Differentiated Instruction Fleming EDU 551

Learning Styles Analysis

SUBMIT ASSIGNMENT
“Meaningful assessment data delivers a snapshot of what students know, what students should know, and what students do not yet know. When teachers understand this assessment data, they are positioned to make decisions that inform instruction and positively affect student outcomes” (Romano, n.d.). While this quote speaks specifically to assessment, there are other forms of data that help inform instruction and affect student learning. One such type of data is that which is gathered from knowing students’ learning styles.
       A learning styles inventory was recently administered to three students in a grade 8 Theatre II classroom. All three of the students are on grade level cognitively. Student A is very observant and is less social than his peers, in general. Student B struggles at times to remain still (as noticed during a specific scene where the student was to pretend to be asleep); this student has positive peer relationships and is very articulate. Student C is very outgoing and seeks feedback and interaction.
       The survey contains 54 statements to agree or disagree with. Only “yes” answers are tabulated, according to the inventory administration procedures, creating what looks like a numerical discrepancy in relation to the total. The students’ results are as follows:
STUDENT
Auditory
Kinesthetic
Visual
A
9
9
14
B
11
16
13
C
9
13
13

For the visual and kinesthetic learners (which is all three in the group to slightly varying degrees), having them physically do a modified cue to cue of their script would help physically and visually reinforce their stage movements. A typical cue to cue includes running the whole show in costume and skipping long parts of dialogue (Buchanan, n.d.). A modified cue to cue would include each member of the cast running through their blocking at the beginning and end of each scene. Any other given blocking during scenes could be included as well as time permits, with students reinforcing these concepts with each other as a form of formative assessment.
According to an infographic published by the Aspen Institute, “a global nonprofit organization committed to realizing a free, just, and equitable society” (Aspen Institute, n.d.), a high level of social and emotional competence increases graduation rates, along with employment rates and higher wages and decreases “dropout rates and mental health problems” (Kautz, et al, 2014). Beyond these factors, though, high levels of social and emotional competence means students are happier and healthier. Fostering high levels of social and emotional competence includes understanding the developmental level of students in other areas, such as cognitive, linguistic and physical, in order to meet the needs of students where they are in each of these domains. Learning styles added to this mix of a “big picture” for each student can increase the likelihood that students will retain what they learn and will experience less frustration or boredom (ESS, n.d.). Using the learning styles inventory, then, to evaluate students’ strengths, interests, and needs for growth can provide good information, including how to possibly group heterogeneously or homogeneously depending on the learning target for any given lesson. For example, since two of the three students are strongly kinesthetic learners, all three could be grouped with the task of creating the blocking for a scene or scenes, meeting the strenghts of the kinesthetic learners and challenging the primarily visual learner, since blocking is both visual and movement. This is in line with the students’ interests since they are continuing Theatre students. If, for example, one of the students’ inventories showed an auditory preference, that student could find sound effects that are needed for a scene, scenes or for the whole show.
Assessments can be planned for the group of three with a specific task in mind to maximize their learning style. For example: the teacher groups one student with each learning style in a small group and the students stage a moment or scene from a play, including blocking, set/scenic design costumes, sound, and lighting. Structuring the assessment to include the strengths of each group member provides both individual and group assessment, and will raise interest, commitment to the task, collaboration (which helps elevate social and emotional competence) and challenge them to grow in new ways.

References
Buchanan, M. (n.d.) Taking the hell out of hell week. Child Drama.
            https://www.childdrama.com/hell-week-essay.html

ESS. (n.d.). Accommodating different learning styles in the classroom. https://ess.com/blog/accommodating-different-learning-styles-in-the-classroom/#:~:text=If%20a%20student%20is%20having,work%20up%20to%20their%20potential.

Kautz, Heckman, Diris, Bas ter Weel, & Borghans. (2014). Fostering and measuring skills: Improving cognitive and non-cognitive skills to promote lifetime success. Paris, France: Organization for Economic Cooperation and Development.
Romano, M. (n.d.). 4 ways teachers can use assessment data to inform instruction. Instructure. https://www.instructure.com/resources/blog/4-ways-teachers-can-use-assessment-data-inform-instruction#:~:text=Meaningful%20assessment%20data%20delivers%20a,and%20positively%20affect%20student%20outcomes.

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