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Analyzing Students’ Individual Differences
Western Governors University
D187: Differentiated Instruction
2
Strategies for Differentiated Instruction
Individual Learning Preferences
Some individual learning preferences that I can use to learn about my students in the
classroom are learning style inventories. I can use surveys like the VARK Model (Visual,
Auditory, Reading/Writing, Kinesthetic, to identify student preferences for individual learning. I
can pair this with an observation of engagement during choice-based activities, such as puzzles,
videos, and art, to confirm student preferences. For example, a student who excels in hands-on
tasks may benefit from manipulatives or group work. The observational analysis complements
inventories to validate preferences.
Intelligences
For intelligences, I can use multiple intelligences surveys and task diversification. I can
use Howard Gardner’s theory-based assessments to identify strengths, such as interpersonal and
musical. To follow up, I can use diverse task options, such as problem-solving, art, and music, to
cater to varied intelligences. For instance, a student with strong interpersonal intelligence might
, thrive in group projects, while a musical learner could grasp concepts through rhythm-based
activities. The task diversification aligns with multiple intelligences to cater to varied strengths.
Culture and Gender Influence
For culture and gender influence, I can use strategies such as cultural background checks,
along with interest inventories. I can conduct parent surveys or student interviews to understand
cultural values and communication styles. I can also supplement with interest surveys that
include questions about cultural traditions or gender-related hobbies, such as STEM interests and
creative arts. This ensures culturally responsive teaching and addresses gender-specific needs.
The interest inventories integrate cultural/gender considerations for a holistic understanding.
Analyzing Students’ Individual Differences
Western Governors University
D187: Differentiated Instruction
2
Strategies for Differentiated Instruction
Individual Learning Preferences
Some individual learning preferences that I can use to learn about my students in the
classroom are learning style inventories. I can use surveys like the VARK Model (Visual,
Auditory, Reading/Writing, Kinesthetic, to identify student preferences for individual learning. I
can pair this with an observation of engagement during choice-based activities, such as puzzles,
videos, and art, to confirm student preferences. For example, a student who excels in hands-on
tasks may benefit from manipulatives or group work. The observational analysis complements
inventories to validate preferences.
Intelligences
For intelligences, I can use multiple intelligences surveys and task diversification. I can
use Howard Gardner’s theory-based assessments to identify strengths, such as interpersonal and
musical. To follow up, I can use diverse task options, such as problem-solving, art, and music, to
cater to varied intelligences. For instance, a student with strong interpersonal intelligence might
, thrive in group projects, while a musical learner could grasp concepts through rhythm-based
activities. The task diversification aligns with multiple intelligences to cater to varied strengths.
Culture and Gender Influence
For culture and gender influence, I can use strategies such as cultural background checks,
along with interest inventories. I can conduct parent surveys or student interviews to understand
cultural values and communication styles. I can also supplement with interest surveys that
include questions about cultural traditions or gender-related hobbies, such as STEM interests and
creative arts. This ensures culturally responsive teaching and addresses gender-specific needs.
The interest inventories integrate cultural/gender considerations for a holistic understanding.
