when requested to list two different
subjects, were language arts (53.3%), the social sciences (46.7%), and math (30.0%). They also
liked science. When requested to list two of their strongest learning abilities or intelligences, the
students most frequently indicated intrapersonal (50.0%), verbal-linguistic (40.0%), and
interpersonal (36.7%). Other intelligences of note were musical, logical-mathematical, and
moral (see Table 1). Differentiated instruction ensures that learning activities are relevant to
students own experiences and sources of motivation (Adami, 2004).
The learning styles were presented to the candidates in dichotomy form. From the four
principal learning style categories, the students were requested to indicate the style that they
preferred. In category one, they preferred Sensing the concrete and practical (73.3%) versus
Intuitive the conceptual and theoretical (20.0%). They preferred Visual representations
(80.0%) over Verbal explanations (16.7%). Active learning trying things out or working with
others, was favored over Reflective learning thinking things through or working alone, by a
margin of 60.0% to 36.7%. They saw themselves as Sequential learners mastering things in
small incremental steps, rather than Global learners grasping materials in large leaps, by a
margin of 76.7% to 16.7%. In terms of teaching styles, when requested to list the two that
appealed most to them, the candidates specified Demonstration/modeling (86.7%) and
Facilitation (73.3%). They did not report Formal authority and Delegation to be very appealing
teaching styles for them (see Table 2). A majority of students learn and retain information best
by seeing, hearing, saying, and doing; this indicates that teachers do well to use a combination of
instructional strategies and ways of presenting materials for learning (Adami, 2004).
Suggestions for accommodating students in the survey:

15

In terms of interests, the undergraduate teacher education majors indicated that they
especially like to read/study, interact with others, and exercise/dance. To accommodate these
students the teacher should consider providing written instructions in advance; having group
activities; and letting students move around the environment. The principal favorite subjects for
the candidates were English, social studies, and math. To accommodate the students based on
their favorite subjects the teacher should include allowing them to be vocal/verbal; discuss
current/historical events; and make use of computational skills (Bender, 2012).
In regard to learning abilities and intelligences the candidates indicated strength in areas
of intrapersonal, verbal/linguistic, and interpersonal capacities. To accommodate the students in
these areas the teacher should consider encouraging journal-keeping and self-expression; using
pictures, illustrations, and discussion of material; and promoting group work and developing
leadership skills. The candidates reported that their basic learning styles were visual, sequential,
sensing, and active. To accommodate these learning styles the teacher should consider using
pictures, diagrams, and charts; progressing in small incremental steps; being concrete and
practical; and trying things out and working with others. The candidates preferred teaching
styles were demonstration and facilitation. To accommodate students who prefer these teaching
styles the teacher should consider striving to be a good role model, demonstrate, coach students,
and let students apply skills and knowledge; and permit students to process and apply content in
creative and original ways (Bender, 2012).
Summary and Recommendations
Differentiated instruction is a beneficial teaching approach to address students varying
educational levels. Effective differentiation includes identifying students readiness levels,
modifying instruction, applying collaboration and autonomy in learning, and integrating teaching

16

and practice to enhance learning. It gives students tools and methods to be self-directed,
creative, and contextually responsive to seek for knowledge by using core principles and
concepts (Pham, 2012).
It is evident that all learners are different and this creates the need for all teaching to be
differentiated (Adami, 2004) and to capitalize on multiple intelligences which allow a wider
range of students to successfully participate in classroom learning (Brualdi, 1998). Successful
practice with the use of differentiated instruction produces students who have a higher sense of
self-efficacy, engagement, and passion for learning (Hillier, 2011).
In view of the fact that students vary tremendously in interests, abilities, and learning
styles, differentiated instruction is recommended as a teachers lifeline to success in the
classroom. It should be readily available and viewed as a useful teaching strategy in todays
schools.
References
Adami, A.F. (2004). Enhancing students learning through differentiated approaches to teaching
and learning: A Maltese perspective. Journal of Research in Special Educational Needs,
4(2), 91-97.
Anderson, K.M. (2007). Differentiating instruction to include all students. Preventing School
Failure, 51(3), 49-54.
Bender, W.N. (2012). Differentiating instruction for students with learning disabilities:
New best practices for general and special educators (3rd Edition). Thousand Oaks, CA:
Crowin.
Brualdi, A. (1998). Gardners theory. Teacher Librarian, 26(2), 26.
Chamberlin, M., & Powers, R. (2010). The promise of differentiated instruction for enhancing

17

the mathematical understandings of college students. Teaching Mathematics and Its

Applications, 29(3), 113-139.
Chapman, C., & King, R. (2005). 11 practical ways to guide teachers toward differentiation (and
an evaluation tool). Journal of Staff Development, 26(4), 20-25.
Checkley, K. (1997). The first seven and the eight: A conversation with Howard
Gardner. Educational Leadership, 55(1), 8-13.
Cox, S.G. (2008). Differentiated instruction in the elementary classroom. Education Digest:
Essential Readings Condensed for Quick Review, 73(9), 52-54.
Cusumano, C., & Mueller, J. (2007). How differentiated instruction helps struggling students.
Leadership, 36(4), 8-10.
Edwards, A., & Pula, J. (2008). In-class conferences as differentiated writing instruction: New
uses for tutorials. Delta Kappa Gamma Bulletin, 72(3), 10-14.
Evans, C., Harkins, M.J., & Young, J.D. (2008). Exploring teaching styles and cognitive styles:
Evidence from school teachers in Canada. North American Journal of Psychology, 10(3),
567-582.
Felder, R.M. (1993). Learning and teaching styles in college science education. Journal of
College Science Teaching, 23(5), 286-290.
Felder, R.M., & Silverman, L.K. (1988). Learning and teaching styles in engineering education,
Engr. Education, 78(7), 674-681.
Grasha, A.F. (1994). A matter of style: The teacher as expert, formal authority, personal model,
facilitator, and College Teaching, 94(42), 12.
Hillier, E. (2011). Demystifying differentiation for the elementary music classroom. Music
Educators Journal, 97(4), 49-54.

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Jain, V. (2008). Teaching styles categories. Retrieved from

http://schoolofeducators.com/2008/12/teaching-style-categories/
Katsioloudis, P., & Fantz, T.D. (2012). A comparative analysis of preferred learning and
teaching styles for engineering, industrial, and technology education students and faculty.
Journal of Technology Education, 23(2), 61-69.
Levy, H.M. (2008). Meeting the needs of all students through differentiated instruction: Helping
every child reach and exceed standards, Clearing House, 81(4), 161-164.
Pham, H.L. (2012). Differentiated instruction and the need to integrate teaching and practice.
Journal of College Teaching & Learning, 9(1), 13-20.
Tomlinson, C.A. (1999). The differentiated classroom: Responding to the needs of all students.
Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C.A., & Allan, S.D. (2000). Leadership for differentiating schools & classrooms.
Alexandria, VA: Association for Supervision and Curriculum Development.
Tobin, R. (2008). Conundrums in differentiated literacy classroom. Reading Improvement, 45(4),
159-169.
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Journal of Advanced Academics, 24(2), 125-133.

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Table 1
Students interests, favorite subject, and abilities (N = 30; Two options each)
_____________________________________________________________________________
Item
Number
Percent
_____________________________________________________________________________
Interests
Activities with other people
7
23.3
Baking; cooking
4
13.3
Exercise; Dance
7
23.3
Games, table
2
6.7
Laugh and talk
2
6.7
Movies
3
10.0
Music (listen, write, sing)
4
13.3
Read/Study
11
36.7
Shopping
6
20.3
Television
2
6.7
Travel; vacations
2
6.7
Work; homework
2
6.7
Others (Babysitting, Church, Drive, Graphic design,
Makeup, Relax 1 each)
6
20.3
Favorite subjects
English; Language Arts
16
53.3
Math
9
30.0
Physical education
2
6.7
Reading
3
10.0
Science
7
23.3
Social studies; History; Politics
14
46.7
Teacher Education courses
2
6.7
The Arts
2
6.7
Others (Music, Philosophy, Photography,
Psychology 1 each)
4
13.3
Learning abilities
Verbal-linguistic
12
40.0
Logical-mathematical
5
16.7
Musical
6
20.0
Spatial
2
6.7
Bodily-kinesthetic
2
6.7
Naturalistic
2
6.7
Interpersonal
11
36.7
Intrapersonal
15
50.0
Moral
5
16.7
_____________________________________________________________________________

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Table 2
Students favorite learning and teaching styles (N = 30)
_____________________________________________________________________________
Item
Number
Percent
_____________________________________________________________________________
Learning styles
Sensing/Intuitive
22/ 6
73.3/20.0
Visual/Verbal
24/ 5
80.0/16.7
Active/Reflective
18/11
60.0/36.7
Sequential/Global
23/ 5
76.7/16.7
Teaching styles
Formal authority
4
13.3
Demonstration/modeling
24
86.7
Facilitation
22
73.3
Delegation
4
13.3
____________________________________________________________________________

21