Presentation on theme: "Delivering assessment-based instruction that is differentiated to intentionally support the strengths, needs and interests of each student to improve student."— Presentation transcript:
Delivering assessment-based instruction that is differentiated to intentionally support the strengths, needs and interests of each student to improve student achievement and success in all subjects and programs YRDSB Plan for Continuous Improvement
Learning style Interests Self-confidence Gender Family structure Socio-economic status Social development Attitudes and values Intellectual ability Developmental stage Sexual orientation Emotions Family Support Life Experiences Natural talents Cultural background Personality Goals Fears
“Students taught in their preferred learning styles demonstrated higher levels of achievement, showed more interest in the subject matter, approved of instructional methods, and wanted other subjects to be taught similarly.” Bell, L. (1986). Learning styles in the middle school classroom: Why and how. Middle School Journal, 18(1), 18 – 19.
Linguistic, Logical- Mathematical, Musical, Bodily- Kinesthetic, Visual-Spatial, Interpersonal, Intrapersonal, Naturalist 1. Complete survey 2. Place yellow stickie on class profile 3. How would you use this class profile? 4. How would this information impact your instructional planning?
Visual, Auditory, Kinesthetic 1. Complete Inventory 2. Pink stickie on class profile 3. Discuss what sort of activities you do to specifically engage your visual, auditory and kinesthetic learners?
1. Choice Experimentation, Doing things your own way 2. Practicality Facts and details, Straightforward 3. Research Theories and working with ideas 4. Feelings Imagination and a variety of perspectives
1. Complete questionnaire 2. Green stickie note on class profile 3. What’s new in your thinking about learning type? 4. Are there any surprises when you reflect on yourself as a learner?
Personal Interests Hobbies Extracurricular Activities
When might similar learning characteristics be beneficial in grouping students? When might groupings where there are minimal similarities in learning styles be beneficial?
What implications does this information have on instruction and assessment?
Student Interests/Strengths www.careercruising.cawww.careercruising.ca (Matchmaker & My Skills) Learning Preference Inventories www.businessballs.com York Region District School Board Portal bww.yrdsb.edu.on.ca