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Michele Robb EDUC-31218 Lesson 1B July 11, 2013 Its no surprise to any educator to think, If I have a class of 30 students,

I will have a class of 30 different ways of learning. Learning and using information is dependent on the learners style and ability. However, it is also dependent on the teachers understanding and use of various styles in order to reach all learners in the class. Brown discusses several types of strategies, described as attacks that are conscious and goal driven when addressing how to learn a task or solve a problem (132). He breaks them down into three main categories, metacognitive, cognitive and socioaffective. Each plays an important role in organization, planning, understanding and using information. After completing the Questionaire on learning styles and the Multiple Intelligence survey, I noticed several factors that play a part in my success and sometimes weakness in learning tasks. After scoring the Learning Intelligence survey (Figure 1), I discovered that I scored significantly high in the logical/mathematical area. This was no surprise, nor would be for anyone that knows me. I am very drawn towards math and puzzles. I like organizing, using lists and categorize my work in order to complete tasks. I also scored relatively high on the interpersonal category. Again, this was not a surprise. Although I work well alone, I have always preferred a team approach. I like talking out ideas and planning a common path for projects. I think this shows in my current employment as I work in a classroom with several other educators. I was a little surprised by my scoring for music/rhythmic as I love music.

Learning Intelligences
10 8 6 4 2 0

Figure 1

In reflection, it seems though that during the learning process, I do tend to like it more structured and silent. Thats interesting as my teaching is more dynamic but I give silent time at the end of a lesson for those that need that processing time. I also completed the Learning Styles Summary questionnaire (Figure 2). Again, it was no surprise to me to score significantly high on visual learning. I have always needed visuals in any learning. If a diagram isnt given, I tend to make them. I am a huge believer in graphic organizers for various tasks and use them frequently when working with students.

Learning Styles Summary


45 40 35 30 25 20 15 10 5 0 Visual Learner Kinesthetic Learner Auditory Learner Figure 2

Learning Styles Summary

I was surprised however, to see that kinesthetic and auditory scored so closely together and that they scored as high as they did. I do not like auditory only learning. It is very difficult for me to

process the information. I tend to be much less engaged and have a difficult time contributing to the task in a verbal only environment. Both scores, while mostly not surprising, do reflect my style of teaching. I see that I tend to teach in a more logical manner, giving graphic organizers, steps for instructions and checklists for those that struggle with the metacognitive aspect of learning- process and planning (134). Although not a natural path, I also have incorporated more movement in the lessons, recognizing that some students are not able to sit for the lesson, or perform better if moving. My biggest weakness is allowing a class to freely work in groups. It is difficult for me to switch from group to group as most of what I am assessing is verbal output from the students. I will need to find strategies to increase my comfort level in order to be successful with that type of lesson. For English Learners, it is vital for us as educators to recognize the learning strengths and weaknesses in order to assist the student in accessing the curriculum and succeeding in the classroom. Taking into consideration the students developmental abilities, as well as his/her ability to plan, organize and implement learning strategies will be key to assisting the English learner to become proficient in the lesson. Using a variety of approaches will not only include students that have different styles, it also allows students to strengthen a possible weak area in order to succeed in future classrooms.

Materials referenced Brown, H.D. Principles of Language Learning and Teaching. Chapter 5 reading packet pages 132-135, Prof. Stephanie LaQua What are My Learning Strengths?. Language and Language Development in Children packet, Prof. Stephanie LaQua