Using Learning Style Analysis to Inform Instruction

    Student data is a powerful aspect of education. It has the power to show students' misconceptions, student mastery, and student readiness. Data encourages reflection from teachers as well. Ultimately, data informs instruction. Teachers use data to plan lessons and activities that meet the needs of their students. Using data to determine the learning styles of students can be especially beneficial.

    Learning style data enables teachers to develop instruction that encourages cognitive, linguistic, social, emotional, and physical development of students. When educators are informed about the learning styles present in their classrooms, they are able to design or modify instruction to a developmentally appropriate level. When instruction is developmentally appropriate, students are more likely to build on to prior knowledge and retain information long term (McLeod, 2022). Social and emotional skill development often takes a back seat to cognitive development in schools. It does not have to be this way because knowledge of students learning styles can be used to effectively incorporate these skills into regular instruction (Cherry, 2019). Learning styles also influence students physical development as some students learn best when they are physically moving their bodies. 

    Due to all the ways learning styles influence student development, conducting a learning style inventory is beneficial. Recently, I conducted a learning style inventory with a small group of four students. The results are shown in the figure below.

    After collecting and interpreting the data, I was surprised by the high scores in the auditory learner category. I assumed the students would be tactual/kinesthetic learners because they really enjoy doing activities that get them out of their seats. However, I realized that even though they may like activities involving movement, they may not learn the best this way. I need to intentionally plan a mixture of movement, audio, and visuals during instruction. My favorite instructional strategy to use with auditory learners is instructional videos that I create using screencastify. I have seen auditory learners rewatch parts of a math lesson in order to hear the steps while they work through a problem on their homework assignment. I have also been able to put videos of me reading the directions or rubric for a project we are doing. They can always go back and listen to these videos if they forgot what I said in class. For the tactual/kinesthetic learners, I love using scavenger hunts that have students looking for math problems around the room and utilizing manipulatives to solve problems as they go. These scavenger hunts can be easily changed to an escape room activity where answers to math problems lead to clues around the room to help them "escape."  Visual learners benefit from reading the information they are learning. For visual learners, I use guided note sheets that has information for them to hear in addition to the lesson video where I show examples of each problem on the note sheet. I try to incorporate pictures or visual examples as often as possible during instruction. 

    Students’ strengths, interests, and needs for growth influence instruction as well. After learning students' strengths, interests, and needs, educators can plan intentional instruction that is engaging and developmentally appropriate for their students. A great way to evaluate students' strengths is through a pre-test or review activities. Teachers can use the data collected from these activities to determine what students have mastered and what topics need further instruction. Building relationships with students is the best way to learn their interests. When a student feels comfortable around their teacher, they will likely share information about themselves that can be used to engage them in instruction. Student engagement is proven to affect student participation and positively influence student's academic performance (Dabrowski & Marshall, 2019). Interactions with students in the classroom and student data can be used to evaluate what students need in order to grow in a particular area. Once students needs are known, instruction can be modified to meet the different needs. 

    A great way to address all learning styles when developing and implementing assessments is to provide different assessment options. Each assessment option would incorporate learning styles in different ways. The students choose which option is the best for them. This is also a great way to incorporate various interests and provide opportunities for students to show their strengths. I also like to start small when developing assessments. Once I have the basic idea for my assessment and the goals established, I am able to start adding more to the assessment to meet different needs. 

    Finally, technology is a wonderful tool to help address different learning styles. With technology, questions, directions, and rubrics can be read aloud to students. Visuals can be easily searched and displayed on a technological device. Interactive games can be conducted using a smartboard. Group work can run smoothly with tech tools that support collaboration. There are so many different websites that meet various learning styles and allow students to show what they know in fun ways. 

    Collecting, interpreting, and using data about students can be a tedious process. However, it can be used to determine how students learn best. With this information, teachers can create engaging lessons that further students' development, enhance their strengths, incorporate their interests, address their needs, and set them up for success. 

References

Cherry, K. (2019). Experience and development. Verywellmind. https://www.verywellmind.com/experience-and-development-2795113 

Dabrowski, J., & Marshall, T. R. (2019). Choice & relevancy: Autonomy and personalization in assignments help motivate and engage students. Principal, 98(3), 10–13.

McLeod, S. (2022). Vygotsky’s sociocultural theory of development. Simply Psychology. https://www.simplypsychology.org/vygotsky.html