Site Participation Form Name Date of Participation Time of Participation Participation Site Guiding Question: Chris Wasnetsky 1/21/14

3.5 hours Valley View Middle School Learning Styles

Brief description (3-5 bullets) of activity during participation: In first class, a problem was presented on the board algebraically (manipulation of numbers and letters). The teacher then, at the end of explaining the problem, quickly showed a way to solve the problem geometrically, which was more visual. For the next class (same subject), the teacher went over the problem on the board starting first with the geometric approach and then quickly covering the algebraic approach. When she asked the class what method they preferred, most preferred the geometric approach. I observed no forms of kinesthetic learning styles, and, honestly, I wouldnt expect to if I had observed every single class in a school year in a Mathematics class. As for auditory, sometimes the teacher will present material on a PowerPoint for students to take down in their notes (visual), but will then further explain the material out loud without writing the words on the board. This can be viewed as supplementary material for the students, an explanation of what was presented on the PowerPoint, or as a voice to be heard while students take down notes (some students may prefer to hear the teacher talk while taking down notes). ____________________________________ Teacher's Signature Date

Reflection on Participation Experience: Overall, the bulk of Mathematics does not lend itself to a kinesthetic type of teaching style. Examples can be thought of such as physical models of what is being explained or physically solving a geometry problem using compasses, protractors, and rulers, but for the most part Mathematics lends itself to other forms of instruction. I believe that a combination of auditory and visual styles of teaching is most effective and was shown by the teacher in the classroom. The teacher taught almost exclusively from a visual perspective, very little of what she lectured wasnt on the board or PowerPoint, and that material was supplementary (which can aid the auditory learners). I believe Mathematics would be impossible to teach solely from an auditory perspective, so it makes sense to have a predominant form of visual teaching. I believe the students enjoy looking at material more than thinking of it abstractly as is evident by the example above.