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Learning Styles: Artifact 1.2

The document describes a teaching scenario where the teacher designed engaging math and science lessons to meet the diverse learning needs of students in an active class. The teacher reviewed learning style theories by Gardner and Jung and discussed individual student learning styles with their cooperating teacher. For a math review, the teacher created measurement, estimation, and rounding stations. For science, students conducted a landslide experiment and recorded their results. The teacher intended to support all learning styles and appropriately challenge students by incorporating modifications based on exceptional needs.

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47 views

Learning Styles: Artifact 1.2

The document describes a teaching scenario where the teacher designed engaging math and science lessons to meet the diverse learning needs of students in an active class. The teacher reviewed learning style theories by Gardner and Jung and discussed individual student learning styles with their cooperating teacher. For a math review, the teacher created measurement, estimation, and rounding stations. For science, students conducted a landslide experiment and recorded their results. The teacher intended to support all learning styles and appropriately challenge students by incorporating modifications based on exceptional needs.

Uploaded by

api-386067949
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Learning Styles

Artifact 1.2
Teaching Scenario
This particular class is very active, and that is true even in the way that
they learn. However, “active” looks very different from student to
student. I wanted to make sure I designed engaging lessons that
helped all students understand the content, while also meeting their
individual learning needs. In order to do this, I reviewed popular
theories about learning styles, as well as discussed with my
cooperating teacher the particular learning styles of the students in
this class. After that discussion, I designed the following math review
and science lessons with the students in mind.

2
Multiple Intelligences and Learning Styles

In my college classes as well as my


own personal research, I learned about
different ways that students can learn
information. Two main theories I learned
about were Gardner’s Theory of Multiple
Intelligences, and Jung’s Theory of
Cognitive Learning Styles. I used my
knowledge from both of these theories
to design engaging lessons that also
supported diverse ways of learning.

3
Math Review
Rather than doing a traditional review for the
end-of-cycle assessment, I chose to
structure the review in the form of stations.
Students were able to review measurement,
estimation, and rounding through three
different station rotations. The measurement
station included classroom objects that
students had to estimate and measure
themselves, and the rounding was covered
in the other two stations through the forms
of cutting numbers and sorting cards.

4
Science Experiment
The class also had to complete another
science experiment in their unit before the
quarter ended. The particular experiment I led
was on the topic of landslides, and we
discussed background information together as
a class. After the class discussion, students
experimented with different ways to prevent
their cornmeal “hill” from eroding after coming
into contact with water. Students made
predictions about what would happen to their
“hill”, conducted the experiment, and recorded
their results. We then talked about our findings
after the experiments.

5
Rationale
Before designing these particular lessons, I refreshed my memory on different
learning style theories, and talked with my cooperating teacher about the
different learning styles of the particular students in this class (1.2). After
taking these steps, I then began designing the math review and science
experiment lessons with the intention of supporting all students in their own
styles of learning, as well as appropriately challenging them (1.4). Some
students needed more support then others; for those with exceptional
needs, I modified the number of questions they had to answer, and I placed
students in groups where there were multiple levels of achievement
represented, so peers could offer support in addition to me (1.5, 1.7).

6
Domain Indicators
• 1.2 The candidate pursues opportunities to increase his or her
understanding of students’ ethnic, cultural, linguistic, and/or
socioeconomic experience; instruction shows evidence of the candidate’s
professional development.
• 1.4 The candidate designs learning opportunities that reflect student
differences in approaches to learning and appropriately challenge all
learners.
• 1.5 The candidate identifies and implements appropriate modifications and
accommodations to enable all students to reach their potential. (I-2; IDS2)
• 1.7 The candidate articulates legal rights and needs of students as outlined
in IEPs, Section 504 plans, and other documents. The candidate’s
teaching shows evidence of intentional promotion of students’ rights and
needs.

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