Figure 1. Learning
Style Preferences Based on Given Survey
Data analysis should be used to guide instruction in order to improve student learning by providing a snapshot of what students know; educators can use proper data interpretation to make informed decisions that could positively affect student achievement (Lewis, Madison-Harris, Muoneke & Times, n.d.). To effectively use data to drive instruction, educators must know how to interpret and use the specific data provided by assessments. While this process can be intimidating and daunting, it can also be incredibly insightful and beneficial by giving teachers a chance to get to know their students on a deeper level, dive into standard exploration and provide more opportunities for student success (Lynch, 2019). But where do we begin? Effective classroom instruction that is tailored towards students specific learning interests and needs should be of importance when designing lesson plans, implementing instruction, and developing assessments.
Interconnection
It is important
to understand and support how students navigate through their developmental
pathways in their adolescent years. The cognitive, linguistic, social,
emotional, and physical development pathways play a large role in growth and learning
of our students. Cognitive pathways address how information is processed.
Linguistic pathways are the way a child uses to communicate and express themselves
while emotional pathways help children to respond to and manage their feelings.
The physical pathway refers to a student’s brain development and encompasses
motor and coordination skills. Being aware of each of these developmental
pathways can allow for teachers to see how they interact and influence one
another and how they affect instruction (Darling-Hammons, Orcutt & Cheung,
2019).
Planning
When
planning for effective instruction, it is best to choose strategies from each
of the learning style preferences in order to help your students learn quicker,
retain content, and feel less frustrated (Stack, n.d.). By presenting content
in a variety of ways, students will become more engaged, successful and even able
to make connections within their own learning. There were three students observed
for phoneme segmentation and surveyed for the learning style inventory; Student
J and G were both visual learners and student T as a kinesthetic learner. For my two visual learners, they rely on
visual aids. To enhance their learning, incorporating a plethora of developmentally
appropriate pictures based on words with three phonemes and Elkonin boxes would
be highly engaging. My one kinesthetic learner would benefit from a hands-on opportunity,
like being able to manipulate spoken sounds by using phoneme chips inside of Elkonin
boxes. It is especially important to tie in different learning paths in the
classroom setting to help give all students a chance to reach the end goal.
Evaluate
Taking
the time to get to know your student’s strength, interests, and needs can help to
positively influence your instruction by giving you a fuller picture of the
whole child and can even improve students’ areas of weaknesses (DyslexiaHelp, n.d.).
When using student strengths and interests to bridge over the strategies and
skills obtained in their everyday life to content, students begin to make
connections inside the classroom. Evaluating and identifying how your students
learn best can help in instruction development.
Addressing
Learning Styles
Addressing all learning styles
when developing and implementing assessments is not always an easy task. When providing
students with multiple opportunities to practice and demonstrate their
knowledge, they are more likely to achieve their learning outcomes (Brehm, n.d.).
Some ways educators can achieve this is by creating authentic learning
experiences. One example this could be done with the surveyed students is by having the students design their own Elkonin boxes
and matching picture. Moving forward,
formative assessments can be another great way to address all learning styles within
the classroom. For example, white boards, digital exit tickets, and games. Creating
experiences that go beyond the traditional classroom assessments can create an environment
of students that are eager and motivated to learn.
References
Brehm, H. N., (n.d.). Designing assessments of
student learning. The Ohio state university. https://teaching.resources.osu.edu/teaching-topics/designing-assessments-student
Darling-Hammons,
L., Orcutt, S. & Cheung, M. (2019). Learning as we grow: Development and
learning. Stanford University School of Education. https://www.learner.org/wp-content/uploads/2019/02/The-Learning-Classroom_Development-and-Growth.pdf#:~:text=To%20understand%20and%20support%20the%20development%20and%20learning,children%20continually%20progress%20in%20each%20of%20these%20domains.
DyslexiaHelp. (n.d.). Students’ strengths and interests.
http://dyslexiahelp.umich.edu/professionals/students-strengths-and-interests#:~:text=Here%20are%20some%20ways%20of%20involving%20your%20student,student%20or%20have%20him%20complete%20a%20questionnaire.%20
Lewis, D., Madison-Harris, R., Muoneke, A. &
Times, C. (n.d.). Using Data to Guide Instruction and Improve Student Learning.
SEDL. https://sedl.org/pubs/sedl-letter/v22n02/using-data.html#:~:text=Data%20analysis%20can%20provide%20a%20snapshot%20of%20what,make%20informed%20decisions%20that%20positively%20affect%20student%20outcomes.
Lynch, M. (2019). The ultimate guide to data
collection in the classroom. The edvocate. https://www.theedadvocate.org/the-ultimate-guide-to-data-collection-in-the-classroom/
Stack, M. (n.d.). Teach with learning styles in
mind. Musing with melie. https://musingwithmelie.com/education/teach-with-learning-styles-in-mind/#:~:text=Teach%20with%20Learning%20Styles%20in%20Mind%201%20The,the%20learning%20style%20preferences%20when%20you%20instruct.%20
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