When a teacher wants to evaluate and use data to influence instruction and meet the needs of his or her students, one must first use a tool to collect the data such as a Google Form, digital or paper survey, Eduphoria Aware, etc. For example, I gave a digital learning styles survey to a group of five 6th grade math students where they were able to complete the survery and then add up their scores in each category to discover which learning style or styles fit them best. After viewing the data, I used Google Sheets to import the results and used the graph tool to create the visuals below. Based on the learning syles inventory, it showed that out of the 5 students that were surveyed, 32.2% are visual learners, 37.3 % are kinesthetic, and 30.5% are auditory. I would use this data to impact instruction by incorporating more opportunities for students to participate in hands on learning where they can be engaged by sorting, moving, using manipulatives, and using digital touch screen tools versus just seeing or listening to the material being presented. There are also a large number of students who learn visually, so for those students, providing short video clips to activate prior knowledge or to help create connections, or providing digital or print graphic organizers to help students chunk and visualize the learning would be beneficial. Lastly, for the auditory students, providing mini lessons where students can get the instruction verbally from the teacher and have opportunitites to collaborate orally with their peers and teacher to discuss their learning would be beneficial (10 Powerful..., 2011). Collaboration tools such as Nearpod are also good for all three learning styles as it allows for students to type, use the drawing features, and then orally collaborate with their peers based on the responses.
Interconnections of Learning Styles and Development of Students
As previously mentioned, a learning styles inventory was given and the individual student data was recorded, as seen below, on a Google Sheet. When looking at this data, one is able to see the learning style that best fits each student, however, the teacher must also consider how these learning styles are connected to a child's cognitive, linguistic, social, emotional, and physical development as we know from the time a child is born, sensory and other experiences play a major role in development and influence a child's brain and how it develops. Even though genetics play a large role in how student's develop, the educational setting and quality interventions can help a child learn and succeed in school (Cherry, 2019).
We must consider how the learning experiences we provide our students fit their learning style and how they will aid in their overall development. Students "A" and "C" for example are kinestetic learners. They tend to be students who can be easily distracted, fidget, and have a hard time if they are not able to physically involve themselves in the learning as they remember best by what they have actually done instead of what they have heard. These students are both cognitively behind their grade level in math and both can verbalize their thinking as they are involving themselves at this point in the learning versus listening passively, but struggle with their handwriting and written assignments if not given the chance to verbalize beforehand. When given these opportunities, one can see the student's confidence increase. Students "B", "D", and "E" are more visual learners and have a hard time just listening to a teacher explain without any pictures, graphs, or visual images to connect their learning. Developmentally, they are also cognitively behind their grade level Student "B" has a specific learning disability in math computation and is on target socially and emotionally, but struggles to communicate her needs when she does not understand. Student "D" is a 504 student who is ADHD who needs and responds to visual reminders such as the "check hand motion" from peers. Lastly, student "E" needs visuals such as graphic organizers, guided notes, and visual supports on her desk in order to be engaged in the learning (Jansky, 2021). In order to support these students in their various developmental areas, both learning styles and developmental needs must be considered.
Evaluating Student's Strengths, Interests, and Needs & the Instructional Impact
When student's interests are considered, their engagement in the subject matter will increase causing them to think more deeply about the topic, ask questions, be more open for discussion and create ideas in more meaningful ways. A good way to collect student interest data is through using a learning styles inventory like the one mentioned above and a learning profile surveys or cards. This information allows the teacher to adjust how instruction is delivered or provide ways in which students can choose to learn the material or demonstrate their knowledge ( McCarthy, 2014). Data for student's strengths and needs can also be listed on this survey and teachers can use digital data collection from previous performance assessments via Eduphoria Aware or another summmative or formative assessment tool. After the data collection, I would evaluate it by looking at where there are commonalities interests or academic strengths and needs. I would use this information when designing learning menus, choice boards, instructional videos, interactive presentations, and student reading selections to name a few.
Assessment: Addressing all Learning Styles
The teacher must also consider how they will address all learning styles when developing and implementing assessments for the students. One can do this by providing a variety of ways in which students are able to demonstrate their knowledge of the content. This may seem a bit tricky as teachers would want to ensure the rigor is challenging in each option and all standards needing to be assessed are included. One way to do this is by structuring this a bit more through the use of task cards and learning menus (McCarthy, 2104). The teacher can ensure that each item on the tasks cards or learning menus allows for students to choose items that fit their learning styles while still incuding the appropriate rigor and items that need to be compelted to assess each standard taught.
References
10 Powerful instructional strategies. Edutopia. (2011). Retrieved from https://www.edutopia.org/stw-school-turnaround-student-engagement-video.
Cherry, K. (2019). How different experiences influence a child's development. Verywell mind. Retrieved from https://www.verywellmind.com/experience-and-development-2795113.
Jansky, S. (2021). Post observation debrief [In person]. A212.
McCarthy, J. (2014). Learner interest matters: Strategies for empowering student choice. Edutopia. Retrieved from https://www.edutopia.org/blog/differentiated-instruction-learner-interest-matters-john-mccarthy.
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