Matching your Student Learning Styles
Choose from the following descriptor groups that matches best each student's learning styles
(Note: On occasion, both high and low achievers may be assigned identical instructional resources for different
reasons but similar outcomes)

Option 1 | Option 2 | Option 3 | Option 4 | Option 5 | Option 6

Option 1

Is task persistent
Is highly visual and auditory
Enjoys activities that foster creativity
Is nonconforming and resists direction or structure from those in authority
Prefers working with peer-oriented colleagues in a team
Works alone but through a variety of approaches
Requires less structure for assignments
Enjoys activities that permit choices or options
Is an independent and self-motivated learner
Shows less of a preference for learning tactually
Demonstrates he/she is an average, above average, or gifted learner
Indicates a preference for a great deal of independence
Likes learning with peers and tends to be a high achiever
Prefers learning either alone or in a pair
Demonstrates responsibility or conformity
Enjoys learning with multisensory alternative resources that match a number of perceptual preferences
Prefers activities that encourage synthesizing information he/she has mastered
Requires environments responsive to his/her need for sound, light, temperature, intake, and seating design
Likes learning at his/her own pace and in accordance with his/her individual learning style

Instructional Strategies for these Student Identifiers | Back to the Top

 Option 2

  • Demonstrates visual and tactual strengths
    Enjoys learning with short stories, jokes, or puns
    Learns better when the information is introduced in small amounts
    Prefers activities that require a great deal of structure
    May experience some difficulty when reading text and prefers an accompanying audiotape
    Prefers working independently, in a pair, or small groups
    Enjoys working with a variety of tactual resources
    Requires immediate feedback
    Enjoys learning at his/her own pace using self-pacing activities
    Needs to have the information presented sequentially and reinforced immediately
    Likes hearing the material being read
    Prefers reading text supported by illustrations
    Demonstrates a tendency for active learning
    Tends to be academically underachieving

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Option 3

  • Learns through different perceptual senses
    Needs repetition through several senses before acquiring and mastering complex knowledge and skills
    Enjoys learning through three or four perceptual strengths
    Progresses at a more rapid pace than his/her peers
    Shows no perceptual strengths
    A slow learner who requires repetition and different approaches to master and retain complex information
    Appreciates a variety of choices and activities
    Is nonconforming
    Has learning disabilities
    Is an underachiever, low achiever, or English Language Learner (ELL)

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Option 4

  • Is underachieving and chronically misbehaving
    Demonstrates a need for informal seating, mobility, and instructional variety,
  • and is highly tactual and visual
    Is frequently observed using his/her hands to manipulate materials or items
    Enjoys frequent motion while using manipulatives
    Requires the presence of authority figures and is teacher motivated ;
    Needs mobility
    Works below grade level and has learning disabilities
    Is underachieving
    Is slowly achieving and demonstrates a need for Special Education Services
    Is educationally delayed with acculturation issues
    Demonstrates he/she is average to slightly-above-average academically
    Requires Individualized Educational Plans (IEPs)
    Occasionally works on- and above-grade level and enjoys variety
    Is less persistent, less motivated, and/or less responsible (conformity) than many of the classmates
    Is a simultaneous or global processor

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Option 5

  • Prefers active involvement
    Likes learning through body-action activities
    Enjoys using self-corrective resources because they reduce anxiety, frustration, and/or fear of failure
    Is often restless, unfocussed, hyperactive, and inattentive
    Needs frequent or constant mobility
    Is nonconforming and/or underachieving
    Tends to be labeled learning disabled and/or emotionally handicapped
    Is highly motivated and enjoys variety
    Is classified as learning disabled or in need of Special Education Services
    Is a right-brain processor
    Requires activities to be short, varied, and optional

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Option 6

  • Prefers learning with peers
    Requires structure as well as auditory or visual experiences
    Is anxious, shy, or intimidated
    Demonstrates a preference for working with two to five of their peers in small- group settings
    Is responsible, persistent, peer-oriented, and motivated

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