1. Emily Steiner

2. Literature “Instruction is best provided in a format that matches the preferences of the learner” (Rogowsky, Calhoun, & Tallal 2015). There are many different literature reviews that uphold teaching a student with their preferred learning style in mind.

3. The Benefit This form of intervention focuses on the students learning style and solidifies the students materials in a manner that will help them become engaged and ready in the class. Students receive one on one interaction. Students receive the opportunity to strengthen skills that are important to the everyday classroom.

4. The Plan The Intervention Specialist will discuss with the teacher the students observed preferred learning style and what skills should be addressed first. The material during intervention will mirror the class work. The student and IS will meet three times a week for 60 minutes, focusing on work from the classroom but in a manner directed to the learning style of the student. The IS will use observation, and other work completed together as assessment tools. The IS will also communicate frequently with the teacher to ensure progress remains and the student is engaged and successful in the classroom. If any changes need to be made after the four week mark the intervention specialist and teacher will work together to do so.

5. My Teaching Philosophy It is my intention to provide students with a safe, stable, clean, and inviting environment to learn in the best manner they can. I intend to provide every student with the opportunity and possibility to learn to their best ability in a fair and engaging class. Every student will receive individual attention and be treated as an individual.

6. Social Philosophy Respecting a student and their different cultures and diversity is an imperative step towards success. This intervention actually embraces the student’s differences and uses them to their advantage.

7. Ethics: Harm, Bias, Protection There is much more literature explaining that students who are under differential teaching are more successful, and that embracing the differences of a student can help them remain positive an engaged in the classroom. To keep the participant protected, there will be a constant monitoring of success levels to ensure growth remains constant and positive feedback comes from the intervention specialist and the teacher. Maintaining an unbiased result will come from the system of checks and balances with the teacher also having input on observational changes in the student in the class. There will also be multiple forms of assessment available to ensure that the changes are not visible perception only, but also in the form of written work.

8. Research Questions After making the necessary changes to the intervention, was there improvement in the student’s ability to learn? This question requires some type of measurement before the new intervention, and testing during/after in order to measure the differences. Is there a significant difference in the time taken between the original form of intervention and the new form of intervention? Many will question if there is enough time in order to perform this type of intervention. This question allows the intervention team to compare the amount of time between the initial intervention, and the individualized intervention. Does the student seem more interested and engaged with individualized instruction? This question enables the intervention specialist to observe and determine if the student seems more thoroughly engaged with the content.

9. References Rogowsky, B. A., Calhoun, B. M., & Tallal, P. (2015). Matching learning style to instructional method: Effects on comprehension.Journal Of Educational Psychology, 107(1), 64-78. doi:10.1037/a0037478