Learning styles inventories I gave learning styles inventories to my two smallest classes, the idea being that it would be easier to cater instruction to individuals in small classes.
My students are mostly visual learners or a combination of all three, with one or two almost strictly auditory learners per class (according to the inventory).

This is handy, since as a rather visual person, I tend to use pictures in my explanations. In addition, much of the material in a science class, such as the structure of a macromolecule or an atom, involves concepts more effectively communicated via a picture than words.

Useful activities for providing varied instruction have included providing labeled pictures, asking student to compare pictures (for example, comparing pictures of animals to classify them or comparing pictures of molecules to observe their structure and link it to function), providing a verbal and written cue that gives students an instruction for drawing (tactile) a component of a picture (for example drawing in bonds between monomers given a verbal direction on which components of the monomers link them together), asking students to build structures or draw then and color code them using markers or colored paper, and assigning projects requiring pictures, student labeling of a picture- for example, use the internet to find a picture showing disulfide bonds, and label them, as well as research and summary (this was very effective for the roughly 1/3 of my students who did not plagiarize after receiving a lesson on summarizing, practice outlining and summarizing, help looking up words and directions to break down big words, and repeated threats of a zero if the information popped up on Google.)
Several observations-Firstly, students that have particular learning styles tend to receive more instruction of that type when they ask questions. That is, some of my auditory students (few as they are) will listen more and receive m0re verbal instruction when I am working with them one on one during an independent activity or after school. The same is true of visual learners. Some students have obvious learning styles, even without the inventory, based on their interests, such as very strong interest in art or music. These students tend to struggle when receiving instruction that is not their style, resulting in more instruction using other approaches, such as drawing pictures as opposed to verbal explanation.

I will continue to offer varied instruction, and will perhaps assign some work where each student learns the same information a different way depending on his or her inventory, then have students swap activities and compare results. We'll see. It'll take some planning.