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Team Facilitator Research Review Meeting 

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Team Facilitator Research Review Meeting 

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Evidence
https://docs.google.com/presentation/d/1Dge3jZhr-QML63vSuHHWeFWykuU23zLcTnnco5IshGs/edit#slide=id.p4

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Citation:  Armstrong, T. (n.d.). Multiple Intelligence [Graphic] Institute4learning.com

Retrieved from:

https://www.institute4learning.com/resources/articles/multiple-intelligences/

Summary:

This image shows Howard Gardner’s theory of multiple intelligence. Dr. Gardner proposed eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are: Linguistic intelligence (“word smart”)
Logical-mathematical intelligence (“number/reasoning smart”)
Spatial intelligence (“picture smart”)
Bodily-Kinesthetic intelligence (“body smart”)

Musical intelligence (“music smart”)

Interpersonal intelligence (“people smart”)

Intrapersonal intelligence (“self smart”)

Naturalist intelligence (“nature smart”)

Analysis:
I believe this image is relevant to the research driving question because multiple intelligence preference influences a student’s learning profile. Multiple Intelligence is a category in the development of creating a student learning profile.

Learning profiles can be used to differentiate topics, method of learning, and manner of demonstrating learning in a classroom. A student’s learning profile is the complete picture of his/her learning preferences, strengths, and challenges and is shaped by the categories of learning style, intelligence preference, culture, and gender.
The theory of multiple intelligences provides eight different potential pathways to learning. If a teacher is having difficulty reaching a student in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning. Whatever you are teaching or learning, see how you might connect it with

words (linguistic intelligence)

numbers or logic (logical-mathematical intelligence)

pictures (spatial intelligence)

music (musical intelligence)

self-reflection (intrapersonal intelligence)

physical experience (bodily-kinesthetic intelligence)

social experience (interpersonal intelligence), and/or

experience in the natural world (naturalist intelligence)

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Citation: Britschge, A. (2020, June 7). Personal Interview
Part I Video
:https://www.youtube.com/watch?v=q2529_0kMEE
Part II Video: https://www.youtube.com/watch?v=G9bT9hla6QY

Summary: I conducted a video interview with my former 5th grade teacher, Annie Britschge. Annie has been teaching for 32 years, most of which have been at St. Paul’s School in Princeton, New Jersey. The general topics I covered with Annie were learning profiles, the different factors that can be included in learning profiles, differentiation, the pandemic, and other topics related to being a fifth grade elementary school teacher. The video is in two parts, as YouTube would not accept a video that was more than 15 minutes long.

Analysis:

Annie’s classroom and methodology are not situated within a differentiation instructional model. However, she was able to answer the majority of the questions with good examples of how she works to meet her students’ learning needs as best she can. For example, when it comes to differentiating according to learning styles or preferences, she explained how she will often give students the option to work in pairs, on the floor, etc. When asked if she presented content according to auditory, kinesthetic, or visual learner needs, she said it was more often that she could have differentiated lessons in religion classes, while in math the assignments were what she would differentiate according to the abilities of her students. It basically depended upon the nature of the subject matter.

An interesting comment that Annie made about learning profiles was that she gets to know the students in a more organic way, and that tests do not really give the true profile. Instead (and I remember doing this in her class), she has journal questions that she has her students answer everyday, and this is a major source of personal information that she is able to get directly from her students.

I asked Annie if she thought that self-esteem was important in the learning process, and she said that it was. She explained that if a child believes they can do something, it is far more likely that they will be able to do it. Interestingly, what followed directly after this statement was the fact that Annie gives her students opportunities to fail. When students are able to fail in a safe environment, they learn that it is not the end of the world and that ultimately they can handle it and learn from it too.

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Learner Profiles and Differentiation in the Elementary Classroom Part I

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This video shows a short review in an elementary classroom on math skills for addition and subtraction. The teacher has taught her students three different methods such that they are able to pick which one they prefer in order to do their best. There was not one method which was the right or best method, and all were presented equally to the students, and experimented with in order to see preferences. Of the other videos I watched while searching for a resource, I felt this one was the best representation of differentiation, as it was so simply a part of the classroom without doing anything extra as is often assumed with differentiated teaching, I feel that it is always the best option to give students options, especially in areas where they struggle. I was always naturally really good at math, however some methods were confusing to me, while others were perfectly fine. This is what the teacher is trying to avoid, so that all of her students are able to master the skills, regardless of the method used. By presenting different options in order to acquire the same goal, the students are able to play to their strengths rather than struggle in a way which is not best for them. There are always multiple different ways to achieve the same goals, which may be easier for math, however by thinking outside of the box it can be useful for other subjects as well. Having small choices such as different ways to present information such as an essay, poster, speech, acting performance etc are all examples of different options that can be used to present information. I also thought it was useful to have the students explain the methods which they have learned in their own words to their peers, which can sometimes be useful to hear things explained in other ways.

Engage NY, Teacher uses a variety of strategies to differentiate instruction - Example 1 [video], Youtube https://youtu.be/IBqwf2rqeTo

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Citation: Demirsky, S. & Tomlinson, C. “A Concept Map for Differentiating Instruction.” Leadership for Differentiating Schools & Classrooms. Alexandria, VA: Association for Supervision & Curriculum Development (ASCD).

Summary: The image chosen for Resource #3 is a “Concept Map for Differentiating Instruction,” taken from Chapter One of the book, Leadership for Differentiating Schools & Classrooms. The authors of the book, Carol Ann Tomlinson and Susan Demirsky, are considered authorities on the theory and implementation of differentiation in the classroom, and are contributors to the resources found on the ASCD (Association for Supervision & Curriculum Development) website.

The concept map provides a clear framework for how differentiating instruction in the classroom works. The top third of the chart defines differentiation as “a teacher’s response to learner’s needs.” It then provides the guiding principles of differentiation, which include respectful tasks, flexible grouping, and ongoing assessment and adjustment. The middle third part of the diagram displays what specifically can be differentiated, which includes content, process, and product. These three can then be differentiated according to student readiness, interests, and learning profile. The final third section of the diagram provides a comprehensive list of instructional and management strategies that cater to student readiness, interests, and learning profile.

Analysis:

This concept map gives a clearly structured response to our driving question. It defines what differentiation is and develops the theory and method behind it. It illustrates how the learning profile fits in with the differentiation process, and also provides instructional and managerial strategies that are geared specifically toward differentiating according to learning profiles.

Although the concept map does not break down the specific components of the learning profile, it does provide specific instructional strategies that are geared towards learning profiles. Considering the implicit goal in each instructional strategy can aid one in inferring which components of the learning profile are being addressed.

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Susan Demirsky Allan is Assistant Superintendent for Curriculum and Instruction for the Grosse Pointe (Mich.) Public School System. She works with teachers and administrators developing and implementing curriculum, improving classroom instructional practice, and inducting new teachers into the teaching profession. Allan is an author of Local Realities, Local Adaptations: Problems, Process, and Person in a School's Governance, as well as many articles on grouping practices and gifted education. She has presented at many conferences, served on the boards of national and state organizations, and consulted around the country and internationally.

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Leadership for Differentiating Schools & Classrooms - ASCD

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Try going a week without hearing a call for a massive overhaul of our educational system. Parents, students, educators, bureaucrats, pundits . . . everyone says something must be done. But what? And who should do it? In this environment, school leaders must build bridges for change.

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This video shows many pictures of a project third grade classroom. Throughout the project, the teacher allowed many different activities which allowed students to use their different learning styles. This allowed all students to be able to learn the lesson through their project while having many different reinforcement options. I like the utilization of project based learning in the classroom, as it is a simple and thorough way to ensure all students learn properly. Allowing different opportunities relating to the same task allows reinforcement in skills even if it may not be the best method for them personally. I feel that this is important to allow students different ways to learn, as no student is one-hundred percent one type of learner without being included in the other aspects. This is important to include in our research, as it can be assumed that from some research that students are in just one box. By acknowledging that they have different ways to learn will help them throughout the rest of their learning careers.

Shirley Reynon, (2014) VIDEO [learning styles activities] https://www.youtube.com/watch?v=DyeGaIjafgs

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Citation:
Edmentum. (2017). Create Personalized Learning Plans for Every Student [Infographic]. Retrieved from https://www.edmentum.com/sites/edmentum.com/files/resource/media/AC026-02%20ISTE%20Sunrise%20Handout%20-%20Interactive.pdf

Summary: The infographic shows the four main modalities educators consider. In education, learning modalities (also known as learning styles) are defined as the ways in which students use their senses throughout the learning process to acquire new skills. The learning modalities or learning styles are kinesthetic (moving), visual (seeing), auditory (hearing), and tactile (touching).

Analysis:

My interpretation of this image is that its appealing to the eye and grabs my attention. The infographic is well organized, concise, and easy to understand. This infographic dissects the complex topic of multiple modalities and presents the topic and information in an enjoyable way holding my attention longer. The infographic provides tips and ideas to help students learn in a way that’s best for them and their preferred learning style.

I believe this infographic is pertinent to my driving question (How can developing learning profiles for students facilitate differentiation?) because a student’s learning profile is greatly shaped by their learning style. Four learning styles are presented and explained in this infographic.

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Women of Catan Meeting #2
Google Doc Carousel Activity
The purpose of this activity is to assess how our collective research is helping us to answer
our driving question. Below, the driving question has been broken down into three separate
“sub-questions,” which we will all answer in a “carousel” format. This means that each of us
will start on a different question, work on it for 6 minutes, then switch to the next question
until everyone has answered every question. After we finish answering, we will then go over
the answers together and highlight the key points that best answer the questions.

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This article focuses on how learning has adjusted through remote learning. Some students appear to have great increases in their performance, while others appear to be struggling. The kids with improvements were categorized as the "shy kids, hyperactive kids, highly creative kids". The reasons for these categories of students to be showing improvement may be due to a large variety of reasons. First off, students have much less distractions at home alone in their bedrooms hwen compared to being in a classroom of twenty other students. Even in complete silence there is always something going on that can serve as a distraction. Another reason can be due to increased amounts of sleep and nutrition. During normal school hours, students often skip breakfast and do not sleep a full eight hours at night. Students also have more food options present in their home kitchen rather than just what was packed for lunch or available in the school cafeteria. Another component is that students are able to take their time and go at their own pace with assignments. Students have no pressure from their peers around them to finish in a certain amount of time, so they are able to go back and think when needed, as well as fully think out their answers instead of rushing to finish. There is also a sense of "lowering the stakes", such that students have much less pressure put on them during remote learning. Under a lot of pressure to perform well on tests, as well as social pressures, is a lot for a child to deal with. When these stressors are removed, students are showing greater interests and attention to their education. All of these factors are the main sources which were determined to be the causes of such great improvements. This can be used beyond remote learning, which was forced due to the covid-19 crisis. Since certain types of students show such great performance when these factors are removed, these should be incooperated into a typical classroom setting. Allowing students to bring small snacks, work in isolated spaces away from others, have plenty of time to work at their leisure, as well as limiting distractions as much as possible can change performance of students greatly. These are all small changes that can be conducted which will encourage academic growth in these students who work better under atypical classroom circumstances. It is important that every student is able to learn how they need to, so allowing space, lessening pressure, and encouraging a friendly and encouragining environment are crucial for academic success.

Elrick, Lauren.

Why Are Some Kids Thriving During Remote Learning?, edutopia.com

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Inquiry Project Guiding Question: How can developing learning profiles for students facilitate differentiation?

Research Resource #2 Review

Citation: Himmele, W., Kusuma-Powell, O., & Powell. 2011. How to teach now: Five keys to personalized learning in the global classroom (pp. 21-54). Association for Supervision & Curriculum Development (ASCD).

Summary: This book is listed as a resource on the Association for Supervision and Curriculum Development (ASCD) website. It was co-written by two educators with extensive experience working in international classrooms, and who have co-authored other books that focus on differentiation and inclusivity in the classroom. The purpose of Chapter One, “Knowing Our Students as Learners,” is to give an in-depth overview of why it is important for teachers to personally know their students, what that knowledge entails, and how to systematically develop a learning-profile for each student. In the first section, anecdotes about students who were offered no accommodations for their experiences of trauma are used to illustrate how teaching will become ineffective if the students’ needs are not taken into account. The overarching benefits of knowing and responding to student differences is then explored. The chapter then addresses learning profiles, which include biological traits, cultural and societal factors, emotional and social influences, academic performance, and learning preferences. Finally, the last section of the chapter is devoted to explaining how to collect data for learning profiles. Strategies include guided questions for teachers, reviewing student records, giving student surveys, and classroom activities that both share information and build community in the class.

Analysis:

Because of its global focus, this source has a strong socio-emotional and socio-cultural emphasis, both of which undergird each section of the chapter. Consequently, many perspectives on differentiation according to those facets of the learning profile are provided. An example of differentiating instruction according to the social and emotional dimension of a student is demonstrated through a group activity. The students are intentionally organized according to ability and social status within the classroom. The activity will require a wide range of skills that will encourage the participation of all members. In this context a student with a low social status in the class will be able to demonstrate competency that will be witnessed by his or her peers. As a result, the student’s self-esteem will be boosted, and a positive interaction with his or her fellow students will also have occurred. An example of a culturally-sensitive differentiation is recognizing that Asian-American students may be more likely to not verbally contribute to classroom discussions because it is not a part of their culture to verbalize their understanding of material. This should then prompt different ways of evaluating their understanding.

This source addresses the controversy related to learning styles (i.e. kinesthetic, auditory, and visual learning) and the question of the effectiveness of adapting instruction to them.The argument is made that children do not fall strictly within the category of any one learning style. Instead, combinations of learning styles are more likely to be present, and different learning situations may elicit one learning style more strongly than another situation will. Understood in this light, differentiating according to learning styles can be an effective tool in the classroom.

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Citation: Mildenhall, P., & Sherriff, B. (2018). Using multiple metaphors and multimodalities as a semiotic resource when teaching year 2 students computational strategies. Mathematics Education Research Journal, 30(4), 383–406.

Summary: A research study used video technology to explore the teaching and learning interactions when a teacher used semiotic resources, in particular metaphors and their modalities, to teach computational strategies to students aged 7–8. For two terms, the researchers worked collaboratively with the teacher, focusing on her interactions with a focus group of six children. The purpose of this research was to explore how a teacher and her students used multimodalities and metaphors in lessons on computational strategies. The research findings can inform teachers and mathematics educators on how the interaction between different components within a classroom task develops children’s mathematical understanding.

Analysis:

Recent research indicates that using multimodal learning experiences can be effective in teaching mathematics. Multiple metaphor and multimodal tasks have the potential to support abstract reasoning and enhance children’s understanding of mathematical concepts.

The primary source of information collected was video footage. Additional information collected included student work samples, teacher planning documents, and reflective notes.

The point of view of the research reports on the professional learning collaboration with a primary school teacher designed to explore the use of metaphors and modalities in mathematics instruction.

The findings of this study revealed that the teacher was able to successfully plan both multimodal and multiple metaphor learning experiences that acted as semiotic resources to support the children’s understanding of abstract mathematics.

In the research, a combination of verbal, drawing, concrete, and gestural modalities enabled year two children to solve abstract mathematical problems.

In this research, the focus was on one classroom’s specific culture and how the teacher and children in that classroom conversed and interacted. An implicit bias that needs to be considered is that the study was framed by a micro ethnographic approach since it explored a cultural experience.

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Citation: McCarthy, J. (2014, August 13). How Learning Profiles Can Strengthen Your Teaching [Web log]. Retrieved from https://www.edutopia.org/blog/learning-profiles-john-mccarthy

Summary: Teachers witness students learning in different ways. Certain learning approaches work better for students than others. Students have a better chance of learning when a combination of learning modalities are used rather than limiting to using just one. Students respond to learning based on readiness, interests, and learning profile. Matching learning profiles with student interest allows learners to process understanding concepts through modalities based on their own experiences.

Analysis:

Offer an Entry to Learning- Lesson planning should reflect a variety of ways to offer entry to learning by students. If you know that a student builds understanding best when she can watch a demonstration and then dialog about the content and its implications, you should provide that experience. While each student has different approaches to learning, learning preferences do overlap in groups of students. Teachers can start using learning profiles when they know the various ways that each student makes sense of content. The more teachers understand their students; the more efficient teachers can ensure their students learning successes. When teachers have in-depth understanding for how their students learn, there is a major impact on diagnosing student needs and planning effective supports. Multiple intelligences and thinking styles inventories can be effective tools for gathering data about students. As soon as this learner data is collected, you can start differentiating lessons in ways that intentionally and strategically improve student learning.

Cross Train Learning- Students learn through a variety of approaches. “Placing learners into a single learning style container ignores the reality of the whole person”. Teachers need to cross-train students by using two or more approaches to thinking styles profiles when planning differentiation. The more we know about our students, the more we can be effectively strategic in meeting everyone’s needs. Learning profile cards, student profile surveys, and student learning perceptual quick surveys can provide detailed insight about students that spans across multiple thinker processing categories.

Plan Three Dimensional Lessons- Three dimensional lessons incorporate a variety of different experiences in a lesson. Content, Process, and Product. These three areas can be differentiated, meeting student’s diverse needs. This will help students find ways to connect.

Embed Choices- When using learning profiles, all learners fall somewhere on the learning styles range. Design versions of an activity or product that incorporates different aspects of a learning profile. “The mindful use of learning profiles keeps the light on and the door open for them to learn".

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This article explains the different learning styles, and how a teacher can recognize and work with each individual successfully. Visual learners are drawn to seeing visual representations of topics, such as pictures and diagrams. Utilizing a whiteboard and handouts work great for these students. Auditory learners prefer listening to a lecture and reading aloud to themselves. Asking questions and group discussions work well with these students. Kinesthetic learners work well acting out scenarios and may often struggle to sit still. These students should be allowed to be moving in education ways, such as pacing to memorize. Reading / writing learners prefer to learn through words by reading articles and writing journals. These students require adequate amounts of time in order to process the information and conduct research. It is also important to understand that these styles often overlap, and a student is not solely in one corner of their learning styles. The best advice is to include many different activities that would allow each learning style to be successful.

Elrick, L. (2018, August 9). 4 Types of Learning Styles: How to Accommodate a Diverse Group of Students. Retrieved from https://www.rasmussen.edu/degrees/education/blog/types-of-learning-styles/

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Summary: This book was written by a professor of Educational Leadership, Foundations and
Policy at Curry School of Education, University of Virginia. The book is geared towards
teachers who wish to adapt a differentiated classroom model. The purpose of chapter ten is to
provide an overview on how to plan lessons which are differentiated according to student
learning-profiles. The goals of differentiating instruction according to learning-profiles is to
encourage students to discover which learning modes work best for them, as well as to offer
multiple modes of learning to assist the needs of each student. The concept of the
learning-profile is broken down into four categories, which include learning-style,
intelligence preference, gender, and culture. Specific strategies that take these factors into
account in classroom instruction are then expounded upon. These strategies include complex
instruction, entry points, 4-MAT, and varied approaches to organizing ideas. Finally,
differentiating content, process, and product according to learning-profiles is demonstrated
via classroom examples.

Analysis: This source provided a model in which to understand the complexities of student
learning differences, as well as teaching strategies to accommodate those differences.
Included within the larger framework of learning profiles was learning styles, which refers to
visual, auditory, and kinesthetic preferences. Throughout my research I encountered several
legitimate sources which claimed that research does not support learning-style-driven
instruction as predictive of student achievement. Because of this, I chose a source which had
a more all-encompassing view of the factors that impact student learning, i.e., all those that
are considered in a learning profile. This obviously expands the group interpretation of a
“multiple modalities approach,” but I felt that it still keeps within the theme of instruction
that is student-centered and specifically adaptable according to student learning differences. It
might also give more options on how to further proceed in our research.

Citation: Tomlinson, C. 2004. How to Differentiate Instruction in Mixed-Ability
Classrooms, 2nd Edition (pp. 60-71). Association for Supervision & Curriculum
Development (ASCD). http://www.teachersity.org/resources/instruction.pdf. 1995.