Learning+Styles

//**__Learning Styles__: Teacher displays extensive knowledge of students' varied approaches to learning in instructional planning.**//
One role of the D-PAtH Coordinator is, in conjunction with Guidance, to create student schedules. The D-PAtH coordinator before me put ten out of twelve D-PAtH students in Yearbook. This proved to be tricky. Many students did not want to be in Yearbook or did not have the intrinsic motivation to have the Yearbook succeed. Liz Yindra, the co-advisor and I, were charged with making Yearbook class beneficial and important to all students. Each day we updated our googledoc (planning document) and created groups for students to work on jobs that needed to get done. We considered students' varied approaches to learning while we did our instructional planning. For example:
 * Evidence 1 Yearbook groupings:**

The outgoing students were charged with making phone calls to possible advertisers. Students who were painfully shy were charged with writing thank you letters for those who bought advertisements. Students who were unmotivated created the bulletin board by the school store. They worked closely with a student who had leadership ability to help get the work done. Liz and I had to do this on a daily basis to make sure the Yearbook was running as smooth as possible. I have also provided a screen shot of a googledoc planning page.



The last whole class novel my Senior English class read was //Into the Wild.// During this unit students were given the choice to either work on edmodo (an academic social networking site) to illustrate his or her understanding of the novel through writing prompts both formal or informal, or write a thesis-based essay. I took into consideration the students' varied approaches to learning when I planned this unit. I have many students who enjoy using technology and love social networking. I have other students who are introverted or need a more concrete assessment such as an essay. Out of the thirteen students eight chose the essay and five chose to use edmodo.
 * Evidence 2 Senior English:**



As mentioned previously, Credit recovery is made up of mostly juniors and seniors. There is a mix match of learning styles combined with a mix match of what each student is working on. This becomes a puzzle that I need to figure out how to put back together again so that students can be successful. I had a student who did not pass Hum 3 Sem 1 last year. I started him on the 1920's //Great Gatsby// unit. When left to his own devises he was unable to read the chapter and make sense of it. I had had this student as a 9th grader and remembered that he needed varied approaches in order to learn. First I provided the student with a book on CD. We had to follow along while listening and use sticky notes as active reading. Ultimatley he was successful.
 * Evidence 3 Credit Recovery:**

One of the biggest roadblocks I have been charged with is figuring out how to get a student, who failing both Humanities III and Senior English, to be successful. Lesley Herschlag and I brainstormed some ideas. I have provided you with a letter from Lesley