Student Learning Style Analysis

After answering questions from Learning Style Inventory I found out that I am a visual learner. Which means I like to organize work to avoid distractions. Makes sense to me I hate to work where all paperwork is all over the place, I actually have to organize it so I won’t be distracted. I like as well to use flash card, visual strategies to improve memory. I also like to do list, to make sure I did everything I was supposed to do today. I also learned that as teacher we have to learn what type of learner our students are so we can use appropriate strategies that will help them in their learning

I try to make the activity as fun as possible in a way that evolves the teachers plan but also suits my teaching style and methods. I usually try to turn all activates whether it be numeracy, literacy or science into a group activity so each child

Another activity that I took part in was bubble painting. This was where I put paint in a tray and added water. Once this was mixed properly I got the children to use a straw and blow through it to make bubbles. Once the bubbles were there a piece of paper was placed over them to create a bubble effect picture. There were two different trays of which one was purple and the other one was orange. This is so that they were able to make their own choice on what colour they wanted to use.

The Special Education team for learning disabilities will test the student. These students have shown signs of continuous problems with interventions in place. Psychologist, psychiatrist, and any other testing will be conducted with parental consent have evaluated the student. Parents will be mandated to attend all assessment evaluations and the team shall review the findings for referral back to tier two or upgrade student to tier four for special educational services based on educational or problematic behaviors.

In the model that Kentucky uses, all students fall into Tier 1 interventions as part of their general education curriculum. Students who are not making progress or exceeding standards fall into the Tier 2 targeted range and are in need of individualized interventions. Students who are not making progress or exceeding Tier 2 standards are in need of intensive Tier 3 interventions. If Tier 3 interventions are not working students are then evaluated for special education services.

Tier II: Everyone at the meeting signs and agrees with Tier II intervention. Teacher does progress monitoring. Teacher will use a program to help the student more effectively, it will be more formal.

Students have their own best way in effectively learning the lesson. With the diversity of students, the problem is each student has a preferred learning style. It becomes undeniably one of the reasons that make it difficult to achieve the best expected outcome out of teachers’ effort. However, teachers try to incorporate various teaching techniques to make every learning opportunity become productive, meaningful, and relevant for the learners.

-Tier 1- Students learn at roughly grade level or above, and are least likely to fail behind

These tiers develop school-wide, targeted and individualized interventions and supports to improve the school behavior culture. All students receive Tier 1 interventions, including students with emotional and behaviourial difficulties. Tier 2 interventions are targeted at students who are not responding to Tier 1 of support. These students usually have both academic and behavior difficulties and require additional support in other areas, for example social skills and self-management skills. Tier 3 interventions support students who have not responded to Tier 1 or Tier 2 interventions. Often students requested for this intervention will have a mental health disorder, serious emotional problems or significant behavioral

Tier two and tier three students need extra time, smaller groups, narrowed instructional focus, more frequent assessments in order to provide more data, and expertise especially to benefit students.

There are various instructional methods I will use within my classroom. I have been trained by Cleveland Clinic Children’s Autism Development Solutions incorporates ABA as well as using task analysis techniques to help make the student successful in what you are trying to teach them. The process starts off small but then as they master the smaller steps, they increase to larger steps and can become longer within the activity to show increased task duration. This helps the student become ready to perform certain jobs they may like. I would also have a behavior plan in place for each student so when they have their behaviors then there is a step by step plan to help myself and whoever comes in contact with the student to know

In the article “The Myth of Learning Styles,” authors Cedar Riener and Daniel Willingham (2010) question whether learning styles actually effectively play a role in a student’s learning. They begin by defining what a learning style is, which is explain as how a student best learns from the information they receive, and currently learning styles are most commonly described through sensory, such as visual, auditory, or kinesthetic learning styles (Riener & Willingham, 2010). Riener and Willingham (2010) argue that there are no learning styles, but rather that learning depends on a student’s prior knowledge, background, and interests. They address this by providing three myths of learning styles, one myth that is correct and two that are not.

Learning styles is one of the ways schools have changed over the past couple of years in regards to diversity. The varieties of learning styles of students have become more

The third tier is always documented. The third tier referral is a much bigger deal. A teacher should immediately get involved with the situation. Examples of third tier behavior are, getting in fights, bullying, and threats. Some consequences for third tier behavior are,suspension, mandatory oat, and expulsion.

There are four different learning style. Thinking, Feeling, Doing and Innovating. In the self-assessment I am a Feeling Leaners. They are understanding to people's feelings. Their own and others'. So before taking action, they ask themselves the "Who" and "Why" along with "What?" "How" and "Where". They are not satisfied with the way their instructor's teaches and ask they're friend. Finally, they before performing they like to rehearse.