Differentiated learning recognizes eight learning styles, or multiple intelligences: spatial, linguistic, logical/mathematical, bodily/kinesthetic, musical, interpersonal, intrapersonal and naturalistic. Diane Heacox, author of "Differentiating Instruction in the Regular Classroom," says that students will be more engaged when they are able to learn using their primary or secondary learning styles. Lessons are geared toward multiple learners, and teachers vary their instruction day by day. For instance, a teacher who focuses on differentiated learning will avoid using note-taking to present new material every day, and will instead have students learn in multiple ways, including group and independent work. (See Reference 1.)
Heacox says that initially lesson planning can be a chore; however, she recommends using a lesson matrix to keep track of the different styles you teach. Create a chart that has all of the learning styles on the left and the days of the week at the top. In each box, you can write down which lessons and activities match the eight different learning styles. That way, as you are planning, you can see if you are overusing one style and neglecting another. It is fine if you are not teaching every style every week; however, the matrix will help you see how well you are varying your instruction and can help you remedy the situation as needed.
Teachers who use differentiated learning can use flexible grouping to keep students engaged while they work. Flexible groups can either be heterogenous or homogenous and can last as long as you need them to based on students' needs. A heterogenous group places students of different abilities together so that they can divide tasks according to strengths. A homogenous group places students of like abilities together to complete projects. In a homogenous situation, teachers often allow students to choose what type of activity they would like to complete.
When differentiated learning is done correctly, not only do students complete assignments using their learning style, but they also work using styles that might be harder for them in order to work on their weaknesses. For instance, a student who normally excels in logical/mathematical situations should still be encouraged to work with others in an interpersonal way to complete assignment and projects.