Using learning targets to differentiate instruction that matches individual

learning styles
The idea that every student has a different learning style has been one of the key factors
in my teaching philosophies. I firmly believe that every student can succeed. As a teacher it is
my job to reach each student. The way that I can do this is by reaching each learning style.
Throughout college it was evident that everyone in class had a specific activity that they felt
most comfortable doing. Personally, I enjoyed listening working when I could keep my thoughts
organized. There were many of my friends who liked group work, some liked reading a text book
and then figuring, and others liked art projects. I have always kept this in the back of my mind
and I understand that that each student in my class has a style that he or she feels comfortable
with. I tried to vary my lessons when I was student teaching so that I reached each style. I will
discuss the views of Gardener, student learning objectives, and differentiating instruction to fit
the needs of each student.
The educational theorist Howard Gardner discussed seven different ways that people
learn. He called these styles of learning intelligences. When I started to think about different
learning styles I immediately thought of the Multiple Intelligence theory. The seven intelligences
are Linguistic, Bodily-Kinesthetic, Musical, Logical-Mathematical, Intrapersonal, Interpersonal,
and Visual-Spatial. This affects learning styles since each student achieves the highest when they
are doing something within their strength.
The Linguistic intelligence is most successful speaking and hearing the learner would
enjoy reading out loud and hearing things being read. They remember things better when
someone tells them something or when they discuss a subject rather than reading silently. The
Visual-Spatial learner is confident with moving objects or how things fit together. These students
might respond to graphic organizers and notes on the board. The Bodily-Kinesthetic learner feels
most comfortable moving and working with their hands. I think about a construction worker. The
Intrapersonal is someone who likes to work alone and can organize his or her own thoughts.
They may want to read information and learn on their own. A Logical Mathematical learner
would like to calculate and figure things out in a scientific way. This type of person would have
problems with abstract questions but is analytical and great with numbers. An Interpersonal
learner would like to work in groups and discuss problems with others. The Musical learner
would have understand rhythm and sounds. They might remember things better when they are in
a song. They may be able to see the notes in a song. Each person may have parts of all these
intelligences. (Chapman, 2003-20012)
The main value is the fact that all students learn differently and that I as a teacher must
reach each, Gardner says it best "challenge an educational system that assumes that everyone
can learn the same materials in the same way and that a uniform, universal measure suffices to
test student learning. Indeed, as currently constituted, our educational system is heavily biased
toward linguistic modes of instruction and assessment and, to a somewhat lesser degree, toward
logical-quantitative modes as well." Gardner argues that "a contrasting set of assumptions is
more likely to be educationally effective. Students learn in ways that are identifiably distinctive.
The broad spectrum of students - and perhaps the society as a whole - would be better served if
disciplines could be presented in a numbers of ways and learning could be assessed through a
variety of means." (Lane, n.d.)
It is important to include Gardners theories when discussing learning styles for history
and background. This laid the groundwork for good teaching practice and eventually

differentiated instruction. The fact that I must reach every student and reach him or her at their
needed level weighs heavily on my mind each day. Gardners work is what I think about each
day when I plan lessons. I try to do a variety of activities so that each student has a chance to
work using activities that they are most comfortable with.
The fact that all students are different allows us to see the importance of Differentiated
Instruction. This method of teaching is based on teaching the same curriculum to all the students
but at a different pace and with different tasks. The student is challenged but not to the point of
frustration and students who understand a topic dont have to spend time redoing the work they
have already mastered. The idea behind this practice also expects that students push themselves
and achieve at the highest possible level. The students who may need more practice on a specific
topic then get the help they need to master the task. Students are given ownership of the
assignments and have options to choose different ones.
The differentiated classroom would have each student working on a different assignment.
For example, I would give a math lesson about adding fractions. I would model three or four
ways of solving fraction problems on the board. Then students would choose which assignment
would challenge them the most. I would reteach a small group that may be struggling while
students who have already mastered fractions will move on to another topic, perhaps adding
mixed numbers. The students could solve the problems however they would like but they would
have express their thought process and be able to justify their answers.
The practice of Differentiated Instruction allows each student to master the topics that he
or she needs to but within his or her own comfort level. This is a great method because it keeps
the big picture in mind. I want all my students to have mastered the expected goals at the end to
the year. I do not mind if the route they take to get there is different from one another, only the
final destination. I want them ready to be successful in their next academic grade and also on a
larger scale for the future as adults.
The importance of Differentiated Instruction has come more to the forefront with the
implementation of RTI. When looking at RTI (Response to Intervention) the needs and styles of
each student must be met. The cookie cutter classroom no longer exists. The students who need
extra help will be re-taught the topic in a different way. These interventions must be researched
based and measurable. The student continues to go through interventions until the topic is
mastered. If the student still has trouble with the first level of interventions then they are moved
to the second tier interventions which may be a whole different class period or something that is
much more intense. After two levels of intervention and documenting the student could be tested
for special services.
The basis of Differentiated Instruction and RTI is reaching the individual needs of that
student. They all may have a different way of understanding or problem solving. Differentiating
and using interventions gives me as a teacher multiple attempts to reach the student. One of my
favorite times in student teaching was when a student would start to understand and he or she
would become excited. I think of them as the light bulb moments. The two practices mentioned
above are meant to help all students to get to those moments.
The last idea that allows us to address each students learning style is Student Learning
Objectives. I break this down into to facets the whole class learning objective and the individuals
learning objective. The classes learning objective is what big idea that I am teaching that specific
day and scope and sequence thereafter. This is based on the curriculum which must be directly
tied to the Common Core State Standards. Each student should understand what they are trying
to accomplish that specific class. I was really unaware of this when I was student teaching and

am striving to get better. Currently, I stop when I am in a colleagues classroom and wonder how
many students really know what their goal is for the day, month, or year. It makes the student
become an active learner. I know that when I was in school I dont know if I ever really knew
what my goal was for the day. Sadly, I would say it was not to have any homework. Now, every
student must understand what they are trying to learn. Even better they now can have some say
in regards to how they are going to achieve the daily goal.
The individual students learning objectives are tailor made for the student. It would
encompass his or her learning style and needs. Students who need extra practice to be successful
would get extra practice. Students who already mastered the topic obvious would have a different
student learning objective. Tailoring education to fit the needs of each individual is great
practice. I could never understand how students who were struggling just got more and more
piled on them. It would not take long to become overwhelmed. I have had many friends who
reached this point and then simply gave up and even dropped out. When considering student
learning objectives it would not allow this to happen. Each student has his or her own goal for
the day.
In conclusion, the research based learning styles have major impacts our teaching
practice. The students each have a specific way that they learn and specific needs that we must
meet. The students specific learning style is not something that we get form a book it is
something that we must figure out for each student. I truly want to become successful at judging
what each students needs but I am afraid this may take a lot of practice.
The modern classroom will no longer consist of a teacher providing information in the
front of the class and each student working on the same work. The teacher will be a facilitator
while students guide their own learning through investigation and inquiry. Students will be
working on the same subject but topics and pace will be tailored for the individual. I would hope
that this gives high achieving a limitless opportunity to learn. In theory, fourth or fifth graders
could push themselves to solve problems that are way above their grade level. They would not
have to do redundant problems that they have already mastered. The fact that this is meant to
help students feel challenged but not frustrated should eliminate some behavior problems within
the classroom. Since students have choices in the problems that they do or how they solve these
problems they should never feel that they are bored with school.
The idea of researched based learning styles will be affecting our teaching practice. The
basis is great as I have mentioned before. It makes sense to tailor a students education to that
individual. In the past I am sure many students would have been much more successful had they
had been taught with their learning style in mind. Everyone learns differently and I am happy to
be part of a generation that has realized this and is using this to help students achieve.

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