Bridging, Variation, and Choice (Style Differentiated Instruction) when using Gregorc’s 4 learning styles

You have learned about Gregorc’s four different learning styles and are now trying to decide what to use in classroom instruction. Three techniques of style differentiation will help a teacher avoid teaching with a bias for their preferred learning style so all students can be accommodated:

The teacher focuses an activity on one learning style. Students jointly complete the assignment, but the teacher provides “bridges”, or”assisting techniques” to help students from the three other styles. Abstract random students will enjoy the chance to work in a group, concrete sequential learners will need explicit instructions or time-frames, abstract sequential learners would benefit from provided written resources or from a practice session, and concrete random learners would benefit from a little freedom or from brainstorming.


A teacher can vary learning styles from activity to activity within a lesson. All students must complete all of the activities. This is a good learning experience for student and teacher alike. Variation is good to use in a daily lesson or to finish up a long unit.


Teachers may also simply give students the freedom of choosing which type of learning activity they would like to do. This is best for homework or a final unit project.

Teachers should try to switch between these three methods, keeping in mind that they must provide explicit objectives so student’s who might have trouble with a certain style understand how they will be assessed.