1. Transforming teaching with interest and learning style
Gianna Edmunds

2. Wondering
How can I differentiate my lessons based on student interest and learning style to increase engagement and enjoyment in school?

3. Rationale
I noticed that the majority of the students in the class had a similar learning style as my teacher, however, these three students I have noticed have differing learning styles.
Incorporating every students’ interest in lessons is a difficult task, but is extremely effect.
I have done previous lessons that engage students within their own interest and these three students participate much more.
To assist these students in a more unique and individualized approach in order to see academic gains.

4. Summary of Outside Research
Article Name
Citation
Topic
Take Away
Interest Journals Motivate Student Writing
Bromley, K., & Powell, P. (1999). Interest journals motivate student writers. The Reading Teacher, 53(2), Retrieved February 8, 2016.
The purpose of the journals is to increase motivation because of the ability to choose their topic based on their interest.
Brainstorm topics
Various options to choose from
Choice
Communication with peers
Facilitating Engagement by Differentiated Independent Reading
Kelley, M. J., & Clausen-Grace, N. (2009). Facilitating engagement by differentiating independent reading. The Reading Teacher, 63(4), Retrieved February 8, 2016.
The purpose of this article is to inform teachers on what each type of reader looks like and how a teacher can help them become more engaged readers.
Varying topics during read-alouds
Interest inventories
Strategies for different types of readers
Learning Style and Reading Instruction
White, S. (1983). Learning style and reading instruction. The Reading Teacher, 36(8), Retrieved February 8, 2016.
This article discussed the elements that can affect student learning in the classroom environment. It also distinguishes what the difference between learning style and cognitive style is.
Environmental factors influence learning (sound, light, design, and temperature)
Peer teaching
Observe when learning is best

5. Data Collection Method
Action Plan Outline
Date
Action to Implement
Data Collection Method
2/4/2016
Math game centers (tactile, movement, and music)
Observations
2/11/2016
Tactile (quick experiment) and Visual (PowerPoint and video) strategies in science lesson that increase understanding
Interview resource teacher
Interview
Formative assessment
2/18/2016
Role playing history lesson (real world situation [Parsons, Nuland, & Parsons, 2014]) with class discussion (collaboration for interest) (Parsons, Nuland, & Parsons, 2014)
Exit ticket
Higher-order question discussions
2/25/2016
Introduce and start interest journals (Bromely & Powell, 1999) (based on choice)
Interest journal entry
3/3/2016
Interest journal follow up respond to peer lesson with art integrated.
Peer observer
Response in journal entry and sticky note responses.
3/10/2016
Interest journal writing (Bromely & Powell, 1999)
Interest journal entries
3/24/2016
Interest journals (Bromely & Powell, 1999)
3/31/2016
Technology integrated lesson with student discussions based on real world applicable lesson about the community.
Reaction formative assessment
Higher order question observations

6. Data Collection Methods
Observations
Interview
Formative Assessments
Interest Journal Entry
Discussions
Peer Observation

7. Data Analysis Methods Color Coded Notes
Labeled notes with either learning style or interest
Chart with columns labeled as learning style and interest and rows labeled with each student name

8. Claims
Using the interest journals from the Bromley and Powell article created a classroom full of motivated and engaged students during writing each week.
Having art integrated into lessons created a higher order engagement level in my below level student.
Differentiating grouping based on learning preference allowed students to have higher enjoyment and engagement while working.

9. Claim 1: Using the interest journals from the Bromley and Powell article created a classroom full of motivated and engaged students during writing each week.
Bromley and Powell describe how to incorporate interest journals into a classroom and how they tie into student interest. It articulates how to implement them into a classroom in order to increase engagement (Bromley & Powell, 1999).
In the first writing sample, he only writes a sparse amount of words largely spaced over the entire page so that it has the appearance of a fully written paper. In the interest journal entry, you see that he writes to the very end of the page and doesn’t have an excessive amount of space between words. There is a much greater work ethic depicted in the interest journal.
In the photo, you can see that all of the students—including the three focus students—are engaged and engrossed in writing within their interest journals. They were writing diligently with intrinsic motivation throughout this writing session. During this entire writing session, not one of the students had to be reminded to stay on task.

10. Claim 2: Having art integrated into lessons created a higher order engagement level in my below level student.
An interview with the art teacher gave me the insight that my below level student shows above level qualities and characteristics in the art class, which could be directly incorporated into the mainstream classroom.
The lesson had the students begin by analyzing a piece of art and then discussing or “critiquing” the art piece using a set of scaffolding questions. When I began the critique my below level student was fully engaged and even volunteered to come up to the image shown on the board in order to help articulate his critique. This displays that incorporating art into a lesson increased my below level student’s engagement and enjoyment.
Within an activity the students were to develop their own plant/animal creation that used a variety of plant and animal characteristics. They were then to share with a partner and write their explanation for each characteristic chosen. Right when the task was given I observed Neville’s excitement rise. He was really motivated to put every detail into his creation and he thoroughly enjoyed discussing his “planimal” with his partner and listening to theirs as well. As shown in the progression of time, Neville is never off task and uses a variety of grouping options as well.

11. Claim 3: Differentiating grouping based on learning preference allowed students to have higher enjoyment and engagement while working.
Student 1: This student used his leadership skills to support his peers within his group and collaborate efficiently with his entire group allowing them to be engaged at each center. In the group he was able to articulate some of his higher order thinking which aided his group as well.
Student 2: . During an activity the student remained on task while working individually. She was able to fully complete her assignment without any distraction or disengagement. After using a kidwatching tool, I was able to check off almost every single activity except the collaboration ones.
Student 3: The student circled an angry face on a formative assessment and explained that it was because of “everything in my group”. This formative assessment was given after a lesson that had the class split into two large groups. When he is placed in a smaller group or with a partner, he has a much better engagement and enjoyment throughout his work. He often gets discouraged and feels segregated from his peers within a large group.

12. Conclusion What did you learn about yourself as a teacher?
Differentiation can make a big difference in a students’ academic success and learning.
Sometimes a differentiation strategy might not work even if it applies to a students’ learning style and interest.
Collecting data allows a teacher to visualize what does and does not work.
What questions are you left with?
Do I need to encourage collaboration for students who enjoy working alone?
How can I use the interest journals for cross curriculum integration?
What specific interest captivate my other two students like art does for my below level student?