Student Voice, Student Style: Planning With Purpose
In today’s classroom, one-size-fits-all instruction doesn’t meet the needs of every learner. This week, I took a closer look at the results of a K-2 learning style inventory that I administered to a small group of second grade students I’ve been observing. By using their responses, I was able to create a visual chart to better understand their learning preferences. The results revealed not only how each student prefers to learn, but also offered insight into how their learning styles are connected to their cognitive, social, emotional, and physical development.
As shown in the table below, each student responded with varying degrees of "yes" answers indicating preference or alignment with kinesthetic, auditory, and visual learning styles:
- Tiana scored highest in kinesthetic and visual styles (4 "yes" responses each) and moderate in auditory (2 "yes").
- Dillon leaned evenly across the board with lower kinesthetic and visual scores (2 each) and the lowest in auditory (1).
- Kenny preferred kinesthetic and visual (3 each) and also had a mid-level auditory preference (2).
This data reflects more than just preferences. Students like Tiana, who thrive with movement and visuals, may also show strong physical and emotional engagement when tasks feel hands-on and creative. Kinesthetic learners often benefit from movement-based tasks and need chances to manipulate materials or act things out. Visual learners, on the other hand, depend on color, pictures, charts, and facial cues. According to Grand Canyon University, these learners need to “see and process information through observation,” which supports their cognitive and social understanding of content (GCU, 2021).
Auditory learners, although less represented in this group, learn best by listening and speaking. They often benefit from discussions and reading aloud. For example, although Dillon had lower auditory scores, his struggle with auditory-focused prompts like "I would rather tell the answer than write it down" tells me that he may need more visual or physical ways to show understanding (SimpleK12, 2021).
Effect on Planning and Instructional Strategies
I have already noticed how the makeup of this small group influences my thinking when I prepare lessons. I use the visual data as a quick glance reference when thinking about small group rotations or selecting instructional materials. When I consider a lesson that leans heavily on a learning style for instruction, I now ask myself: How can I add visuals? Where can I incorporate movement? What opportunities can I create for students to engage through listening and speaking?
To respond to each learning style:
For kinesthetic learners, I would implement role-play, building models, and partner tasks that require physical manipulation.
For visual learners, I would use anchor charts, guided drawing, graphic organizers, and short video clips.
For auditory learners, I would include "turn and talk" opportunities, read-alouds, and even simple choral repetition activities.
Student Strengths, Interests, and Needs for Growth Effect on Instruction
When planning instruction, I also look beyond style labels. I consider what these students show about their strengths and needs. Tiana is enthusiastic and focused when drawing or building. Kenny works well when directions are modeled visually. Dillon benefits from repeated demonstration and responds better with physical prompts rather than verbal ones. These observations help shape how I would structure centers, choose support tools, and group students for peer interactions.
Assessments
Assessment is another area where learning styles guide decision-making. For kinesthetic learners like Tiana, I would allow movement breaks before assessments or give options like creating a mini-poster to demonstrate knowledge. For visual learners like Kenny, I would provide image-supported questions or ask them to diagram a process. Auditory learners could benefit from oral explanations of tasks or the chance to discuss their answers before writing. When students are given multiple ways to show what they know, I align instruction to each student’s approach to learning (Alber, 2017).
Final Thoughts
This approach to student data does not feel like a burden. It’s a bridge. It allows me to connect with students more meaningfully and honor how they learn best. And the best part? Students feel that difference. They know they are being taught with intention and care.
Alber, R. (2017, March 2). 3 ways student data can inform your teaching. Edutopia. https://www.edutopia.org/blog/using-student-data-inform-teaching-rebecca-alber
Grand Canyon University. (2021). Different learning styles of students: What you should know. https://www.gcu.edu/blog/teaching-school-administration/different-learning-styles-students-what-you-should-know
SimpleK12. (2021). Learning styles guide: Social, auditory, visual, and kinesthetic learning. https://www.simplek12.com/learning-theories-strategies/learning-styles-guide/
Comments
Post a Comment