Group students based on learning styles determined by inventories. Visual: Provide visual aids like graphic organizers, pictures, diagrams, written directions. Auditory: Allow opportunities for discussion, group work, lectures where information is presented orally. Kinesthetic: Encourage hands-on activities, manipulatives, movement. Product Group students based on Projects (how the student will interests, learning styles, Presentations demonstrate what they and product preferences Build/make something have learned) determined by student Act it out/role play interviews. Hands-on demonstrations Charts/graphs/tables Maps Models Posters Songs/raps

1. If they don’t learn the way
Unlock you teach,
teach the way they learn.
potential
If you teach the same curriculum, to all the students, at the same time, at the
same rate, using the same materials, with the same instructional methods, with the
same expectations for performance, and grade on a curve, you have fertile ground
for growing special education.
-Gary German, 2003
Learning Styles and RtI
Response to Intervention (RtI) is an educational initiative designed to help all
students be successful in the classroom. Through RtI, schools will act as
communities of learning to effectively address the needs of the struggling
students by using research-/evidence-based best practices.
One best practice based on research that we know works with struggling students
is to teach to the child’s particular learning style. Learning styles are simply
different ways to approach learning. A person’s specific learning style is the way
that individual learns best. As a classroom teacher, knowing your students’ learning
styles will greatly help you to ensure that all students are successful. Students’
learning styles should be considered when planning instruction, arranging flexible
groups, designing cooperative groups, and implementing differentiation of
instruction.
There are several theories related to learning styles with the most common
approach addressing three types of learners: visual, auditory, and tactile-
kinesthetic. Children often have a preferred learning style in which to receive and
process information. Some children may have two preferred learning styles, but
one is usually a primary choice for instruction with the other being a secondary
choice. Children also have one learning style that is the most ineffective for them.
1

2. If classroom instruction does not match a child’s primary, or even secondary
learning style, the child will have difficulty learning and retaining information.
Having students complete a learning style inventory will give you information about
your students’ preferred learning styles. You will be provided with a basic learning
style inventory that can be used with students at all grade levels. Interest surveys
are another tool to use in determining the most effective means of instruction for
students. Many more in-depth learning style inventories and interest surveys are
available online. You will be provided with links to several suggested websites with
information about learning styles and inventories.
All information, materials, and handouts are posted on the learning styles website
found at: http://www.liberty.k12.ga.us/jwalts
2

3. The Need for Addressing Differences
Make a picture in your mind of a high school football team. It is the week before
the big game. Jot down some things you know a good coach will do with his players
to get them ready to win.
Strategy the coach will use How it will help players win
3

4. The Need for Addressing Differences
Did you think of these?
Strategy the coach will use How it will help players win
Discuss / describe Players will hear from the coach and
strategies that will work other team members as they describe
against the opposing the plays. They will run the plays in
team. their mind.
~ Auditory approach ~
Players will look at and Players will see the big picture of the
study diagrams of the play and will also see clearly where they
various plays they will fit into the play. They can visualize
use. their movement through the play.
~ Visual approach ~
Players will practice Players will be able to quickly identify
their individual moves. the moves they have mastered and
They will get hands on those they still need to practice.
the ball.
~Tactile approach ~
Players will have a full Players will not only see what they have
blown scrimmage. They to do, but what others have to do. They
will actually get fully will need to communicate with others
involved in the game. and be totally involved.
~Kinesthetic approach~
4

5. Learning Styles Inventory
1. If I have to learn how to do something, I learn best when I:
a. Watch someone show me how.
b. Hear someone tell me how.
c. Try to do it myself.
2. When I read, I often find that I:
a. Visualize what I am reading in my mind’s eye.
b. Read out loud or hear the words in my head.
c. Fidget and try to “feel” content.
3. When asked to give directions, I:
a. See actual places in my mind as I say them, OR prefer to draw them.
b. Have no difficulty in giving them verbally.
c. Have to point or move my body as I give them.
4. If I am unsure how to spell a word, I:
a. Write it in order to determine if it looks right.
b. Spell it out loud in order to determine if it sounds right.
c. Write it in the air with my finger to see if it feels right.
5. When I write, I:
a. Am concerned about how neat and well-spaced my letters and words
appear.
b. Often say the letters and words to myself.
c. Push hard on my pen or pencil so I can feel the flow of the words or
letters as I form them.
6. If I have to remember a list of items, I remember it best if I:
a. Write them down.
b. Say them over and over to myself.
c. Move around and use my fingers to name each one.
7. I prefer teachers who:
a. Use the board or overhead projector while they lecture.
b. Talk with a lot of expression.
c. Use hands-on activities or manipulatives.
5

6. 8. When trying to concentrate, I have a difficult time when:
a. There is a lot of clutter or movement in the room.
b. There is a lot of noise in the room.
c. I have to sit still for any length of time.
9. When solving a problem, I:
a. Write or draw diagrams to see it.
b. Talk myself through it.
c. Use my entire body or move objects to help me think.
10. When given written instructions on how to build something, I:
a. Read them silently and try to visualize how the parts will fit together.
b. Read them out loud and talk to myself as I put the parts together.
c. Try to put the parts together first and read later.
11. To stay occupied while waiting, I:
a. Look around, stare, or read.
b. Talk or listen to others.
c. Walk around, manipulate things with my hands, fidget, move/shake my
feet as I sit.
12. If I have to verbally describe something to another person, I:
a. Be brief because I do not like to talk at length.
b. Go into great detail because I like to talk.
c. Gesture and move around while talking.
13. If someone is verbally describing something to me, I:
a. Try to visualize what she is saying.
b. Enjoy listening, but would want to interrupt and talk myself.
c. Become bored if her description got too long and detailed.
14. When trying to recall names, I remember:
a. Faces, but forget names.
b. Names, but forget faces.
c. The situation that I was in when I met the other person (rather than
the person’s name or face.)
6

7. Scoring Instructions:
a. = Visual learner
b. = Auditory learner
c. = Tactile/kinesthetic learner
Add the number of responses for each letter and enter the total below. The area
with the highest number of responses is probably your primary mode or style of
learning.
a) Visual learner = _____________________
b) Auditory learner = ___________________
c) Tactile/kinesthetic learner = ___________
Websites for learning styles inventories:
http://www.engr.ncsu.edu/learningstyles/ilsweb.html
http://www.learning-styles-online.com/inventory/
http://www.rrcc-online.com/~psych/LSInventory.html
http://www.ldpride.net/learning-style-test.html
http://english.glendale.cc.ca.us/learn.styles.html
http://ttc.coe.uga.edu/surveys/LearningStyleInv.html
Review these quick and easy learning styles inventories. Which one do you think
suits your students best?
7

8. Learning Styles Classroom Application
Once you know your students’ learning styles, you can meet their academic needs
with more focus. You can diagnose and prescribe instruction with greater
specificity. Let’s look at the individual pieces of the puzzle.
Auditory Visual
Kinesthetic
Tactile
8

9. The Visual Learner
Visual learners need to see, watch, and observe. Their
eyes are the keys to learning.
Characteristics of the Visual Learner: Teaching the Visual Learner:
*Prefers to see written word. *Provide written rather than verbal
instructions.
*Seat students where they can see and hear
the teacher.
*Enjoys decorating their learning areas and *Permit student to “doodle” as long as it is
materials. related to the content.
*Enjoys visual arts activities. *Allow students to show what they have
learned in visual ways (diagrams, models,
dioramas, etc.)
*Prefers to have a visual depiction of the *Include pictures, timelines, diagrams,
content along with a description. charts, graphs, maps, models ~ these will
bring learning to life for the visual student.
*Prefers photographs and illustrations
rather than printed content. *Offer video/film clips when available.
*Remembers and understands through the
use of diagrams, charts, maps.
*Carefully organizes learning materials. *Offer outlines, highlight key phrases, give
student detailed directions and a timeline
for completion.
*Use sentence strips.
*Appreciates presentations using *Utilize technology when applicable.
interactive whiteboard, transparencies,
handouts. *Flash cards are a simple tool to use.
*Studies materials by reading notes and *Provide note-taking guides during
organizing information. instruction.
*Use color coding when appropriate.
*Organize visual patterns (word families,
number families.
9

10. Activities for the Visual Learner
* Make it visual *
Create
♥ diagrams,
♥ graphs,
♥ books,
♥ posters,
♥ collages,
♥ newspapers,
♥ brochures,
♥ cartoons,
♥ dioramas,
♥ webpages.
Develop
♥ PowerPoint presentations,
♥ movies,
♥ TV shows.
♥ Photo Story
Allow students to
Learn utilizing
♥ pictures,
♥ recipes,
♥ magazines,
♥ maps,
♥ charts,
♥ videos,
♥ games,
♥ bulletin boards
10

11. The Auditory Learner
Auditory learners need to hear new information in order to
process it. Their ears are the keys to learning.
Characteristics of the Auditory Teaching the Auditory Learner:
Learner:
*Remembers what they say. *Permit them to repeat or restate new
learning in their own words.
*Remembers what others say to them. *Read out loud
- echo reading activities
*Remembers best through verbal repetition. - choral reading activities
- books on tape/listening center
*Needs to hear things said out loud.
*Use flash cards or other graphic
representations along with a verbal
restatement; say information out loud.
*Prefers to discuss ideas they do not *Allow the auditory learner to study with a
immediately understand. friend so they can hear it again.
*Enjoys class and group discussions. *Allow group work.
*Finds it difficult to work quietly for long *Combine lecture with class discussion.
periods of time.
*Remembers verbal directions well. *Give verbal instructions.
*Enjoys dramatic presentations of *Allow students to submit work via oral
information, including the use of music. presentations
*Reader’s Theatre
*Verbally expresses interest and *Be proactive.
enthusiasm. ♥ Use grip paper when doing math
calculations.
*Often does not verbalize struggles. ♥ Use different colors and pictures in
notes.
♥ Highlight key points and vocabulary.
11

12. Activities for the Auditory Learner
* Show it *
* Model it *
Create
♥ Teams
♥ Partners
♥ Oral response activities (retelling)
Develop opportunities to share orally:
♥ PowerPoint presentations,
♥ Reader’s Theatre
♥ Creative dramatics
♥ Photo story
♥ Plays
♥ Radio shows
♥ TV shows
Allow students to
Learn utilizing
♥ Books on tape
♥ Listening centers
♥ Videos
♥ Each other - learning partners or team learning
♥ Offer students chances to hear new information before moving to independent
activities.
♥ Tape recorders
♥ PVC pipe “phones”
12

13. The Tactile/Kinesthetic Learner
Tactile/kinesthetic learners need to experience new
information in order to process it. Their hands and
bodies are the keys to learning.
Characteristics of the Teaching the Tactile/Kinesthetic
Tactile/Kinesthetic Learner: Learner:
*Remember what they do very well. *Allow students to transfer new information
to the computer.
*Remember best by getting physically
involved in what is being taught. *Allow them to use computer games for
reinforcement.
*Enjoy acting out a situation relevant to the *Offer opportunities to present dramatic
learning topic. retellings of information.
*Use Reader’s Theatre.
*Enjoy physically handling the learning *Encourage the use of manipulative
materials. materials.
* Does best when involved in hands-on *Encourage student to “doodle” by drawing
activities. visual representations of material.
*Cover desk with colored paper to permit
instructional doodling.
* Physically expresses interest and *Give instructions first, then pass out
enthusiasm by getting active and excited. materials.
(claps, jumps up and down, runs to work
area) *Cut a long worksheet in segments and give
one segment at a time.
*Has trouble staying still or in one place for *Allow students to be class messengers,
very long. pass out materials - move about the class
for acceptable reasons.
*Start with short work periods and
gradually lengthen.
13

14. *Has trouble staying still or in one place for *Vary daily activities to offset long periods
very long. of sitting; this student learns best when
he/she is active.
*Permit students to move throughout the
room quietly; may have more than one
learning area (desk, floor, table, pillows)
*Frequently want to eat snacks while *Permit healthful snacks or drinks during
studying. the day.
*Enjoy sports, PE. *Alternate quiet and active periods during
the instructional day.
*Often struggle in the traditional
linguistic/logical classroom setting. *Take frequent breaks.
*Often fidget during forced periods of *Allow students to quietly fidget with a
stillness. squeeze ball.
*Has trouble attending, staying on task. *Close eyes when trying to memorize.
*Write information in the air.
*Sometimes allowing these students to read
through colored transparencies helps them
focus.
*When reading, use the whole-to-part
approach-try to get a feel for the book,
story, or passage (SQ3R):
♥ Scan picture first
♥ Read headings
♥ Read first and last paragraph
14

15. Activities for the Tactile/Kinesthetic Learner
* Hold it *
* Do it *
* Be it *
Create
♥ Teams
♥ Partners
♥ Performance/acting out experiences
Develop opportunities to:
♥ Do projects
♥ Have laboratory experiences
♥ Craft
♥ Draw
♥ Construct
Allow students to
Learn utilizing
♥ Hands-on activities
♥ Manipulatives
♥ Number lines
♥ Tap/clap syllables
15

16. Ideas for Differentiating Instruction Based on Learning Styles
Type Description Suggestions
Content Group students based on Small group instruction
(What knowledge/skills the similar readiness levels Pairs
students will learn) determined by pretests and Collaborative groups
accessing prior knowledge Jigsaw groups
activities. Center work
Appropriate text based
on reading level
Visual
Graphic organizers
Provide notes
Visuals/pictures
Maps/diagrams
Written directions/
assignments
Drawings
Story maps
Cartoons
Auditory
Process Group students based on Tapes
(how the student will learn learning styles/interests Lectures
the knowledge/skills) determined by inventories, Discussions
observations, student Group work
choice. Repeat directions/
assignments
Debates
Oral reports
Drama
Literature circles
Tactile-Kinesthetic
Manipulatives
Artifacts
Models
Hands-on projects
Physical movement
Drama
Product Group students based on Oral presentations
(how the students will show interest/learning style Written assignments
you what they have learned) determined by inventories, Projects
observations, student Models
choice. Drama
Tests
Technology Presentations
16

17. Lesson Planning Template
for
Learning Styles
Visual
Auditory Tactile/Kinesthetic
17

18. Primary Math
Animal Mathematics
1. Use Animals Colors and Shapes to introduce common colors and shapes in the
animal world. After watching the program, ask students to share examples shapes
they have seen. What body part of most animals is circular? What animals have
triangles? What animals have rhomboids?
2. Talk about the students' favorite animals. What colors can be found on them?
Discuss some of the purposes of color in the animal world. Why are the feathers on
most male birds bright colors, while female birds have gray or brown? How do some
animals use color to stay hidden? Why are some snakes brightly colored?
3. Share print images of animals. Talk about the different colors and shapes of these
animals. Tell students that they are going to create pictures of animals with different
shapes. They will also draw a picture of the animal's habitat.
4. Demonstrate using a print image as an example. Talk about the animal. What kind of
environment would you expect to find this animal in? Have students describe where
this animal might live. Does it live in a desert or a forest? Using crayons, quickly
draw the environment on a piece of white construction paper. Next, talk about the
different shapes students might see on the animal. What shape are its ears? What
shape is its body? Use different size construction-paper shapes to create the animal.
Arrange the shapes on the background habitat, being sure to tell students that you
will not use glue until it looks the way you want it to. Finally, glue the shapes on the
background habitat. Demonstrate using crayons to make additional lines that should
appear (such as whiskers) on the animal.
5. Making sure that students understand what they are supposed to do, give them print
images of animals and tell them to choose one to copy for their picture. Have them
first draw the background habitat and then use the paper shapes to make their
animal. Check student work before allowing them to glue their animal shapes to the
background.
6. Once students have finished their pictures, ask volunteers to share them. Talk about
the shapes they used. Discuss the colors of the animals. Ask about the animals'
habitats. Does the color of the animal help it blend into its habitat? Display the
finished pictures in the classroom.
VISUAL GROUPING
AUDITORY
TACTILE/KINESTHETIC
18

19. Intermediate Social Studies
The Civil War
Objectives
1. The student will be able to describe the reason for the start and end of the Civil War.
2. The student will be able to name and discuss the Civil War Generals.
3. The student will be able to compare the views of the North and South and discuss what would
have happened if the South won.
4. The student will be able to discuss the Emancipation Proclamation and what they would have
done the same/different.
Learning Experiences
1. Using the textbook and class notes, the students will complete worksheets on the Civil War
2. In groups the students will complete essay answers on Generals Grant and Lee.
3. In groups students using the computer program “The Civil War: Two Views” will be given an
assigned side (North or South) and build arguments for their side and then decide what would
have happened if the South had won.
4. Using materials from the class or library the students will write a three page research paper on
a battle or person from the Civil War with topic approval from the instructor.
5. After watching the video on the Emancipation Proclamation students will fill out a worksheet
on the video.
Teaching Learning Mode
1. To meet objectives one and four, the students will work individually, objective four will
require student presentations and class discussion.
2. To meet objective two, students will work with partners and share answers with the class.
3. To meet objective three, students will work in groups of four with a debate (North against
South).
VISUAL GROUPING
AUDITORY
TACTILE/KINESTHETIC
19

20. MIDDLE SCHOOL SCIENCE: LIFE SCIENCE
Ecosystems
1. Begin the lesson by reviewing the topics covered under the term "life science." To
spur conversation, remind students that this area of science relates to all the
organisms on Earth, what they look like, where they live, their characteristics, and
how some organisms relate to each other. After this brief introduction, students may
suggest the following topics:
o Plants
o Animals and the habitats in which they live
o The human body
o Microorganisms
o Advances in medicine
2. Tell students they will focus on one life science topic—the relationship between
plants and animals in the ecosystem of Serengeti, in Tanzania, Africa. Ecosystem is
the term used to describe an ecological community of living things interacting with
their environment.
3. Ask students to watch the segments entitled "Predator and Prey" and "Grasslands" in
The Basics: Life Science and to pay close attention to information about the food
chain, which is the relationship of plants and animals based on what animals eat.
4. After viewing, have students work in groups of three to illustrate the elements of the
food chain on the Serengeti. Each group will draw a picture of the food chain and
write a description that includes the following details:
o A definition of a food chain
o A summary of the organisms in the food chain, clearly describing who eats
whom
o Definitions of the terms "herbivore," "carnivore," and "scavenger" and how
these terms help explain a food chain
5. Give students time in class to work on their projects or let them finish the
assignment as homework.
6. During the next class period, ask each group to share its poster and description.
Then discuss what students have learned from this project. How does describing an
ecosystem in terms of the food chain help clarify the roles its organisms? How does it
make the behavior of animals easier to understand?
VISUAL GROUPING
AUDITORY
TACTILE/KINESTHETIC
20

21. High School Language Arts
Don Quixote
1. Ask students to defend Quixote’s perception that the windmills are an enemy force. That
is, ask them to explain what in the appearance of the windmills and in Quixote’s self-
image causes the error in perception. Explain that because of an illness Quixote’s
imagination is distorted, but go on to suggest that sometimes even the sanest of people
see an everyday object as something else entirely. Often, the people who perceive one
object and describe it as something else are poets. In this activity, you will help students
write quixotic, or imaginative, descriptions of ordinary objects. Other students will try to
figure out what real-world object the writer had in mind.
2. Share with students a few examples of highly metaphoric poetry. Examples include
• Emily Dickinson’s “I Like to See It Lap the Miles”—a train described as a horse
• Robert Francis’s “The Base Stealer”—a baseball player described as a tightrope-
walker among other things
• Carl Sandburg’s “Fog”—fog described as a cat
• May Swenson’s “Southbound on the Freeway”—automobiles described (by a
tourist from Orbitville) as living objects
Read the poems listed or other poems without telling students the titles, and then lead a
discussion of what the poet seems to be describing and what he or she really is
describing. You might consider the question of why the poet took this indirect approach
to description.
3. Ask students to think (to themselves) of objects that might be seen—especially, by
someone (such as the tourist from Orbitville) who has never seen them before—as
something else. Here are some suggestions to stimulate students’ thinking:
• a movie projected on a free-standing screen thought to be ______________
• a toaster without any bread in it thought to be ___________________
• a lampshade thrown out with the trash thought to be ________________
• a fire extinguisher thought to be _____________
4. With the prewriting notes that the students have prepared in the preceding step, they
should now be ready to draft a metaphoric description of their objects in prose or poetry.
5. Give each student a chance to read his prose or poem to one or more other students in
the class. Can the listeners figure out what the reader, below the surface of the prose or
poem, is describing? Do the listeners find the description apt and entertaining or obvious
and boring? Encourage classmates to give revising and editing advice to one another.
VISUAL GROUPING
AUDITORY
TACTILE/KINESTHETIC
21

22. Coat Rack
Sink Area
S S S S
S
P P S P P
G
Workshop/Centers Area
Bulletin Board
G P P
Windows
G
G
S
Teacher Desk
S
Whole Group Area
Bookcase
Teacher chair
Door
Dry Erase Board Interactive White Board
Sample Classroom Arrangement
22

23. Snack Ideas for Healthy Learners
And Balanced Nutrition
♥ Foods need to be healthful.
♥ Best if not artificially
sweetened or colored.
♥ Nothing should be fried or
greasy.
Water
Juice
Granola or cereal bars
Grapes
Bananas
Apple slices
Cheese cubes
String cheese
Crackers with peanut butter
Pretzels
Foods to Avoid:
Potato chips
Soda
Pop tarts Bright Ideas!
Oranges (too messy)
♥ Foods need to be finger
Fruit roll ups (too sticky)
foods that require no prep.
Raisins (just like gum in your ♥ Keep wet wipes on hand.
carpet) ♥ Allow students to use
Cookies antiseptic hand sanitizer.
♥ Have paper towels handy.
23

24. Instructional
Resources
24

25. Glossary
1. Auditory Learner – learns best through listening, conversation, discussion,
hearing.
2. Choral reading – everyone reads together at the same time.
3. Echo reading – teacher reads and then students echo or repeat.
4. Jigsaw activity – a small group activity that breaks large assignments into
smaller, more manageable segments. Each group becomes the “expert” on a
section of the material and then shares their knowledge with the whole
group.
5. Kinesthetic Learner – wants to be fully engaged in the learning process; all
senses are involved.
6. Literature Circles – a small group activity based on a book club model.
Students read, discuss, share stories while learning reading strategies.
7. Photo Story – a technology driven production that seams together
photographs to tell a story.
8. POI – Pyramid of Intervention.
a. Tier I – standards-based classroom learning and universal
interventions that are available to all students.
b. Tier II – More intensive services and targeted interventions are
provided in addition to instruction in the general curriculum.
c. Tier III – SST: Targeted students participate in learning that is in
addition to Tier I and Tier II and includes interventions tailored to
individual needs.
d. Tier IV – Eligibility for special education services would be
considered.
25

26. 9. Reader’s Theatre – Students take parts and act out a story. This brings a
story to life.
10. RTI – Response to Intervention: an educational initiative designed to help
all students be successful in the classroom.
11. SQ3R – Survey, Question, Read, Recite, Review: a whole-to-part approach
to making long passages easier to manage.
12. Tactile Learner – learns best through hands-on manipulation of learning.
13. Visual Learner – learns best through reading, viewing, looking at, observing.
26

27. Unlocking Potential
Student Interest Survey
(sample)
Name_____________________________ Date______________ Grade_____
Directions: Please complete this survey and answer the questions to the best of
your ability. This will help your teacher have a better understanding of how you
learn and what type of classroom environment you prefer.
1. What is your favorite subject in school? __________________________
2. What is your least favorite subject in school? ______________________
3. When working on a project, do you like working alone, with a partner, or in a
group? Explain. _____________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
4. When you are working or learning, where are you most comfortable?
___at your desk ____on the floor ____at a table ____other (________)
5. What are your favorite ways to learn? (Choose as many as you like.)
Listening to a Working with Working in a Listening to a
lecture. a friend. group. book on tape.
Figuring it out Doing Doing research Watching an
myself; doing research in a on the educational
homework. library. internet. video.
Other:
6. What two words best describe you as a learner?
_________________________ __________________________
7. When you are not at school and you have free time, what are your three
favorite activities?
27

28. Find Out More About Learning Styles and
Cheer Your Team On!
http://www.ldpride.net/learningstyles.MI.htm
http://www.learning-styles-online.com/overview/
http://www.funderstanding.com/learning_styles.cfm
http://agelesslearner.com/assess/learningstyle.html
http://www.usd.edu/trio/tut/ts/style.html
http://www.trcc.commnet.edu/Ed_Resources/TASC/Training/Learning_Styles.htm
http://www.personal.psu.edu/bxb11/LSI/LSI.htm
28