EDUC 6734 - Module 1 Discussion

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Concordia University Saint Paul *

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6734

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Psychology

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Dec 6, 2023

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What did you discover about yourself as a learner? The traditional way of measuring a student’s learning style is through self-report surveys like the VARK Questionnaire. Research reveals that these surveys often show that students rely on ineffective strategies when studying ( Blasiman et al., 2017) . After completing the VARK Questionnaire, it was determined that I am a multimodal learner. According to VARK (2006), a multimodal learner engages in using many senses to learn, and in turn, experiences learning in a variety of ways to create a diverse learning style. My multimodal score was broken down into the four distinct VARK areas: visual, aural, read/write, and kinesthetic. No surprise to me, I scored highest in the kinesthetic learning strategy. As a student, I always needed to move when learning, whether tapping my pencil, standing up, or using highlighters to color code my notes. In fact, I always did my best when I had to complete hands-on projects. In college, I distinctly remember pacing around my dorm room while studying for exams. One area that I was shocked to see score second highest on my VARK Questionnaire was the read/write strategy. I always thought that I was more of a visual learner because I struggled with reading comprehension. Even today, I typically have to read passages aloud or more than one time to understand them. How do you think your learning preferences have influenced how you have perceived or taught your students? Reflecting on my results has helped me to realize that I typically use instructional strategies that benefit my kinesthetic, visual learners and auditory learners. I often teach using PowerPoints, illustrations, videos, maps, diagrams, experiments or labs, and manipulatives, to name a few. I provide lots of concrete examples, and I encourage lots of practice. Kinesthetic learners understand best when they are active in a learning environment where they can handle and change materials and have physical movement and activity while learning (Halif et al., 2020). My classroom environment includes flexible seating options such as standing desks, balance balls, lap desks, and kick bands on chairs. To help my aural learners, I provide many opportunities for group work, whether in person or in chat groups, where students can discuss, debate, and deliberate on various topics. As well, I give my students an option to listen to soft music while they are working. Auditory learners often appreciate soft background music to drown out distracting noises and silence (Lehmann & Seufert, 2017). What insights did you gain from your assessment results and from the 360 video that may help you think more openly about the learning variances among your students and about differentiating instruction to better meet their learning needs and preferences? Throughout history, teachers have always found ways to reach individual students. While one of the hardest things to do as a teacher is to treat students differently, when it comes to instruction, most teachers believe that the one-size-all approach no longer benefits anyone. I have always been open to the different learning styles of my students. I appreciate that my students are unique and require differentiated instruction in order to flourish. After watching the 360 video, I feel more confident in using different learning strategies in my classroom. Teaching sixth grade, I don’t typically use centers. However, after watching Jacquie Stablewski utilize her learning centers, I see the importance of continuing to provide differentiated materials and hands-on learning opportunities for all students, regardless of age. Using cooperative learning in my classroom, I appreciate how Jacquie Stablewski paired her students according to their ability and were then given differentiated tasks to apply previously learned topics and explore new

mathematical concepts. I like how she was able to differentiate based on her students’ level , the pace at which they learn, the type of learner they were, and their individual interests. She showed how simple and effective differentiated teaching and activities can be used to better meet the learning needs and preferences of students (Walden University, n.d.). References Blasiman R. N., Dunlosky J., & Rawson K. A. (2017). The what, how much, and when of study strategies: comparing intended versus actual study behaviour. Memory 25 , 784 – 792. https://doi.org/10.1080/09658211.2016.1221974 Halif, M. M., Hassan, N., Sumardi, N. A., Omar, A. S., Ali, S., Aziz, R. A., Majid, A. A., & Salleh, N. F. (2020). Moderating Effects of Student Motivation on the Relationship between Learning Styles and Student Engagement. Asian Journal of University Education , 16 (2), 94 – 103 Lehmann, J. & Seufert, T. (2017). The influence of background music on learning in the light of different theoretical perspectives and the role of working memory capacity. Frontiers in Psychology, 8 , 1-11. https://doi.org/10.3389/fpsyg.2017.01902 VARK (Producer). (2006, September). The VARK questionnaire: How do I learn best? (Version 7.1) [Interactive media]. http://www.vark-learn.com/english/page.asp?p=questionnaire Walden University (Producer). (n.d.). 360 video: Differentiating instruction [Video file]. Walden University Blackboard. https://class. waldenu.edu

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