Inquiry ClaimsAfter reviewing assessment data and analyzing my own observations of Mrs. J’s classroom, I witnessed unique characteristics for each student. Some students, like Paris*, showed a distinct preference for working alone and participating in spoken activities. Paris is “very linguistic” according to Mrs. J and exhibits high intrapersonal skills. Other students’ enthusiasm is clear during activities that involve rhythm, songs and rhyme. Caleb* exhibited high involvement and interest during a song I introduced when teaching the students about clouds in the daytime sky. Experiments and activities that involved movement or hands-on learning have been adored by nearly all students in the classroom, but especially those who fall victim to misbehavior as a result of their own energy. For students like Jose*, having the opportunity to learn with movement promotes engagement, as well as an increased level of focus that is typically absent. Upon realization of each student’s unique learning needs, I became intrigued by the potential for learning styles to impact student achievement. Therefore, the purpose of my inquiry was to explore the impact of instruction that considers the unique learning preferences of students for increased academic achievement and involvement. With this purpose, I wondered how I could meet the needs of my students through differentiation with consideration for learning styles? To gain insight into my wondering, I introduced strategies to assist student understanding in my own teaching, conducted various forms of data gathering (interviews, field notes, an analysis of student work, reflective blogging, considered the critique of a peer and test scores) and analyzed the data comparatively. I identified a below, on and above level Kindergartner by examining student’s test score data. The learners I chose, Jose*, Caleb* and Paris*, each demonstrated their appropriate level on the Kindergarten Reading Assessment, Primary Spelling Inventory and other unit tests the students have taken in math and science. After analyzing the data I gathered relevant to my inquiry, I realized:
Student achievement is ensured, regardless of prior-indicated level, if you demonstrate multiple approaches to teaching with consideration for learning styles: visual, auditory and kinesthetic.
The importance of providing individualized intervention methods with consideration for student’s learning preferences for effective results.Response to Intervention is a schoolwide policy that addresses the unique needs of learners each day in a small group setting. During RTI, the students receive small group tutoring for their sight word knowledge. Caleb works with his peers, which he prefers, and another kindergarten teacher, who recognizes his need for auditory and kinesthetic based learning activities. I tutored Caleb by providing one-on-one interaction through playing the Zap! Game with his sight words. The words are written on cards and the student must respond quickly or he loses the game. Also, a Zap! card can come through the rotation, resulting in an automatic loss. Through the small group intervention and tutoring sessions with me, Caleb was able to maintain growth in his sight words. Below, you can view a chart of Caleb’s sight word mastery progress.
1 Comment
C. Banks
4/20/2016 04:02:21 pm
Planning for learning preferences can sometimes be a lot of work, however you can make this easier on yourself by designing lessons that allow for student choice (like we have talked about in planning class). I am impressed by *Caleb's improvement shown on your data chart! Wow!
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