Differentiated Instruction At Its Finest (?) Part II

If you have come upon this page without reading the previous posting, I would ask that you find my previous page "Differentiated Instruction At Its Finest(?)" listed on this blog, and read it first, to provide you with some background for what's to come!

So now that we have a well-founded matrix that carefully places the learning styles and multiple intelligences of our students and their learning preferences into a manageable framework, there is so much to be investigated.

First, although it is extremely helpful to be able to use this matrix and match the categories to the students one is working with, we must apply many other principles here in order to really start scratching the surface.

For example, in addition to groupings by intelligence/learning style, there also must be room for those students who truly have mild learning challenges such as A.D.H.D. or information processing deficits (such as the student that can master material, but at a much slower rate than his/her peers).

It is my intention, in my next leg of this journey to keep annotated records as I conduct my action research, and record patterns (if any) as well as noting any visible correlations between the learning styles/ preferences of each child and any known challenges that child has. I intend to apply my previous training in Brain-based Research (Anzalone, 2010) as well as professional development modules I have studied regarding learning preferences of African American students.

In my direct instruction, I intend to make changes in the presentation of the lessons, so that lessons are presented with components that address the 4 major "learning styles" (regardless of which scholar's terminology from the matrix one prefers to use). In addition, in my grouping of students for small group instruction and shared activities, I intend to modify my current structure and change from ability grouping to learning style grouping. During my observations and instruction within each group, I am going to record carefully the successes, failures, level of student engagement, appeal to the particular learning style (assuming that I have correctly categorized each student's preference), ask for student feedback regarding the type of activity, grouping, etc. and make any necessary adjustments accordingly. During this time, I also intend to notate the progress, engagement and observed concept mastery particularly of those students who are currently receiving academic support services, such as Title I class with the ESE teacher, one-on-one tutoring, Progress Monitoring or IEP's and/or 504 Plans. I am hoping to find some correlations and/or noticeable patterns in the learning challenges and learning styles/preferences.

This would open the door and contribute greatly to the existing body of knowledge and research, as I will then use the information gathered to begin to compare the existing curriculum and learning environment with the potential curriculum and learning environment.
Off we go!

References:

"Brain Compatible Learning" 3 hour workshop (2008) presented by Ann Anzalone (Ohio)
"Learning Styles"5 hour workshop(2009) presented by Ann Anzalone (Ohio)
"Intelligences"8 hour workshop(2010) presented by Ann Anzalone (Ohio)
Professional Development Segments:(P.D.360 2008-2010)
"Differentiated Instruction for All Students
"Courageous Conversations About Race"
"Working With Students From A Culture of Poverty"
"How To Increase Minority Student Achievement"
"All Means All: What Is It About Me You Can't Teach"
"Quality Elementary Teaching for Classroom Success"