Learning Styles Analysis

        As educators, we constantly gather and analyze data to guide our instruction. I recently gave a learning style inventory to four second-grade students to identify their individual learning style preference for math. The graph below shows the results from this math-specific learning style inventory.



Interconnection of Learning Styles and Domains of Development

All domains of child development, including cognitive, linguistic, social, emotional, and physical activity, support student learning. When these domains of development are integrated with different learning styles and approaches to learning, students are able to demonstrate improved learning and cognitive growth (NAEYC, n.d.). Educators can support individual student learning needs by providing learning experiences that meet their learning styles and developmental skills. As students develop and strengthen their social, emotional, and linguistic skills, they are able to participate in social interactions during their learning (NAEYC, n.d.). Educators can incorporate opportunities for students to interact and make connections with their learning through movement, collaboration, and hands-on learning activities. 

The learning styles inventory results show that the group of four students in a second-grade math class have different learning style preferences. Alex and Greg are auditory learners, while Laura is a kinesthetic learner and Amanda is a visual learner. Incorporating this knowledge of learning preferences with knowledge about the domains of development will help ensure appropriate and inclusive instruction to meet the individual needs of all students. Also, the inventory results demonstrate that while all four students have a learning style preference, they each demonstrated preferences that meet the other learning styles. In order to fully support the individual learning style preferences of each student, the instruction needs to include multiple means of representation, engagement and expression (Murawski & Scott, 2019).  


Learning Styles Preferences Influence Instruction

Differentiating instruction to meet the individual learning needs of students includes creating a comfortable learning environment, accommodating all students’ needs, and making learning meaningful and engaging to support student success (Wilson, 2012). For the two auditory learners in the group, math instruction can include songs and chants that emphasize math vocabulary. Also, math discourse and opportunities for students to discuss their math understanding will support auditory learners. An instructional strategy that can support the visual learner is including visual aids such as anchor charts and videos to provide access to visuals that connect to the math concepts. Also, modeling and providing visual examples of solving math problems with graphic organizers can support visual learners. To support the kinesthetic learner in the group, hands-on math manipulatives and learning activities can help students connect to the concepts. Also, movement stations and motions can help reinforce math concepts and vocabulary for kinesthetic learners. Intentional teaching strategies that support child development and their learning styles will better prepare students for challenging learning experiences (NAEYC, n.d.). By providing differentiated instruction that supports the learning style preferences of each student, students will be engaged in their learning and teachers will help create an inclusive learning environment that promotes student success. 


Incorporating Student Strengths, Interests, and Needs in Instruction

Effective planning for instruction includes understanding student readiness, interests, needs, and learning preferences. Formative assessments can provide valuable information regarding student readiness and students should understand their strengths and areas for growth (McCarthy, 2018). In addition to readiness, student interests play an important role in instructional planning. One way to evaluate student interests is through an interest survey to identify activities and topics that are meaningful to students. Incorporating the student interests into math instruction can help students connect to the learning and provide context and meaning to the concepts (McCarthy, 2018). Learning style inventories also provide valuable information that can guide instruction to meet the needs of students. In order to identify the learning style preference for the four students, a math-specific learning style inventory was given, as well as discussions about the developmental and performance data for the individual students. Combining this data with student interests will ensure that instruction supports the individual needs and strengths of each student. Differentiated instruction should be centered around student readiness, interests, and learning styles to meet the individual needs of each student, which empowers students to take ownership of their own learning journey.


Designing Assessments to Support Different Learning Styles

In order to support all learning styles, I would design instructional activities and assessments that provide multiple means of representation and expression. Assessments would provide students opportunities to show what they have learned, but student choice will be offered so students can demonstrate their learning in a manner that supports their interests and learning styles (Murawski & Scott, 2019). Math assessments can include traditional multiple choice and open-ended questions, but can also include problem-based projects and authentic tasks. Assessment methods should be more performance based and inclusive to allow all students to apply their math learning and learning style preferences. Examples of assessments that support different learning style preferences are portfolios, collaborative projects, presentations, and applied student work (Cho & Forde, 2001). Including choice and flexibility with assessments, while still ensuring students meet the academic standards, allows students to take ownership of their learning and express their understanding based on their learning style preference. 


References

Cho, M., & Forde, E. (2001). Designing teaching and assessment methods for diverse student populations. International Journal of Art & Design Education, 20(1). https://doi-org.lopes.idm.oclc.org/10.1111/1468-5949.00253


McCarthy, J. (2018, April 11). Student-centered planning. Edutopia. https://www.edutopia.org/article/student-centered-planning


Murawski, W. W., & Scott, K. L. (2019). What really works with universal design for learning. Corwin.


NAEYC. (n.d.). Principles of child development and learning and implications that inform practice. https://www.naeyc.org/resources/position-statements/dap/principles


Wilson, M. (2012). Learning styles, instructional strategies, and the question of matching: A literature review. International Journal of Education, 4(3). http://dx.doi.org/10.5296/ije.v4i3.1785

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