Learning Styles Analysis

 

Data collection

Data was collected from a learning styles inventory. There were five kindergarteners inventoried. Questions contained pictures for young students. The inventory was given one on one. I read each question to the students. The questions were worded yes or no pertaining to visualization, kinesthetics, or auditory learning. The data showed three out of the four students preferred kinesthetic learning. Only one of the students preferred visual learning.

 

Interconnection of Learning Styles and Development

 

Cognitive Learning

Cognitive learning is the process of retaining information. Visuals, kinesthetic, auditory, and reading/writing are used as a cognition strategy to experience learning (Valamis, 2022). It uses senses to connect meaning into long term memory. Learning styles are used as a support strategy for cognition. Visuals aids can be used to support cognition which helps the brain make visual sense of content. To support the group of students inventoried I would offer several learning styles to connect to learning.

 

Verbal Linguistic Learning

Verbal Linguistics is “to reason, solve problems, and learn using language” (Logsdon, 2020). Reading/writing are used as a linguistic strategy to experience learning. It uses reading and writing in learning styles to express learning. Auditory learning can be used to support verbal linguistic learning with word play (rhyming) and read out louds build linguistics. The students I inventoried need practice skills in language skill to support their IEP goals in reception (all four of the students have reception issues)

 

Social Learning

Social learning occurs through communication and socialization (Valamis, 2021). People learn through other people. Social Learning uses socialization to learn. Learning styles can support learning with verbalizing with peers, class discussions, group projects, and student explanations. Visuals, kinesthetic, auditory, and reading/writing can be incorporated to communicate. Learning styles can be used to support social learning. Students learn how to communicate and social cues with peers. The students inventoried need support with social skills. They can be supported with peer interactions or group work.

 

Emotional Learning

Emotional learning is the development of understanding emotional skills and well-being (Healy, 2009). Teach emotional skills through modeling, empathy, creativity, and implicit teaching. Learning styles can be used to support emotional learning with modeling empathy (kinesthetics) and reading/writing about emotions. The students inventoried should get support in empathy using class lessons.

 

Physical Development

Physical Development is the development of fine motor and gross motor (Virtual Lab School, n.d.). They use their senses to process the world around them (Virtual Lab School, n.d.). Fine motor is used for grabbing pencils and items. Learning styles can be used for visual memory recall, sequencing games, and play dough can be used to interact with learning. The students inventoried should get support with fine motor development through practice skills and movement.

 

Effect on Planning and Instructional Strategies

I would use the learning styles inventory to support learners. Learning styles influence planning by using a variety of strategies through visualization, reading, writing, auditory, and kinesthetic. It gives students sensory input to connect with learning.

 

One instructional strategy I can use for kinesthetic is to use hands on materials to connect with information. Another strategy I can use for visual is to create a picture representation. An auditory strategy I can use is to say their answers to a peer. For reading and writing I would have students practice writing and reading.

 

Student Strengths, Interests, and Needs for Growth Effect on Instruction

I evaluated students’ strengths by analyzing data and looking at patterns of behavior (Murawski & Scott, 2019). Data influences instruction by using strengths to build prior knowledge.

 

I would use students’ interest to create instruction to build connections in learning (Murawski & Scott, 2019). Students’ interest influence instruction by using their interests to connect learning to build meaning. I would use student interest to plan for the lesson so that student build understanding. It creates autonomy and willingness to learn.

 

I would evaluate students’ need for growth by looking at data to influence instruction to find gaps in learning (Murawski & Scott, 2019). These are skills that need a new approach to learning. I would use hands on learning or videos to help build growth.

 

Assessments

I would address all learning styles when developing assessments for student by making sure there are a variety of ways students can show their learning (Murawski & Scott, 2019). Start planning with what they already know and what they need to learn. Learning styles can give students opportunities to create a project through writing, models (kinesthetic), verbal presentations (auditory) or drawing (visuals). Creating posters or slide presentations with open ended questions and rubrics led well to learning styles.

 

 

 

References

Healy, M. (2009). Emotional Learning: Are you familiar with emotional learning? Psychology Today. https://www.psychologytoday.com/us/blog/creative-development/200902/emotional-learning

Logsdon, A. (2020). Understanding the verbal linguistic learning style. Very Well Family. https://www.verywellfamily.com/verbal-linguistic-learning-style-2162785

Murawski, W. & Scott, K. (2019). What really works with universal design for learning. Thousand Oaks, CA: Corwin. ISBN: 9781544338675.

Valamis. (2021). Learning theories: Social learning theory. https://www.valamis.com/hub/social-learning

Valamis, (2022). Learning theories: Cognitive learning. https://www.valamis.com/hub/cognitive-learning

Virtual Lab School. (n.d.). School- age physical development: Supporting physical development environments and experiences. https://www.virtuallabschool.org/school-age/physical-development/lesson-3