Elizabeth Choinsky's Portfolio Page
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ETAP 623 Spring 2021 (Byrne) |
Elizabeth Choinsky's Portfolio Page
Incorporating Learning Styles Throughout the Learning Process
About Me
My name is Elizabeth Choinsky. I am a recent Saint Rose grad from their dual Childhood and Special Education Bachelor's program. My concentration was in logic and computing. My preferred grade level is 3rd-6th as students in this stage of development are beginning to explore more complex learning and problem solving strategies. I believe that with the right support every student can be successful in any challenge they decide to take on. I hope to use the ever growing technologies of the world to better equip students in need.
My Topic and Purpose
TOPIC: How to differentiate elementary education for multiple learning styles
GOALS/LESSONS:
1. Define and classify learning styles
2. Identify student learning styles using personality quiz and/or individual preferences
3. Strategies and implementation of differentiated instruction to include multiple learning styles
4. How to shape assessments to include multiple ways of answering questions
- How to continue the differentiation beyond the lesson
The goal of this mini course is to help educators identify and better differentiate instruction for elementary students in regards to individual learning styles for increased student success.
Scope of Learning Outcomes and Content
The outcome for learners with this course is not only to better understand learning styles but to have the confidence to differentiate instruction and assessments to better meet individual learners' needs. Although the focus is on learning styles, the overall goal is to better serve students by recognizing individualities and adapting to unique student needs.
Needs Assessment
Instructional Problem: The need for educators to provide students differentiated instruction regarding learning styles for increased student success.
What will be learned: Educators will learn how to identify student learning styles, strategies for implementation for differentiated instruction to better include multiple learning styles, and how to shape assessments to include multiple options for demonstrating knowledge utilizing learning styles.
About the learners: Participants in this course will be pre-service elementary education professionals, current elementary education professionals, or other paraprofessionals interested in differentiating instruction to better cater to student needs. These educators have an inherent interest in student success and are therefore self-driven to learn more about individualized instructional planning.
Why this course is beneficial: Learning styles are highly individualized, even within their multiple subcategories. Every student has an ideal learning scenario that highlights their particular interests, needs, and abilities. “How an individual actively constructs schema is highly personal” and therefore requires careful planning for optimal student success. (Fiorenza & Hanna, 2020) The ability to recognize “students’ learning preferences and provide differentiated instruction that [offers] more opportunities to enhance success among students” is highly sought after in any classroom. (Fiorenza & Hanna, 2020) Studies have shown that learning styles play an “important role on intelligence, cognitive styles, and behaviours” especially when talking about the “receiving-processing of any information.” (Günes & Sahin, 2019) Utilizing learning styles to better support students is vital because “no one way is right… Each learning style has its advantages and disadvantages.” (Costa & E., 2001) Therefore, learning how to better apply these techniques can help an educator “incorporate learning styles into curriculum design across disciplines.” (Costa & E., 2001)
Instructional content: These lessons within this course will have a similar format. Educators will be asked to read a short excerpt relating to the specific unit. Following the reading, educators will be asked to complete a short quiz confirming their understanding of the previous topic. There will be a section for questions that will be submitted to the professor for review/clarification. Some units will have interactive, hypothetical situations to work through to better test your knowledge. Educators will be asked to adapt a short lesson applying a minimum of two learning styles into the instruction of said topic.
Explore instructional problem/solution: Participants may be located in different areas around the world. Participants may not follow the same curriculum standards and/or goals for their students.
Generate goals: Goals for this course will be for participants to leave with confidence and a new knowledge about learning styles as well as how to implement them into daily instruction. This will be measured by comparing beginning knowledge in the form of a "Brain Dump" prompt and adapting a given lesson plan at the end of the course.
Analysis of the Learner and Context
Learner Analysis: This course will be used for teachers who are seeking knowledge about learning styles and how to adapt that knowledge into everyday instruction. Learners will become knowledgeable in the definition of learning styles, the different types of learning styles as well as strategies and supports they can use in the classroom.
Context for Instruction: Learners will learn online during this mini-course. A stable internet connection and reliable computer are essential for this mini-course.
Performance-Based Objectives
By the end of this course, learners will be able to:
- Identify and define the 4 main types of learning styles
- Recognize and implement strategies to better meet individual students needs based on their learning styles
- Adapt assessments to meet the needs of learners
Task Analysis
Unit 1: What are learning styles? How are they identified?
- Learners will define the 4 main learning styles
- Learners will classify the 4 main learning styles
- Learners will identify their own learning style
- Learners will adapt the 4 main learning styles to meet the needs of multimodal learners
Unit 2: Implementing the use of Learning Styles within the classroom
- Learners will identify strategies to support learners
- Learners will adapt supports to meet students needs
Unit 3: Continuing differentiation after the initial lesson
- Learners will create an assessment with choices on how to answer
- Learners will analyze multi-answer assessments
- Learners will simplify the grading process with multiple answer options
Curriculum Map
References and Resources
- Della Costa, D. E. (2001). Current Trends in Learning Styles. Florida Communication Journal, 29(2), 66–74.
- Wininger, S. R., Redifer, J. L., Norman, A. D., & Ryle, M. K. (2019). Prevalence of Learning Styles in Educational Psychology and Introduction to Education Textbooks: A Content Analysis. Psychology Learning & Teaching, 18(3), 221–243.
- Fiorenza, L. E., & Hanna, L. G. (2019). Greater Differentiation of Instruction and Mastery of Learning for Student Teachers by Utilizing the True Colors™ Model. Journal for the Advancement of Educational Research International, 13(1), 47–54.
- Günes, G., & Sahin, V. (2019). The Algorithm of Mathematical Modelling for Learning Styles of Pre-School Children. Education 3-13, 47(3), 277–292.