Blog #2
LEARNING STYLES ANALYSIS
Saturday, February 17th, 2024
As educators, deeply understanding our students' learning needs and preferences is essential for providing responsive instruction that empowers their success. Extensive data gathering through multiple means unveils fuller learner profiles, highlighting pathway possibilities. This report shares insights gained about three 7th-grade students currently struggling in mathematics - Student A, Student B, and Student C (pseudonyms used for privacy). Through a combination of learning style inventories gauging cognitive and affective leanings, analysis of academic performance trends, qualitative observations, and dialogue, tailoring appropriate differentiation strategies became possible, seeking to reengage these young mathematicians. Detailed personalized plans emerged on leveraging musical creativity for Student A, collaborative leadership for Student B, and spatial enrichment projects for Student C. Overall, taking an equity-minded stance committed to dynamically meeting students where they are and uplifting latent strengths revealed through multidimensional profiles promises to reconnect these youth to math competence and confidence as their next developmental arc unfolds.
STUDENT A
Student A’s musical and intrapersonal introspectionist learning inclinations intersect social-emotional realms and self-awareness - tapping into those affective entry points seems pivotal. I will structure opportunities for creative mathematical expression, like modeling rhythmic patterns or geometrical harmonies through music composition software matching their orientation (Coleman, 2016). Tasks apply concepts through musical outputs leveraging intrinsic passions. Journaling also channels reflective propensities evaluating problem-solving processes. Concerning assessments, allowing the choice between composition products demonstrating knowledge or written explanations of steps creates equitable paths valuing intrapersonal skills alongside more uniform measures. Student A’s profile reveals that steering math instruction through musical mindsets could profoundly reconnect disengaged potential.
STUDENT B
Student B’s collaborative temperament and verbal talents underscore socially constructed understanding. I will implement frequent peer sharing of mathematical thinking through gallery walks, jigsaw explorations, and reciprocal teaching, drawing on dual strengths (Gningue et al., 2014). Rotating partners prevent overdependence. Small group literary analyses will use equitable air time and dialogue norms to exercise explanation fluency. Student B can direct peer discussions on concept clarity checks for assessments while producing explanatory paragraphs or presentations as evidence - multidimensional expressions of mutually enhanced comprehension. Capitalizing on cooperative orientation promises to uplift Student B’s confidence and capabilities in nurturing leadership.
STUDENT C
Student C is inclined towards independent spatial and logical problem solving; thus, enhanced concept visualization combined with applied high-interest projects suits differentiated needs. Advanced geometric proofs and designing 3D-printable mathematical art compositions challenge existing skills while underscoring utility (Walker et al., 2017). The requirement of step-by-step explanations addresses procedural hesitancy. Pairing robust math tasks reconciling cognitive assets and affective relevance sustains motivation while filling gaps. Offering creative products or process display flexibility promotes ownership, revealing Student C’s exceptional potential.
While learning gaps or hurdles risk permanently disenfranchising promising students, insight-driven interventions aligning the environment to needs can shift trajectories. Evaluating performance deficits alone misses unactivated affordances when narrow solutions treat symptoms, not causes, whereas understanding sparks inspiration. Students A, B, and C entered lacking standard measures yet holding musical, cooperative, and spatial promise now harnessed towards agency and access. Once channels flow, aligning natural propensity with responsive systems, so-called remediation becomes reconciliation. Just as nature persists in growing flowers best suited to habitat, education must nurture niche-aligned excellence. All students possess brilliance, but it is often obscured, requiring paradigm shifts beyond conventions rewarding conformity. May we persist, peeling away suffocating assumptions through wisdom, relationship, and grace as students guide us to their needed nourishment. Where purpose and passion converge, math blooms, not eludes. Our work continues progressing equity.
Resources:
Coleman, T. F. (2016). Music Moves for Piano : Book 1 (Ages 5 to 10 years).
Gningue, S. M., Peach, R., & Schroder, B. (2013). Developing effective mathematics teaching: Assessing content and pedagogical knowledge, student-centered teaching, and student engagement. The Mathematics Enthusiast, 10(3), 621-646.
Walker, A. E., & Sherman, H. J. (2017). Common core, socioeconomic status, and middle level student achievement: Implications for teacher preparation programs in higher education. Education Sciences, 7(4), 78.