Implications on Learning Styles

 ReadWorks

How to Gather data: sign in, click on assignments and progress, gather different ways

1. Student progress: overall (nonfiction, literary, library, total) passages read

2. Assignments: current, future, past

3. Class Book of Knowledge: click on an article; the choices are to post a student entry or write a new entry

4. Reading Mindset Snapshot: results

How to Interpret Data

1. Student progress: click on the student name, start date, status, assignment, the question set, correct/graded, % correct

2. Assignments: Article of the Day - click on one of the 3 categories, click on a specific article, click on the student name, articles, words read, words written

Assigned article - click by student or question, vocabulary activity tracks change in student’s vocabulary knowledge

3. Class Book of Knowledge: click on post student entry to see all entries

4. Reading Mindset Snapshot: results - student, response, individual

99math

Gather Data: click on reports

1. All classes: if different classes, can choose

2. All topics: you can click on a specific topic or see overall progress on all topics in one place

Interpret Data

1. All classes: choose a class

2. All topics: choose one topic, class accuracy, number of problems solved

3. Specific topics: see individual names with number correct out of total, see mistakes

4. See mistakes: time taken to answer, specific questions and answers with incorrect answers underlined in red, can see slow answers in different boxes, accuracy percent, attempts made, can add individual practice (if adding to Google Classroom - can assign to whole class or to individuals)

Epic

Gather Data: My Students

1. Roster: divided into class or assigned groups, grade, parent/guardian email, parent connect status, optional PIN

2.  Daily Reading: by days per week, can change the week, total days of 20 minutes of reading

3. Student logs: books finished, hours read, last login

4. Assignments: upcoming, archived, active

5. Quizzes: results

Interpret Data: Roster

1. Daily Reading: colored boxes (green 20+ minutes, yellow 1 - 29, blank 0 min) can be downloaded into Excel spreadsheet

2. Reading Log: click on student, books, minutes read or browsed by the book if the quiz was taken or not taken, reports in excel or pdf

3. Assignments: can assign and see progress

4. Quizzes: can customize

Implications on Learning Styles:

The above graph shows the number of students with a particular learning style. While five students were surveyed, the number of learning styles is double. The students surveyed demonstrated a mix of styles depending on background and circumstance. It is important to note that differences between generations, especially those with diverse life changes, such as the pandemic, impact the characteristics of today's learners and learning styles (Lankard, 1997).

Students:

Ralph 

Ralph presents as an auditory and kinesthetic learner. He has a low frustration tolerance and is below level in all subjects. 

Mia

Mia presents as an auditory learner. However, she may have a combination of styles since she is a second-language learner. With second-language learners, learners benefit from material presented in all ways.

Mary

Mary has a combination of learning styles, though auditory is the lowest category. Mary is well below grade level and comes from low SES.

She may benefit the most from multiple teaching methods in smaller segments since this has been shown to have more cumulative effects for low achievers (Braio et al., 1997). 

Martin

Martin presents with a visual and auditory learning style. However, Martin's vision may be a problem when processing information visually.

Manuel

Manuel presents as an auditory and kinesthetic learner. He has been diagnosed as having ADHD and is not currently on medication. He receives special education services in both academic and social learning. 

Learning styles:

Visual - two

Auditory - four

Kinesthetic - three

Verbal - one

Teachers can look for features in the three technology-enhanced programs using information from the learning styles inventory to address preferred learning methods. 

Examples: 

Auditory - enable the audio for articles in ReadWorks; allow Read to Me or Audiobooks in Epic

Visual - allow students choice in ReadWorks and Epic; assign individual practice in 99math for students to practice at their own pace

Verbal - allow students to partner read articles or books; provide paper for students to write and work through math problems in 99math; provide paper for students to take notes when reading

Kinesthetic - allow students to move to a different location while using any of these sites; allow breaks during reading or shorter passages to provide the ability to move rather than sit for long periods of time; use 99math whole group for students to participate quickly 

Implications for instruction:

Using the different techniques to address a variety of learning styles, teachers can access any of the data collection resources listed above to determine outcomes. When evaluating outcomes, we see if the programs adequately address students' learning styles. If auditory learners are not succeeding with audio-enabled features, we must reevaluate. Teachers may reassess the student’s learning style or work one-on-one to see where misconceptions lie. 

Addressing all styles of learning

Auditory learners - audio-enabled features, text-to-speech computer tests

Visual learners - short video clips, teaching slides, online lessons, note-taking strategies

Kinesthetic learners - movement breaks, teach to partners, movements attached to learning concepts

Verbal learners - partner talk, think-pair-share, note-taking strategies

It is important to note that motivation is more of a predictor of success than learning styles. However, when a student finds the learning style that fits, the student gains a sense of autonomy, which may increase motivation (Caldwell & Ginthier, 1996)

References

Braio, A., Beasley, T. M., Dunn, R., Quinn, P., & Buchanan, K. (1997, September/October). Incremental Implementation of Learning Style Strategies Among Urban Low Achievers. The Journal of Educational Research, 91(1).

Caldwell, G. P., & Ginthier, D. W. (1996, Fall). Differences in Learning Styles of Low Socioeconomic Status for Low and High Achievers. Education, 117(1).

Lankard, B. (1997). New Learning Strategies for Generation X. ERIC Clearinghouse on Adult Career and Vocational Education Columbus OH., 184.