The learning profile of a student refers to how he or she best learns. The learner profile could be based on Howard Gardner’s Theory of Multiple Intelligences for example. Learning style might also be influenced by sound, light, time of day, designe structure of the learning environment, etc. (Chapman & Gregory, 2007).


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4-MAT (Tomlinson, 2001)
The teacher creates 4 approaches to learning the concept; 1) mastery of information, 2) understanding of key ideas, 3) personal involvement, 4) creating something new related to the topic. The students choose the approach best suited to their own needs and interests on the topic.

Howard Gardner’s Multiple Intelligences(Gregory, 2005)
Verbal Linguistic
Play word games for vocabulary
Explain ideas
Tell jokes, riddles, and limericks
Trivia games
Write
Report, oral and written
Explain
Describe and discuss
Interviews
Label
Give and follow directions
Retell
Essays
Audio recordings
Speeches
Debates
Research projects
Quizzes and tests
Logs, journals, diaries
Questions and answers

Visual / Spacial Learners
Draw pictures to represent ideas, paint
Games: matching, puzzles
Visual cues to remember
Have a “being there” experience
Field trip
Visualization and imagine
Graphics
Flowcharts
Videos
Create
Models
Describe in detail
Color, lines, and shapes
Creative designs
Sculptures
Graphic organizers
Art media
Displays
Posters
Charts
Brochures
Pictures and illustrations
Cartoons and caricatures
Color-coding

Musical, Rhythmic or Auditory Learners
Give directions aloud
Discuss what the students are learning
Games: verbal puzzles, scramblers, riddles
Songs, raps, jingles, cheers
Tape recorder
Work with a study buddy
Choral reading
Teach others
Interviews
Chants
Beat a rhythm
Poetry
Ballads
Musical patterns
Background sounds and noises
Musical compositions
Limericks

Kinaesthetic Learners
Opportunities to move and handle materials
Trace and highlight
Act out concepts and stories, role playing
Models
Experiments
Write or draw while listening
Walk while thinking
Use hands and arms to express and explain
Imagine themselves in a situation
Simulate
Dance or mime
Perform
Create, construct, or develop
Gestures or actions to support learning
Manipulatives
Inventions
Sports participation
Demonstrating using physical movement
Exercises
Hands-on experiences
Simulations / Role-playing
Field trips
Movement routines

Logical / Mathematical
Graphic organizers
Reflection time
Logic problems
Sharing problem solving strategies
Advanced organizers
Puzzles
Debates
Critical thinking
Graphs and charts
Data and statistics
Sequential steps
Fact analysis
Research
Attribute groupings
Problem solving techniques
Outlines
Reasons and rationales
Predictions
Demonstrations
Calcuations
Labels
Categorizing activities
Manipulatives
Gadgets / calculators
Formulas
Thinking games
Patterns
Process explanation
Timelines

Naturalist
Classify and examine learning for like or different attributes
Allow students time for examination and a closer look
Sort
Organize using criteria
Investigate
Analysis
Identify and categorize
Demonstration of environment sensitivity
Awareness of surroundings
Appreciation of nature
Survival skills
Creations of environmental scenes
Nature collections
Research of nature topics
Real-life situations

Intrapersonal
Students think about a plan for their assignment
Reflect on the processes
Set goals for improvement
Logs and journals
Independent study and work
Goal setting
Positive affirmation
Autobiography
Personal questions
Private conferences
Knowledge of self
Surveys and inventories
Diaries
Tests / exams
Self-studies and contracts
Personal choices
Portfolios

Interpersonal
Encourage active listening
Group work / Cooperative learning
Partner activities
Reciprocal teaching
Peer reading, editing, counselling
Role play
Class meetings
Conferencing and sharing
Communications with others
Teamwork
Questions
Demonstration of intuitiveness
Partner reports
Reenactments
Text talk
Literary circles
Human graphs

Home


References

Chapman, C. & Gregory, G.H., (2007). Differentiated instructional strategies: One size doesn't fit all, second edition. Thousand Oaks, California: Corwin Press.

Chapman, C. & King, R., (2012). Differentiated assessment strategies: One tool doesn’t fit all, second edition. Thousand Oaks, California: Corwin Press.

Gregory, G.H., (2005). Differentiating instruction with style; Maximum achievement. Thousand Oaks, California: Corwin Press.

Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, Virginia: Association for Supervision and Curriculum Development.