WGU D187 Task 2: Analyzing Individual Differences in
Learning Preferences with Complete Solutions | 2025 Update
Denise Newell
Student ID #001546011
Differentiated Instruction: D187
Task 2: Analyzing Students’ Individual Differences
Part A:
One effective strategy I use to support differentiated instruction and better
understand my students’ individual learning preferences is having them complete
a learner preference inventory. This activity encourages students to reflect on how
they learn best and helps me tailor instruction to suit their unique needs. I also
use surveys and observe students during classroom activities to gain insight into
their learning preferences and multiple intelligences. It is essential to recognize
how culture and gender can influence each students’ learning experience. I gain
insight into these factors through one-on-one conversations, family outreach, and
culturally responsive tools. To better understand students’ interests, I provide
them with options in reading selections, writing prompts, and project styles. I also
use their interest inventories to guide instructional choices. These strategies help
me create a more personalized, inclusive, student-centered learning environment.
Part B:
When creating a learner profile for a fictitious second-grade student, Tryston B., I
found that he prefers kinesthetic and visual learning, as identified through a
learner preference inventory and classroom observation. He demonstrates
strengths in bodily kinesthetic and interpersonal intelligences, often excelling in
group projects and hands-on activities. Tryston comes from a bilingual Latino
household where Spanish is spoken at home, and his cultural background places a
Learning Preferences with Complete Solutions | 2025 Update
Denise Newell
Student ID #001546011
Differentiated Instruction: D187
Task 2: Analyzing Students’ Individual Differences
Part A:
One effective strategy I use to support differentiated instruction and better
understand my students’ individual learning preferences is having them complete
a learner preference inventory. This activity encourages students to reflect on how
they learn best and helps me tailor instruction to suit their unique needs. I also
use surveys and observe students during classroom activities to gain insight into
their learning preferences and multiple intelligences. It is essential to recognize
how culture and gender can influence each students’ learning experience. I gain
insight into these factors through one-on-one conversations, family outreach, and
culturally responsive tools. To better understand students’ interests, I provide
them with options in reading selections, writing prompts, and project styles. I also
use their interest inventories to guide instructional choices. These strategies help
me create a more personalized, inclusive, student-centered learning environment.
Part B:
When creating a learner profile for a fictitious second-grade student, Tryston B., I
found that he prefers kinesthetic and visual learning, as identified through a
learner preference inventory and classroom observation. He demonstrates
strengths in bodily kinesthetic and interpersonal intelligences, often excelling in
group projects and hands-on activities. Tryston comes from a bilingual Latino
household where Spanish is spoken at home, and his cultural background places a
