Student | Learning Style | Preferred Learning Strategy |
Student A (FS) | Kinesthetic | thrives when using manipulatives, physical activities, or hands-on tasks. |
Student B (DM) | Visual | best with colorful visuals, number charts, and diagrams. |
Student B (ST) | Auditory/Visual | excelling when engaging in verbal explanations, math songs, and oral discussions. |
The VARK learning style model focuses on how students prefer to receive and process information (Moazeni & Pourmohammadi, 2013). After reviewing the learning style inventory and analyzing the data, each student has a distinct learning preference. Research suggests that a student’s preferred learning style significantly impacts their ability to process information and their overall engagement in learning. Understanding students’ learning styles is crucial for shaping effective teaching strategies and optimizing the learning process (Antelm-Lanzat, Gil, Cacheiro-González, Pérez-Navío, & Fonseca-Pedrero, 2020).
Student A primarily learns through kinesthetic input, while Student B exhibits a strong visual preference and student C, on the other hand, is predominantly an auditory learner but also demonstrates some visual learning preferences. These interconnected styles suggest that incorporating a variety of instructional approaches will be essential for meeting their diverse needs.
All three students are in Kindergarten, GenEd classroom. Student A is very shy and tends to engage more one-on-one support, while Student B is vocal but timid to be asking or being wrong during learning activities. Student C is social and often fidgety. All students prefer peer interactions. All three students are physically capable of accessing all areas of the school and independently managing age-appropriate tasks.
The learning styles inventory to influence or affect planning
Learning styles are valuable tools for understanding how students engage with material, allowing educators to tailor instruction to meet diverse needs. In math, specifically with decomposing numbers and number bonds, a learning style inventory can help identify whether students prefer hands-on activities, visual aids, or verbal explanations. For example, kinesthetic learners may benefit from using physical objects (like blocks or counters) to break down numbers, while visual learners may grasp concepts more effectively through diagrams or color-coded number bonds. Auditory learners may engage best with verbal instructions or discussions about how numbers break apart. Understanding these preferences can guide math instruction to be more inclusive, ensuring that students can access and comprehend decomposing numbers in ways that best support their learning style.
Additionally, incorporating diagrams and videos benefits visual learners, while discussions and read-alouds are helpful for auditory learners. Kinesthetic learners thrive with movement-based activities and hands-on experiences, while reading/writing learners excel with structured notes and written assignments. This data-driven approach ensures that instruction is engaging, accessible, and tailored to maximize student success.
Evaluation and use of students’ strengths, interests, and needs for growth to influence instruction
Understanding students' growth needs is essential for effective math instruction, especially when teaching decomposing numbers and number bonds. By identifying challenges, educators can tailor learning strategies. For example, a kinesthetic learner struggling with number decomposition may benefit from using manipulatives like counters or base-ten blocks to break apart numbers. A visual learner may find success with color-coded number bonds and diagram representations to observe how numbers connect.
Differentiated instruction ensures that all students receive the support they require. Small group activities, peer discussions, and guided practice can enhance numbers of decomposition skills. Multi-sensory approaches, like using number bond songs for auditory learners or interactive whiteboards for visual learners, enhance engagement and understanding.
Regular assessments and progress monitoring let teachers adjust instruction. Observing students’ strategies in solving number bonds and analyzing errors helps educators provide targeted support. By focusing on students' strengths while addressing their growth areas, educators create an inclusive and effective learning environment where all students can develop strong sense and problem-solving skills.
Incorporating all learning styles when developing and implementing assessments for students
Assessment is essential in education, allowing teachers to evaluate learning progress and make informed decisions about student development. Additionally, evidence of learning can serve as a tool for accountability purposes (Slingerland, Weeldenburg, & Borghouts, 2024). Incorporating all learning styles when developing and implementing assessments ensures that every student can demonstrate their understanding in ways that align with their strengths. A well-rounded assessment approach includes visual elements like charts or diagrams, hands-on tasks for kinesthetic learners, and verbal components like discussions or recorded responses for auditory learners. For example, in math assessments on number bonds, students could use manipulatives, draw number bond charts, or explain their reasoning aloud. Offering a variety of assessment formats fosters engagement, provides a more accurate assessment of student learning, and supports diverse learners in attaining their full potential.
References:
Antelm-Lanzat, A. M., Gil, A. J., Cacheiro-González, M. L., Pérez-Navío, E., & Fonseca-Pedrero, E. (2020). Learning Styles and Vocational Guidance in Secondary Education. Educational Sciences: Theory and Practice, 20(3), 1–15.
Menno Slingerland, Gwen Weeldenburg, & Lars Borghouts. (2024). Formative Assessment in Physical Education: Teachers’ Experiences When Designing and Implementing Formative Assessment Activities. European Physical Education Review, 30(4), 620–637. https://doi-org.lopes.idm.oclc.org/10.1177/1356336X241237398
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