Annotation: Learning Styles

Tomlinson, C. A. (2005). Chapter 10. The How To’s of Planning Lessons Differentiated by Learning Profile. How to differentiate instruction in mixed-ability classrooms. Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall. Retrieved September 29, 2013, from’s-of-Planning-Lessons-Differentiated-by-Learning-Profile.aspx

The chapter of this book focuses on how educators could actually plan instruction based on learning style.  It begins with a quick overview of the categories of learning-profile factors that teachers can adjust in their planning, with examples of each: group orientation, cognitive style, learning environment (e.g. noise and temperature), and intelligence preference (i.e. Gardner’s Multiple Intelligences). There is also discussion of how culture and gender influence learner preferences. The “guidelines for learning-profile differentiation” section was especially valuable, as it seemed to speak to practicing teachers more than theorists, with advice such as, “Remember that some, but not all, of your students share your learning preferences.” The chapter continues with case studies of learner-style differentiated classroom situations and a section on diagnosing student preferences.

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