Archives: Differentiation

The Claim

Students have preferred learning styles so teaching to these preferred styles will increase academic success.

The Facts

The theory of learning styles has been around since the 1960s and proposes that children learn in one of three ways: visually, auditorially, or kinesthetically. Therefore, it should be known that because of these different styles, students should be taught in multiple ways as opposed to just one specific way. According to James Witte, Ph.D., founder of the Institute of Learning Styles Research, there are three different learning styles:

• Cognitive – how we think about what we are learning
• Affective – how we feel about what we are learning
• Perceptual – how we perceive our environment in relation to our learning

However, what we call learning styles in the classroom (visual, auditory, kinesthetic) are actually types of the perceptual learning style. This involves using the different senses to influence the way that children obtain information from the classroom environment.

There is a lack of empirical evidence and research that has proven that students learn best when taught in one particular perceptual learning style. Here is what is known about the way children learn:

• Every student has strengths and weaknesses in learning. This is especially important to remember when dealing with students with disabilities.
• All students can learn through some method.
• Instructional environments vary from classroom to classroom.
• Teachers’ instructional methods vary from class to class and often between subjects.

There is a danger in classifying students by learning style because it can result in a tendency toward pigeonholing students with these labels. It’s not uncommon to hear, “Johnny is a visual learner, so he does better in math” or “Jenny likes to move around and is a kinesthetic learner, so she needs to be taught using hands-on activities rather than lecture-type instruction.” Additionally, auditory learners are often viewed as being better at language arts, English, and social studies. Consequently, when a child is labeled with one particular learning style, it is often done through limited experience with one method of learning, or by making predictions about the ways in which teachers or parents think the student learns best. Additionally, there are many exceptions to these rules because children have strengths and weaknesses in a variety of areas.

Here are some really good points that illustrate why teachers should NOT teach strictly to specific learning styles:

• If a teacher uses auditory repetition and representation to teach geography to a child who is an auditory learner, the lack of visual representation of states, countries, or continents might lead to some problems. How will the student recognize them? Not being taught to visually recognize this material does not serve the student’s best interest.
• When teaching a visual learner the sounds of letters so they can learn to read, is it possible to only teach using the letters without the sounds? The student should be taught using multiple methods.

Instead of focusing on the ways in which we think children learn best, we should focus on two important things:

• Providing a balance of learning opportunities in the classroom so that children have opportunities to learn content in a variety of ways, and through different sensory experiences.
• Rather than focusing on the manner in which we think a student learns best, it is better to have a deeper understanding of the ways in which we know the student struggles or the student’s areas of weakness.

Here are some examples of ways teachers can address learning styles for all children in the classroom:

• For children who struggle either auditorially or visually with following directions, provide the directions in written, multi-step format on the board while reading them aloud to reiterate important parts of the directions.
• When using charts or graphs to illustrate lessons, demonstrate the illustration visually and out loud so that students understand the ways in which the diagram works and how the parts relate to one another. They may also benefit from working to put pieces of the chart or diagram together themselves using puzzle-like pieces.
• Some students struggle with activities that involve touching or doing because they have tactile weaknesses or physical disabilities that prevent them from participating in such activities. Still others have sensory issues with certain materials. And still more students may struggle with these activities because of the overwhelming need to touch and fidget with everything, making learning unconstructive in these situations. These children may benefit from more language-based learning experiences with verbal steps repeated.

Many teachers have learned to differentiate instruction using a combination of all three learning styles embedded within lessons. Here are some ways to accomplish this:

• Create learning centers that contain a variety of ways in which students can have access to the same material. Provide a book that children can read, but also place a taped recording of the book at the center so that students can read along while listening to the story being read aloud. Allow for movement activities during story time in which students can “act out” the story.
• For younger students, place word cards on items around the room so that they can learn the names and words for common classroom items, as well as their location in the room.
• Provide highlighting tape to highlight words in texts so that students can work on vocabulary in centers.
• Have students work in groups or pairs to practice reading silently and then aloud to one another. Group work is beneficial for learners of all types.

Conclusion

This week’s claim contains both fact and fiction. Although students often do demonstrate preferred ways in learning different content, this preference can vary across subjects. The most important thing to do is know a child’s strengths and weaknesses, and to provide a balanced approach to instruction that does not rely heavily on one style of teaching over another. A strongly encouraged and supported teaching method is to include the use of multiple-sense instruction. This type of teaching can allow students to retain the information through a variety of ways which can enhance their learning experience. Learning styles should be thought of in terms of the content we teach to students, not as the students themselves.

This post responds to some comments made about the “Student-Teacher Ratio” post. Therefore this post will not follow the blog’s typical fact-or-fiction format. Future posts will resume with the original format unless otherwise noted. Thank you for your comments, and I hope this exchange will continue throughout this blog.

Part II
It is clear that having desirable student-teacher ratios in classrooms is restricted due to current budget cuts and policy across the board. It is also clear that maintaining the ideal student-teacher ratio (described previously as 3:1 or 1:1) is not always attainable for teachers, especially for those teaching students with special needs in inclusive classrooms. Therefore it is imperative for educators to come up with increasingly strategic ways to reduce that ratio to the best of their ability. One particular way to reduce that ratio is through group work. Research supports the effectiveness of group work in the classroom, as it provides alternative ways for students to learn. Group work also reduces the amount of stress teachers put on themselves to manage a large number of students. By creating groups, teachers create an environment in which students can monitor each other, work together, and learn from each other. Research in the field of group dynamics highlight several characteristics to develop productive and well-structured groups.

• Clear expectations: Students should know what is expected of the groups. Teachers should provide guidelines for group expectations and processes.
• Shared leadership and responsibility: All students in the groups should be held responsible for their individual contributions. They should all strive to actively participate and contribute.
• Open communication: All students should feel comfortable sharing their opinions and work with others in the group. The group should serve as a sounding board for ideas and opinions.

One particular example of group work that is supported by research is the formation of literature circles. Literature circles are formed when small groups of students (preferably 5 or 6) discuss books or texts. For example, in English classes, a list of books can be developed from which students are to select one to read. Literature circles can then be formed including students who choose particular books. Some important characteristics of literature circles:

• Students have a choice in material: Although this factor is not always the case if literature circles are focusing on course texts or specific material, student choice in the material will increase their initial level of interest in the group and can lead to increased participation.
• Regular schedules and predictability: According to research, literature circles work most effectively when all students understand the format. Initial sessions should cover the more basic formalities of the expectations for the group so that later sessions allow students to have opportunities to expand their discussions.
• Notes should be used as guides for students: Students should be instructed to take notes during the readings. The format for these notes could be instructed by the teacher or left up to the students themselves. The purpose of these notes is for students to keep a log of their thoughts on the material and serve as a reminder of important issues they want to bring up during the literature circle.
• Students create discussion topics: It is vital in literature circles that the students come up with the topics for discussion regarding the material. This puts students in the role of facilitators during the literature circle. The teacher’s role in this scenario can be to oversee the discussion topics on a daily basis to make sure the students are on track with their discussions and still benefiting from the conversations — but not to take away student freedom.

An important part of the success of literature circles is the different roles students can have. Having a variety of clearly defined roles helps students understand their particular assignments each week/lesson. Roles allow students the opportunity to stake a claim in the group discussion by focusing on one particular aspect of the literature circle. Harvey Daniels describes several different roles that can be included in the literature circle. These roles should alternate between students for different weeks or lessons accordingly. This ensures that each student has the opportunity to take part in the different aspects of the literature circle, so that the work distribution remains relatively even throughout the class. For students with learning or behavioral problems, it is particularly important that they participate in all of the roles so as to seem just as competent in the different areas as all other students. The following are some common roles that can be assigned within the literature circles and brief descriptions of their responsibilities.

Connector

The connector’s job is to relate what is read to the students’ own lives and experiences, as well as to other materials read for class and to the world itself.

Questioner

The questioner’s job is to write down some questions regarding the assignment. This person’s task is to try to create questions that the group can discuss and perhaps questions that lead to future discussion.

Literary luminary

This person’s job is to find and highlight a couple of key sections of the reading for the group to discuss. The student in this role should identify these areas and note why they picked those specific points, as well as their reasoning for the discussion.

Illustrator

This person is responsible for creating some kind of graphic or image that applies to or summarizes the material covered. This person has the freedom to illustrate visually the significance of topics in the material read.

Summarizer

The summarizer’s responsibility is to briefly summarize the readings. This person is key in establishing the topics of interest for the assignments as well as providing a reference for future study.

Although these are some examples of the different kinds of roles that can be assigned to students in literature circles, it is important to note that they are not the only ones and do not have to be incorporated in all literature circles. As a teacher, you have the ability to adapt these roles according to the topic of the material read. For instance, science teachers creating literature circles for class texts might use different roles than perhaps an English teacher using this format to discuss a novel.

A common concern for teachers of students with learning or behavior problems when it comes to group work deals with making sure these students participate the appropriate amount. One way literature circles address this concern is through the alternating roles. Each week/lesson, each student takes on a different role, which ensures that each student does the same amount of work as everyone else.

Another concern teachers may have deals with particular weaknesses these students have in certain areas. For example: Perhaps a particular student struggles with summarizing text in writing, but has an aptitude for the arts. The teacher might want to start this student in the role of illustrator the first week, emphasizing her ability to draw or artistically represent the material. This enables the student to start off the group experience in a positive manner by showing the group her aptitude for art. Additionally, through group participation, this student will have something to refer to as a guide when she moves into the role of the summarizer.

Having examples to refer to when they move into different roles can allow these struggling students to have more confidence in their ability to contribute to the group. With this kind of group work teachers also have the opportunity to strategically map out when they need to pay more attention to particular struggling students. If one of their struggling students has a more detail-oriented role for the upcoming lesson, teachers can set aside time to help these students in a more intimate setting — perhaps working with a student one-on-one to fulfill the duties of the student’s role, or working with a particular group of struggling learners from different groups.

Additional information on Literature Circles can be found in:
Daniels, H. (2002). Literature Circles: Voice and Choice in Book Clubs & Reading Groups. Maine, Stenhouse Publishers.

The claim

Students with learning and behavioral problems learn better in classrooms with smaller student-teacher ratios.

The facts

Part of the Individuals with Disabilities Act says that it is necessary to ensure that all students receive a fair chance at learning. This necessity means that each student should be allowed to participate in a classroom setting that is most beneficial to their individual needs. According to the research, small group instruction is extremely advantageous when dealing with students with learning problems. Small group instruction consists of reducing student-teacher ratio to a more manageable number, which creates a number of benefits. The following are some of the benefits of reducing student-teacher ratio:

• Makes efficient use of time when delivering instructions: One misconception about special education is that instruction must always be slower in order for students to understand. This is not always the case, especially when dealing with students with behavioral problems. Often students can become bored during instruction and their attention can shift from the topic at hand. Reducing student-teacher ratio allows for more effective time use when instructing students, which helps keep their attention focused.
• Allows for more personal interaction between students and teachers: Research has documented the success of one-on-one instruction concerning students with disabilities. Unfortunately, achieving a one-on-one situation is typically out of reach for a general education teacher. The research also claims, however, that small group instruction can be just as effective as one-on-one instruction. Students in small groups still experience a more personal relationship with the teacher through more direct instruction.
• Allows students to learn from each other: One of the negatives of one-on-one instruction between a student and a teacher is that it eliminates the experiences gained by all students when they interact with each other in groups. Students with disabilities in particular benefit from sharing experiences with their typically developing peers. Students with disabilities experience observational learning from others that they would not experience in a one-on-one setting. Therefore, in addition to the more intimate instruction they are receiving from their teachers, these students would be exposed to the opportunity to learn from and get to know their classmates.
• Encourages independence as a learner: According to researchers, students with disabilities show an increased success rate in a reduced student-teacher ratio setting. These successes in the classroom often result in the students’ having increased independence. After experiencing academic success, these students can become more confident in their abilities and appear more competent in the eyes of their typically developing peers in the classroom. This view can lead to an increase in social acceptance for those struggling learners, which is key for these students to continue to achieve in the school setting.
• Allows for increased teacher and peer feedback: Reducing student-teacher ratio allows for more interaction between the entire group and the teacher. The teacher can provide more detailed feedback concerning particular areas of concern for students with disabilities. This increase in feedback allows these students to feel more comfortable in the classroom and increases student ownership in their work. In addition to teacher feedback, there is also more peer feedback as students in small classes tend to work together more often. Research has shown that students with disabilities become more invested in the classroom when they receive more feedback about their work.
• Allows for more control over behavioral problems: Reducing student-teacher ratio in a classroom that contains students with behavioral problems is quite obviously beneficial. It limits the number of students who could be negatively affected by a student acting out, and it also allows the teacher the opportunity to control those outburst situations more effectively. Smaller class groups provide less distractions for students with behavioral problems and the increased student-teacher interaction allows the students to stay on task more consistently.

It should be noted that reducing student-teacher ratio does not mean that students will automatically improve academically. Reducing the ratio only means there are fewer students being taught by a teacher. The decreased number of students in the classroom should not be a cue for the quality of instruction to decrease. Teachers must continue to put forth the same amount of energy and effort into preparing high-quality lessons to reach students with disabilities.

Conclusion

This week’s claim is fact. Research supports the claim that students with learning and behavioral problems learn better when placed in classrooms with smaller student-teacher ratios. Although the research claims that one of the ideal situations for teaching students with disabilities is in a one-on-one setting, it is acknowledged that this is not practical in most situations. Conversely, research says that small group instruction can be just as effective as one-on-one instruction and has benefits that are not applicable in a one-on-one setting.