How to Adapt Your Teaching Strategies to Student Needs

By: Kathleen Bulloch

If the student has difficulty learning by listening, then try…

Before the lesson:

 Pre-teach difficult vocabulary and concepts

 State the objective, providing a reason for listening
 Teach the mental activities involved in listening — mental note-taking,
questioning, reviewing
 Provide study guides/worksheets
 Provide script of film
 Provide lecture outlines

During the lesson:

 Provide visuals via the board or overhead

 Use flash cards
 Have the student close his eyes and try to visualize the information
 Have the student take notes and use colored markers to highlight
 Teach the use of acronyms to help visualize lists (Roy G. Biv for the colors of
the spectrum: red, orange, yellow, green, blue, indigo, violet)
 Give explanations in small, distinct steps
 Provide written as well as oral directions
 Have the student repeat directions
 When giving directions to the class, leave a pause between each step so
student can carry out the process in his mind
 Shorten the listening time required
 Provide written and manipulative tasks
 Be concise with verbal information: "Jane, please sit." instead of "Jane, would
you please sit down in your chair."

If the student has difficulty expressing himself verbally, then try…

 To accept an alternate form of information sharing, such as the following:

o Written report
o Artistic creation
o Exhibit or showcase
o Chart, graph, or table
o Photo essay
o Map
o Review of films
o Charade or pantomime
o Demonstration
o Taped report
 Ask questions requiring short answers
 Provide a prompt, such as beginning the sentence for the student or giving a
picture cue
 Give the rules for class discussion (e.g., hand raising)
 Give points for oral contributions and preparing the student individually
 Teach the student to ask questions in class
  Specifically teach body and language expression
 Wait for students to respond — don't call on the first student to raise his hand
 First ask questions at the information level — giving facts and asking for facts
back; then have the student break in gradually by speaking in smaller groups
and then in larger groups

If the student has difficulty reading written material, then try…

 Find a text written at lower level

 Provide highlighted material
 Rewrite the student's text
 Tape the student's text
 Allow a peer or parent to read text aloud to student
 Shorten the amount of required reading
 Look for same content in another medium (movie, filmstrip, tape)
 Provide alternative methods for student to contribute to the group, such as role
playing or dramatizing (oral reading should be optional)
 Allow extra time for reading
 Omit or shortening the reading required
 Substitute one-page summaries or study guides which identify key ideas and
terms as the reading assignment
 Motivate the student, interesting him
 Provide questions before student reads a selection (include page and paragraph
numbers)
 Put the main ideas of the text on index cards which can easily be organized in a
file box and divided by chapters; pre-teaching vocabulary
 Type material for easier reading
 Use larger type
 Be more concrete-using pictures and manipulatives
 Reduce the amount of new ideas
 Provide experience before and after reading as a frame of reference for new
concepts
 State the objective and relating it to previous experiences
 Help the student visualize what is read

If the student has difficulty writing legibly, then try…

 Use a format requiring little writing

o Multiple-choice
o Programmed material
o True/false
o Matching
 Use manipulatives such as letters from a Scrabble™ game or writing letters on
small ceramic tiles
 Reduce or omit assignments requiring copying
 Encourage shared note-taking
 Allow the use of a tape recorder, a typewriter, or a computer
 Teach writing directly
o Trace letters or writing in clay
o Verbalize strokes on tape recorder
o Use a marker to space between words
o Tape the alphabet to student's desk
 o Provide a wallet-size alphabet card
o Provide courses in graph analysis or calligraphy as a motivator
 Use graph paper to help space letters and numbers in math
 Use manuscript or lined ditto paper as a motivation technique (brainstorm the
advantages of legibility with the class)

If the student has difficulty expressing himself in writing, then try…

 Accepting alternate forms of reports:

o Oral reports
o Tape-recorded report
o Tape of an interview
o Collage, cartoon, or other art
o Maps
o Diorama, 3-D materials, showcase exhibits
o Photographic essay
o Panel discussion
o Mock debate
o Review of films and presentation of an appropriate one to the class
 Have the student dictate work to someone else (an older student, aide, or
friend) and then copy it himself
 Allow more time
 Shorten the written assignment (preparing an outline or summary)
 Provide a sample of what the finished paper should look like to help him
organize the parts of the assignment
 Provide practice using:
o Story starters
o Open-ended stories
o Oral responses (try some oral spelling tests)

If the student has difficulty spelling, then try…

 Dictate the work and then asking the student to repeat it (saying it in sequence
may eliminate errors of omitted syllables)
 Avoid traditional spelling lists (determine lists from social needs and school area
needs)
 Use mnemonic devices ("A is the first capital letter," "The capitol building has a
dome")
 Teach short, easy words in context:
o On and on
o Right on!
o On account of
 Have students make flashcards and highlight the difficult spots on the word
 Give a recognition level spelling test (asking the student to circle correct word
from three or four choices)
 Teach words by spelling patterns (teach "cake," "bake," "take," etc. in one
lesson)
 Use the Language Master for drill
 Avoid penalizing for spelling errors
 Hang words from the ceiling during study time or posting them on the board or
wall as constant visual cues
  Provide a tactile/kinesthetic aid for spelling (sandpaper letters to trace or a box
filled with salt or cereal to write in

This can involve adjusting:

 Content — The media and methods teachers use to impart and instruct skills, ideas and
information
 Processes — The exercises and practices students perform to better understand content
 Products — The materials, such as tests and projects, students complete to demonstrate
understanding

To help create lessons that engage and resonate with a diverse classroom, below are 20 differentiated
instruction strategies and examples. Available in a condensed and printable list for your desk, you can use 16
in most classes and the last four for math lessons.

Try the ones that best apply to you, depending on factors such as student age.

1. Create Learning Stations

Provide different types of content by setting up learning stations — divided sections of your classroom through
which groups of students rotate. You can facilitate this with a flexible seating plan.

Each station should use a unique method of teaching a skill or concept related to your lesson.

For example, students can rotate between stations that involve:

 Watching a video
 Creating artwork
 Reading an article
 Completing puzzles
 Listening to you teach

To help students process the content after they've been through the stations, you can hold a class discussion or
assign questions to answer.

2. Use Task Cards

Like learning stations, task cards allow you to give students a range of content. Answering task cards can also
be a small-group activity, adding variety to classes that normally focus on solo or large-group learning.

First, make or identify tasks and questions that you’d typically find on worksheets or in textbooks.

Second, print and laminate cards that each contain a single task or question. Or, use Teachers Pay Teachers to
buy pre-made cards.

Finally, set up stations around your classroom and pair students together to rotate through them.

You can individualize instruction by monitoring the pairs, addressing knowledge gaps when needed.

3. Interview Students

Asking questions about learning and studying styles can help you pinpoint the kinds of content that will meet
your class’s needs.

While running learning stations or a large-group activity, pull each student aside for a few minutes. Ask about:

 Their favourite types of lessons

 Their favourite in-class activities
 Which projects they’re most proud of
 Which kinds of exercises help them remember key lesson points

Track your results to identify themes and students with uncommon preferences, helping you determine which
methods of instruction suit their abilities.

4. Target Different Senses Within Lessons

A lesson should resonate with more students if it targets visual, tactile, auditory and kinesthetic senses, instead
of only one.

When applicable, appeal to a range of learning styles by:

 Playing videos
 Using infographics
 Providing audiobooks
  Getting students to act out a scene
 Incorporating charts and illustrations within texts
 Giving both spoken and written directions to tasks
 Using relevant physical objects, such as money when teaching math skills
 Allotting time for students to create artistic reflections and interpretations of lessons

Not only will these tactics help more students grasp the core concepts of lessons, but make class more
engaging.

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cannot. 👇

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5. Share Your Own Strengths and Weaknesses

To familiarize students with the idea of differentiated learning, you may find it beneficial to explain that not
everyone builds skills and processes information the same way.

Talking about your own strengths and weaknesses is one way of doing this.

Explain -- on a personal level — how you study and review lessons. Share tactics that do and don’t work for
you, encouraging students to try them.

Not only should this help them understand that people naturally learn differently, but give them insight
into improving how they process information.

6. Use the Think-Pair-Share Strategy

The think-pair-share strategy exposes students to three lesson-processing experiences within one

activity. It’s also easy to monitor and support students as they complete each step.

As the strategy’s name implies, start by asking students to individually think about a given topic or answer a
specific question.

Next, pair students together to discuss their results and findings.

Finally, have each pair share their ideas with the rest of the class, and open the floor for further discussion.
Because the differentiated instruction strategy allows students to process your lesson content individually, in a
small group and in a large group, it caters to your classroom’s range of learning and personality types.

7. Make Time for Journaling

A journal can be a tool for students to reflect on the lessons you’ve taught and activities you’ve run, helping
them process new information.

When possible at the end of class, give students a chance to make a journal entry by:

 Summarizing key points they’ve learned

 Attempting to answer or make sense of lingering questions
 Explaining how they can use the lessons in real-life scenarios
 Illustrating new concepts, which can be especially helpful for data-focused math lessons

As they continue to make entries, they should figure out which ones effectively allow them to process fresh
content.

8. Implement Reflection and Goal-Setting Exercises

An extension of journaling, have students reflect on important lessons and set goals for further learning at pre-
determined points of the year.

During these points, ask students to write about their favourite topics, as well as the most interesting concepts
and information they’ve learned.

They should also identify skills to improve and topics to explore.

Based on the results, you can target lessons to help meet these goals. For example, if the bulk of students
discuss a certain aspect of the science curriculum, you can design more activities around it.

9. Run Literature Circles

Organizing students into literature circles not only encourages students to shape and inform each other’s
understanding of readings, but helps auditory and participatory learners retain more information.
This also gives you an opportunity to listen to each circle’s discussion, asking questions and filling in gaps in
understanding.

As a bonus, some students may develop leadership skills by running the discussion.

This activity makes written content — which, at times, may only be accessible to individual learners with strong
reading retention -- easier to process for more students.

10. Offer Different Types of Free Study Time

Free study time will generally benefit students who prefer to learn individually, but can be slightly altered to
also help their classmates process your lessons.

This can be done by dividing your class into clearly-sectioned solo and team activities.

Consider the following free study exercises to also meet the preferences of visual, auditory and
kinesthetic learners:

 Provide audiobooks, which play material relevant to your lessons

 Create a station for challenging group games that teach skills involved in the curriculum
 Maintain a designated quiet space for students to take notes and complete work
 Allow students to work in groups while taking notes and completing work, away from the quiet
space

By running these sorts of activities, free study time will begin to benefit diverse learners — not just students
who easily process information through quiet, individual work.

11. Group Students with Similar Learning Styles

Heterogenous grouping is a common practice, but grouping students based on similar learning style
can encourage collaboration through common work and thinking practices.

This is not to be confused with grouping students based on similar level of ability or understanding.

In some cases, doing so conflicts with the “Teach Up” principle, which is discussed below.
Rather, this tactic allows like-minded students to support each other’s learning while giving you to time to
spend with each group. You can then offer the optimal kind of instruction to suit each group’s common
needs and preferences.

12. Give Different Sets of Reading Comprehension Activities

Instead of focusing on written products, consider evaluating reading comprehension through questions and
activities that test different aptitudes.

Although written answers may still appeal to many students, others may thrive and best challenge themselves
during artistic or kinesthetic tasks.

For example, allow students to choose between some of the following activities before, during and after
an important reading:

 Participating in more literature circles

 Delivering a presentation
 Writing a traditional report
 Creating visual art to illustrate key events
 Creating and performing a monologue as a main character or figure

Offering structured options can help students demonstrate their understanding of content as effectively as
possible, giving you more insight into their abilities.

13. Assign Open-Ended Projects

Similar to evaluating reading comprehension, give students a list of projects to find one that lets them
effectively demonstrate their knowledge.

Include a clear rubric for each type of project, which clearly defines expectations. Doing so will keep it
challenging and help students meet specific criteria.

By both enticing and challenging students, this approach encourages them to:

 Work and learn at their own paces

 Engage actively with content they must understand
  Demonstrate their knowledge as effectively as possible

As well as benefiting students, this differentiated instruction strategy will clearly showcase distinct work and
learning styles.

14. Encourage Students to Propose Ideas for Their Projects

As well as offering set options, encourage students to take their projects from concept to completion by
pitching you ideas.

A student must show how the product will meet academic standards, and be open to your revisions. If the pitch
doesn’t meet your standards, tell the student to refine the idea until it does. If it doesn’t by a predetermined date,
assign one of your set options.

You may be pleasantly surprised by some pitches.  

After all, students themselves are the focus of differentiated instruction — they likely have somewhat of a
grasp on their learning styles and abilities.

15. Analyze Your Differentiated Instruction Strategy on a Regular Basis

Even if you’re confident in your overall approach, Carol Ann Tomlinson — one of the most reputable topic
thought-leaders — recommends analyzing your differentiated instruction strategies:

Frequently reflect on the match between your classroom and the philosophy of teaching and learning you want
to practice. Look for matches and mismatches, and use both to guide you.

Analyze your strategy by reflecting on:

 Content — Are you using diverse materials and teaching methods in class?

 Processes — Are you providing solo, small-group and large-group activities that best allow
different learners to absorb your content?
 Products — Are you letting and helping students demonstrate their understanding of content
in a variety of ways on tests, projects and assignments?

In doing so, you’ll refine your approach to appropriately accommodate the multiple intelligences of students.
16. “Teach Up”

Teaching at a level that’s too easily accessible to each student can harm your differentiated instruction
efforts, according to Tomlinson.

Instead, she recommends “teaching up.” This eliminates the pitfall of being stuck on low-level ideas, seldom
reaching advanced concepts:

We do much better if we start with what we consider to be high-end curriculum and expectations -- and then

differentiate to provide scaffolding, to lift the kids up. The usual tendency is to start with what we perceive

to be grade-level material and then dumb it down for some and raise it up for others. But we don’t usually

raise it up very much from that starting point, and dumbing down just sets lower expectations for some kids.

Keeping this concept in mind should focus your differentiated teaching strategy, helping you bring each
student up to “high-end curriculum and expectations.”

Differentiated Math Instruction Strategies and Examples

17. Use Math EdTech that Adjusts Itself to Each Student

Some EdTech tools — such as certain educational math video games — can deliver differentiated content,
while providing unique ways to process it.

For example, Prodigy adjusts questions to tackle student trouble spots and offers math problems that use
words, charts and pictures, as well as numbers.

To the benefit of teachers, the game is free and curriculum-aligned for grades 1 to 8. You can adjust the focus of
questions to supplement lessons and homework, running reports to examine each student’s progress.

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18. Relate Math to Personal Interests and Everyday Examples

Clearly linking math to personal interests and real-world examples can help some learners understand key
concepts.

Working with 41 grade 7 students throughout an academic year, a 2015 study published by the Canadian Center
of Science and Education used contextual learning strategies to teach integers and increase test scores by more
than 44%.

Striving for similar benefits may be ambitious, but you can start by surveying students. Ask about their interests
and how they use math outside of school.

Using your findings, you should find that contextualization helps some students grasp new or unfamiliar math
concepts.

There are many math-related games and activities to find inspiration to implement this tactic.

19. Play a Math-Focused Version of Tic-Tac-Toe

Help students practice different math skills by playing a game that’s a take on tic-tac-toe.

Prepare by dividing a sheet into squares — three vertical by three horizontal. Don’t leave them blank.
Instead, fill the boxes with questions that test different abilities.

For example:

 “Complete question X in page Y of your textbook”

 “Draw a picture to show how to add fraction X and fraction Y”
 “Describe a real-life situation in which you would use cross-multiplication, providing an example
and solution”

You can hand out sheets to students for solo practice, or divide them into pairs and encourage friendly
competition. The first one to link three Xs or Os — by correctly completing questions —  wins. 

So, depending on your preferences, this game will challenge diverse learners through either individual or
small-group practice.

20. Create Learning Stations, without Mandatory Rotations

Provide differentiated math learning opportunities for your students by setting up unique learning stations
across your classrooms, but forgoing mandatory rotations.

The idea comes from a grade 9 teacher in Ontario, who recommends creating three stations to solve similar
mathematical problems using either:

 Data — Provide spreadsheets, requiring students to manipulate data through trial and error
 People — Group students into pairs or triads to tackle a range of problems together,
supporting each other’s learning
 Things — Offer a hands-on option by giving each student objects to use when solving questions

Only allow students to switch stations if they feel the need. If they do, consult them about their decision. In
each case, you and the student will likely learn more about his or her learning style.

Supplemented by your circulation between stations to address gaps in prior knowledge, this activity exposes
students to exercises that appeal to diverse abilities.