Teacher’s Strategies in Differentiated Instructions for

Accommodating Students’ Learning Styles

Introduction
Every student has the same chance to get a good education that supports their
potential. A good education system should cover all students’ needs to achieve a certain
goal of learning. The goal of learning develops students’ potentials without addressing
the students’ diversity (Ediyanto, Atika, Kawai, & Prabowo, 2017). Moreover, a good
education system should create an equitable society and respect the diversity of students’
needs regardless of some factors such as disability, gender, age, ethnicity, and
geographical location (Ediyanto et al., 2017; Efendi, 2018).
Many teachers find it hard to adapt their practice based on the diversity present in
their classroom. Teachers are challenged to meet the needs of all students. Addressing this
challenge has two key elements: adopt an intercultural education framework and also
introduce high quality teaching that will provide equal opportunity for learning to all students,
regardless of their characteristics (Smets, & Struyven, 2020).
The solution for this problem of diversity is diversity (Murray, 1985). Tomlinson
(1995) named this solution as differentiated instruction. According to Tomlinson &
Kalbfleisch (1998), sometimes students need more repetitions, more guidance, more time
and more monitoring. This differentiation does not mean individualization; instead it is about
understanding the needs of all learners as different learners have differing needs
(Tomlinson, 2001). Both the process approach and differentiated instruction approach, are
based on the same principle. However, when the process approach was introduced the
concept of differentiated instruction did not exist.
A broad type of teachers’ responsibility is needed to accommodate for this diversity.
Present study presents the implementation of the concept of differentiated instruction at the
teacher level, in order to respond to diversity at the classroom. Therefore, this paper has
tried to present teachers’ strategies in differentiated instruction to accommodate students’
learning styles . It answers the following research questions:
1. How does differentiated instruction accommodate students’ learning styles?
2. What are teachers' strategies in differentiated instruction to accommodate
students’ diverse learning styles?

Theoretical Foundations

1. Differentiated Instructions (DI)

In a classroom, students differ in language learning abilities, learning needs,
preferences, intelligences, interests, and willingness. Consequently, it is crucial for a
teacher to skillfully manage sessions that cater to the diverse needs of all learners.
The teacher must possess an understanding of the challenges that may arise in such
a varied classroom and be equipped with effective solutions to address them.
Differentiated Instructions is a flexible teaching approach aimed at addressing the
mixed abilities of students within a classroom, acknowledging and responding to the
diversity among students. Teachers employing differentiated instruction tailor their
strategies based on students' individual needs, encompassing readiness to learn,
interests, language, prior knowledge, and learning preferences (Hall et al., 2003;
Heacox, 2014; Tomlinson et al., 2003). This approach involves dynamic adjustments
such as modifying instruction, pace, goals, level, and tasks for individuals, groups, or
the entire class.
Tomlinson (2000) maintains that differentiation is not just an instructional strategy,
nor is it a recipe for teaching, rather it is an innovative way of thinking about teaching
and learning. To differentiate instruction is to acknowledge various student
backgrounds, readiness levels, languages, interests and learning profiles (Hall,
2002). Differentiated instruction sees the learning experience as social and
collaborative, the responsibility of what happens in the classroom is first to the
teacher, but also to the learner.

Components of DI
Tomlinson (2001) identifies three elements of the curriculum that can be
differentiated: content, process, and products.
Content
- Several elements and materials are used to support instructional content.
These include acts, concepts, principles, attitudes, and skills.
- As differentiated instruction is concept-focused, teachers must focus on the
concepts, principles, and skills that students should learn. The content should
address the same concepts with all students. However, it must be adjusted by
the degree of complexity for the diversity of learners.
Process
- Classroom management benefits students and teachers. Teachers must
consider organization and instructional delivery strategies to effectively
operate a classroom using differentiated instruction.
- Flexible grouping is consistently used. Strategies for flexible grouping are
essential. Learners are expected to interact and work together as they
develop knowledge of newcontent. Teachers may conduct whole-class
introductory discussions of content big ideas followed by small group or pair
work. Based on the content, project, and on-going evaluations, grouping and
regrouping must be a dynamic process as one of the foundations of
differentiated instruction.
Product
- Initial and on-going assessment of student readiness and growth are
essential. Meaningful pre-assessment naturally leads to functional and
successful differentiation. Assessments may be formal or informal, including
interviews, surveys, performance assessments, and more formal evaluation
procedures.
- Teacher’s respect that each task put before the learner will be interesting,
engaging, and accessible to essential understanding and skills. Each child
should feel challenged most of the time.

Importantly, differentiated instruction, as an approach to teaching and

learning, aligns with the concept of accommodating different learning styles
(Lawrence-Brown, 2004). By offering students multiple options for taking in
information and making sense of ideas, differentiated instruction caters to the varied
 ways in which students learn, ensuring a more inclusive and effective educational
experience.

2. Learning Styles
The notion of learning styles revolves on the idea that individuals have
different ways in how they focus, assimilate, and remember new information (Dunn,
1983). This style encompasses a blend of environmental, emotional, sociological,
physical, and psychological factors that enable individuals to acquire, store, and
apply knowledge. Recognizing students’ learning styles within the educational setting
is viewed as a responsibility of the teacher (Shenoy, 2013). Profiling these styles
provides the teacher with enhanced insight into how students absorb information.
Additionally, having awareness of learning styles aids in addressing learning
challenges among students and empowers them to improve their learning
capabilities.
Even if identifying the learning style is a complicated issue, several models
have been proposed by different authors in order to categorize each style (García,
Amandi, Schiaffino, and Campo, 2007). One of those models was the famous VAK
(Visual, Auditory, and Kinesthetic) Model of Neil Flemming in 2001. Other models
identified by The Peak Performance Center (n.d.), an organization that provides
resources to organization to achieve performance excellence, are the 4MAT Learning
Style Model, Gregoric Mind Style Model, Kob Learning Style Model, Honey Mumford
Learning Style, Felder-Silverman Learning Style, Hermann’s Brain Dominance
(HBDI), Leftbrain and Right-brain Preference, and Myers-Briggs Type Indicator
(MBTI). All these models have various assumptions and focus on different aspects
(García, et al., 2007). Therefore, profiling of learning styles benefited teachers by
gaining a clearer perspective on the proper implementation of instruction and
teaching techniques in class (Teach.com, 2018; Hylton, 2017).

3. The Relation between DI and Learning Styles

Differentiated instruction represents the new classroom teaching model as the
schools’ attempt to meet the needs of a diverse student community. Among the
prominent models of differentiation is Tomlinson’s (2003) model, which proposes that
teachers modify the content, process, or products to meet the varied needs of
students.
In order to increase motivation and improve students’ performance as well as
to meet their preferred learning styles, it is important to update and fit teaching
methods and evaluate their efficacy (Norman, 2009). Such suggested teaching
methods and instructions are the use of manipulative, visual aids, charts, audiotapes,
and explicit expectations (Lawrence-Brown, 2014). Since learners acquire and
process information in their own style such as seeing, hearing, reflection and action,
thought analysis and imagination, differentiation of instruction is important (Jacques
& Salmon, 2006).
In order to gain a better outlook on how learners obtain information, teachers
need to modify the content, process, or products by differentiating their instruction.
Prior to that, they must profile what kind of learning styles their learners have
(Teach.com, 2018). Teachers have to provide differentiated instruction by adjusting
the content, process, and products based on students’ readiness, interest, and
learning profiles (Tomlinson, 1999; Rock et al., 2008).
 4. Teachers’ Role in Implementing Differentiated Instructions

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