This document provides information on differentiated instruction strategies for teachers. It discusses learning styles, including mastery, understanding, self-expressive, and interpersonal learners. Several differentiated strategies are then described in detail, including admit slips, window panes, mnemonics, think-pair-share, jigsaw, task rotation, graffiti, and exit slips. Examples are provided for many of the strategies. The document aims to educate teachers on incorporating various learning styles and differentiated strategies into their instruction.

1. Staff Development
Presentation
Learning Styles & Differentiation in
Instruction
J. Walsh-Davis M.Ed.

2. Learning begins with attention:
That’s what the experts say. Let’s
see if we agree with them.
Learning Styles

3. What do you see?

4.  What did you see?
 What did you pay most attention to?
 Did anyone use their imagination to extend
the picture?
 Did the picture spark some kind of emotion
inside you?
Sharing

5. Everyone learns but not in the same
way. The differences in how people
learn are called learning styles.

6. Learning Styles

8. Realistic, practical and matter-of-fact.
They are efficient, results-oriented,
prefers actions to words, and are hands-on
learners.
They tend to be neat, precise and require
immediate feed-back to an assignment.
Mastery Learner
(sensing & thinking)

9.  Theoretical, Intellectual and knowledge-oriented.
 They are curious about ideas, loves to solve complex
problems and are highly tolerant of theory.
 These learners plan ahead before beginning an
assignment and need little feedback while they
work.
 Understanding learners are avid readers, and loves
using technology, formulas and abstract symbols.
Understanding Learner
(Intuition & thinking)

10.  Curious, insightful and imaginative
 Self-expressive learners are
dreamers and are always searching
for new ways to express themselves.
 They are turned-off by rote learning
and look more for open-ended
questions such as ‘What would
happen if….?’
Self-Expressive Learner
(intuition & feeling)

11.  Social, experiential and community-
oriented.
 Inter-personal learners take a personal
approach to their learning. They love
activities that involve real-world
situations, personal interactions or
solving others problems.
Interpersonal Learners
(sensing & feeling)

12.  Used at the beginning of a class; excellent for
feedback for presenting new concepts.
 - as an anticipatory set – to find out how much the
students know.
 - as a behavior management tool asking questions
such as ‘what did I do wrong?’ ‘ How may I correct it?’
 It may also be used to explain graphics at the
beginning of a lesson.
Differentiated Strategies
Admit Slip

13. Examples of Admit Slips

15. Strategy: Window Panes
 Description:
 This strategy uses a lot of color which is brain
compatible and lends interest to the student.
 It has at least 4 cells with each cell containing a picture
or icon and very few words.
 Window panes assists students to bring clarity to their
thoughts through the use of visuals. It is a respectful,
challenging task that engages ALL students as active
participants.

16. Window Panes

17. Mnemonics
Mnemonics is a strategy that is
incooperated into differentiated
instructions. The most common use of
this strategy is acronyms. This allows
for quick and easy memorization of
information and is excellent for use
with Blooms’ Taxonomy at the lower
level – recall; remember.

18. Presentation of Mnemonics

19. Think – Pair - Share
 Introducing concepts, students think about concept,
pair up with another student and share their
understanding of concept with each other.
 Concept may be modified to Think – Write – Share.
Pupils write their thoughts on the concept assigned
and then share information with class instead of with a
partner.
 Pupils volunteering to share information with whole
class.

20. JIGSAW
 May use leading questions to begin strategy. It begins
with a home-group numbered 1 – 4. They split into
expert groups to talk about their area of learning. They
then return to home group and each numbered person
share their concept ; forming the ‘big picture’ as all
home-group members will now have covered the
content.
 A product may be created at the end of the discussion
such as a flip-book or flow-chart to show
understanding.

21. Illustrations

22. TASK ROTATION
 Is an assessment strategy to show mastery of the
intelligences. The activities involved caters to
individual students strengths and weaknesses as they
get the opportunity to work on a style of learning in
which they are strong
 The areas are: Mastery, Interpersonal, Understanding
and Self-Expressive.

23. Results of Task Rotation
 Students will see it as a different way of
learning and each intelligence was catered
to. It allows the students a chance to excel in
their strongest intelligence and provide
them with a sense of achievement .
 They can work on several tasks at once and
it can prove very productive for both teacher
and students.

24. GRAFFITTI
 This is a strategy that involves the creativity
of students. It may be used to explore
concepts in a creative way using words and
pictures.
 How Does it Work?
 Students use words and pictures to convey
their understanding of the concept. Graffiti
is the hand-made version of ‘wordle’ using
graphics as well as words.

25. Example of Graffiti

26. EXIT SLIPS
 Exit slips may be used as final product or
closure for a class. They may be a statement
to be written, a question to be answered
based on a concept taught in lesson.
Students leave the class upon presentation
of this information. This is a good way of
checking for understanding.

27. Closure
 Choose the strategy that appeals the most to you and
produce an example of it.
 Exit Slip - Complete the questionnaire provided and
leave with the presenter. Thank You!