ExploringHowLearningProfilesImpactStudentsAttitudesTowards

LearninginMiddleSchool

Rationale:
Wearrivedatthisinquiryquestionthroughmanyconversationswitheachother,andalso
withourcolleagues.Throughoutthefallsemester,weparticipatedinPennStateclassesindifferent
waysfromeachother.Inparticipatingindifferentways,wealsodiscoveredthatwelearnedbestin
differentwaysaswell.Wethentookthisinsight,andappliedittoourclassroomsatMountNittany
MiddleSchool.
Atthebeginningoftheschoolyearwithoursixthgradeclassrooms,wecreatedcaricatures
pertainingtothemultipleintelligences/learningstylewithourstudents.Multipleintelligencesare
asetofskillsthatmakeitpossibleforapersontosolveproblemsinlife.Theseintelligences
include:naturalistic,interpersonal,logical/mathematical,spatial/visual,intrapersonal,musical,and
linguistic.Eachtypeidentifieshowapersonlearnsbestpertainingtoacertain
intelligence(MultipleIntelligences).Forexample,learnerswhoidentifybestwithverballinguistic
havetheabilitytousewordseffectivelyforreading,writing,listening,andspeaking.A
logicalmathematicallearnerhastheabilitytounderstandcomplexproblems,bothlogicaland
mathematical.Avisualspatiallearnerseesandmodifiesthingsintheirmind.Intrapersonallearners
areconnectedtowhotheyareandhowtheyfeel.Interpersonallearnersthriveonsocial
interactions.Musicallearnersenjoymusic,singing,makingmusic,andplayinginstruments.
BodilyKinestheticlearnershavetheabilitytoretaininformationthroughanactivity.Thelastofthe
intelligencesisthenaturalisticlearners.Theselearnersoftenunderstandthepatternsofleaving

things,andapplyscientificreasoningtotheworld.Learningstylesaredefinedasthewaythe
brainperceivesandprocesseswhatitneedstolearn.Thesestylesinclude:visual,auditory,and
tactile(LearningStyleControversy,2012).Thestudentsalltookasurveyonlinetodetermine
whichmultipleintelligencebestdescribedthem,andalsoansweredafewotherquestionsgearedto
theirlearningstyle.Withtheseresults,theycreatedtheirownpersonaldollsidentifyingthemselves
aslearners.Eachsectionofthecaricaturewasadifferentcolorordesignaccordingtowhatthe
surveyidentifiedthemas,andtheotherquestionstheyanswered.Theanswerstotheother
impactedhowthestudentsdressedtheircaricature.
Astheyearprogressed,wewantedtoknowmoreabouthowourstudentslearnedbest.We
startedtoanalyzetheirdolls,andcomparedthemtothetypeoflearnerwethoughttheymightbe.
Westartedtoresearchbothlearningstylesandmultipleintelligences,andwhataffecttheyhaveon
theclassroom.Wediscoveredthatstudentsknowingwhotheyareaslearnersreallyhelpedto
motivatethemintheirownlearning.Webecamepassionateaboutthisidea,andwantedto
combinethetwotomakealearningprofileofeachstudent.
Uponcreatinglearningprofiles,wewantedtoseeifwecouldcreatedifferent
opportunitiestoalterourinstructionalstrategiesthatwouldaffectourstudentslearning.Wethen
researcheddifferentwaystouseourstudentslearningprofilestoalterthewaywedelivered
instruction.
Everypersonlearnsinadifferentway,butitishardasateachertoaccountforalllearning
profiles.Wewantedtoseehowtheinstructionalstrategiescorrespondedwiththedifferent
learningprofilesamongourstudents.Wealsowanttoseewhichstrategycorrelatestoaspecific
learningprofiletopromotethebestlearningenvironmentforeachstudent.Attheconclusionof

thisinquiry,wespecificallywanttoseeifthereisacorrelationwithdifferentlearningprofiles,how
teachersdeliverinstruction,andthewaystudentsviewparticipation.

MainQuestion

Howdolearningprofilesimpactstudentsattitudestowardsdifferentinstructionalstrategies
intheclassroom?
SubQuestions

Whatarethedifferentlearningprofilesinourclassrooms?
Howdostudentsparticipateinresponsetoparticularinstructionalstrategies?
Whatareinstructionalstrategiesteacherscanusetoaddresseachlearningprofile?
Howdostudentsattitudeschangewhentheinstructionalstrategymatchestheirlearning
profile/whenitdoesntmatchtheirlearningprofile?
LearningProfiles

Words
(Linguis
tic)
Number
s
(Mathe
matical)
Images
(Visual
Spatial)
Music
(Musica
l)
Physical
(Kinesth
etic)
People
(Interper
sonal)
Solitude
(Intraper
sonal)
Nature(
Naturali
stic)
Hearing
(Auditor
y)
* ***** * * * *
Seeing
(Visual)
* ******
****
* *** **** ** * **
Hands
on
(Tactile)
** ** ** ***** ******
******
****
* **

LearningProfilesinourclassrooms:
LinguisticAuditoryLearningProfile
LinguisticVisualLearningProfile
LinguisticTactileLearningProfile
MathematicalVisualLearningProfile
MathematicalTactileLearningProfile
MathematicalAuditoryLearningProfile
VisualSpatialTactileLearningProfile
MusicalAuditoryLearningProfile
MusicalVisualLearningProfile
MusicalTactileLearningProfile
KinestheticVisualLearningProfile
KinestheticTactileLearningProfile
InterpersonalVisualLearningProfile
InterpersonalTactileLearningProfile
IntrapersonalVisualLearningProfile
NaturalisticVisualLearningProfile
NaturalisticTactileLearningProfile

InstructionalStrategiesTable
ReadingZoneOutside
ReadingArticlevs.Watching
Video
FollowingDirectionsQuiz
MakingCaptionsforImages
DisneyVocabularyWords
GroupWorkvs.Individual
PaperPlaneActivity
ReadingandWriting
Independentlyvs.Groups
Survey
ParticipationPoster
Presentation:Presentingvs.
Researching
ReadAloud:ReadingAlongvs.
Listening
TeacherSays
PhysicalAnticipationReaction
Guide

InstructionalStrategy:DisneyVocabularyWords
Withthisparticularstrategy,weintendedtotargetthelearningprofiles:MusicalAuditory
LearningProfile,MusicalVisualLearningProfile,MusicalTactileLearningProfile,Linguistic
AuditoryLearningProfile,andLinguisticVisualLearningProfiles.Inbothofthesixthgrade
classrooms,thestudentsusuallychoosethevocabularywordsfromtheirbooks.Thistime,the
teachersfoundthevocabularywordsinDisneysongs.Asaclass,thestudentslistenedtothesongs
andtriedtofigureoutthedefinitionsofthenewvocabularywords.Alongwithhearingthesongs,
thestudentshadthelyricsaswell.Theywereabletochoosetojustlistentothesongorreadalong
tofigureoutthemeaningofthevocabularywords.
InstructionalStrategy:PaperPlaneActivity
Withthisstrategy,weintendedtotargetalllearningprofiles.Inthislesson,studentswentto
fourdifferentstationstomakefourdifferentpaperairplanes.Ineachstation,theinstructionswere
deliveredinadifferentway.Onestation,theinstructionsweregivenverballybyateacher.At
anotherstation,theinstructionsweregivenbyavideowithaudio.Theinstructionsatanother
stationwereprintedoutonpaper.Atthefinalstation,studentshadtolookatimagestointerpret
howtomaketheairplane.Aftercompletingeverystation,theclasshadadiscussion.
InstructionalStrategy:PhysicalAnticipationReactionGuide
Withthisparticularstrategy,weintendedtotargetthelearningprofiles:Kinesthetic
AuditoryLearningProfile,KinestheticTactileLearningProfile,KinestheticVisualLearning
Profile,LinguisticAuditoryLearningProfile,LinguisticTactileLearningProfile,andLinguistic
VisualLearningProfile.Inbothofthesixthgradeclassrooms,thestudentsusuallydoapaper
versionofananticipationreactionguide.Ananticipationreactionguideisasetof6trueorfalse

statementsthatthestudentshavetopredicttheanswersto.Thestudentscompletetheanticipation
sectionbeforereadinganarticle,andthereactionsectionafterreadingthearticle.Withthis
strategy,thestudentsdidnothavethepaperversionoftheanticipationreactionguide,buthadto
listenandmovearoundtheroomtogivetheiranswers.Inonecorneroftheroommarkedagree,
andanothercorneroftheroomwasmarkedwithdisagree.Whentheteacherreadalouda
statement,thestudentshadtomovetowhicheversideoftheroomtheybelievedthestatementwas.
Thestudentsthenrecordedtheirresponsesonapieceofpapersotheywouldnotforget.

ClaimsandEvidence

Claim#1Teachersandstudentsagreethatstudentslearnthroughmanydifferent
instructionalstrategies.

Fromourinterviewswithbothstudentsandteachers,bothgroupsexpressedthatstudents
learninmultipleways.Inlookingatourdata,wenoticethatstudentslearninmultiplewaysby
differentdatathatwecollected.
Studentslikedifferentlessonsfordifferentreasonsandconnectwithdifferentlessonsfor
differentreasons.Inoneofourteacherinterviews,ateachersaid,Whenyoulookoutatyour
classroomofstudentsyouknowthatstudentslearnindifferentways.Idontwantthemtojust
listentome.Byincorporatingmoreinstructionalstylesintoteaching,youseelearnersget
captivated.Anotherteachersaid,Ialsothinkitisimportantforstudentstobeexposedtomultiple
waysofteachingandforthemtolearntolearnfrommultiplelearningstyles.
Inlookingatstudentinterviews,astudentsaid,Visualsarealwaysgood.Anotherstudent
said,Ilearnbestbydoingthingswithmyhands.Bothofthesestudentsvocalizedthattheylearn

indifferentways.Throughmanydifferentresponsesitwasobviousthatbothteachersandstudents
agreethatstudentslearnthroughmanydifferentinstructionalstrategies.
Inadditiontoteacherandstudentinterviews,wealsoformedourclaimbylookingat
quantitativedatawithstudentsresponsestospecificinstructionalstrategies.Forexample,inthe
groupvs.individualinstructionalstrategy,15/18studentssurveyedenjoyedtheactivity,whileit
onlycorrespondedwiththreestudentsspecificlearningprofiles.Thissupportsourclaimbecauseit
showedenjoymentinlearningeventhoughthespecificstrategydidnotmatchtheirlearning
profile.

Claim#2Moststudentsreallyenjoyedthechangeofinstructionregardlessofwhetheror
notitmatchedtheirlearningprofile.

Fromourstudentswrittenresponsesandstudentinterviews,wefoundthattheydidnot
seemtocarewhetherornottheinstructionalstrategiesmatchedtheirlearningprofile.Students
werenotmadeawareoftheirlearningprofilesterminology,butwereawareoftheirpreferencesfor
learningthroughthesurveysthattheytook.Somestudentsattitudestowardstheprocessof
learningnewinformationimprovewhentheinstructionalstrategymatchestheirlearningprofile.
Somestudentsattitudestowardsthelearningprocessimprovewheninstructionalstrategiesdoes
notmatchtheirprofile.Wewerenotheavilyfocusedonwhetherthestudentslearnedanything
withthisclaim,butrathertheenjoymentthestudentshadwiththelesson.
Oneexamplefromourwrittenresponseswasforourinstructionalstrategy:Physical
AnticipationReactionguide.Weintendedtotargetthefollowinglearningprofilesforthislesson:
KinestheticAuditoryLearningProfile,KinestheticTactileLearningProfile,KinestheticVisual

LearningProfile,LinguisticAuditoryLearningProfile,LinguisticTactileLearningProfile,and
LinguisticVisualLearningProfile.6outof23studentsor26%fellintotheintendedlearning
profilescategory.All6ofthosestudentsenjoyedtheactivity.Overall,18outof23or78%ofall
studentsenjoyedtheactivity.
Anotherexamplethatsupportsourclaimfromourwrittenresponseswasfromour
instructionalstrategy:DisneyVocabularyWords.Thefollowinglearningprofilesarewhothis
lessonwasintendedfor:MusicalAuditoryLearningProfile,MusicalVisualLearningProfile,
LinguisticAuditoryLearningProfile,andLinguisticVisualLearningProfiles.Withinthisactivity
wehad8studentsoutof53or15%ofstudentsidentifywithaMusicalLearningProfile.3outof
53studentsor5%identifiedwithaLinguisticLearningProfile.Withthisinformation,wewereable
toformulatetheclaimofstudentsenjoyingthenewinstructionalstrategiesthatwewere
implementinginourclassroomsregardlessoftheirlearningprofile.
Throughteacherinterviews,wefoundthatteachersnoticedanoverallenjoymentin
studentswhentheinstructionvariesthroughoutthelesson.Inoneofourconversationswithasixth
gradeteacher,shestated:
IabsolutelythinkattitudeschangewhenImixitup.Forexample,whenIfind
thoseshortskits/playsthatreinforceawritingskill,Ioftenhearkidssay.thatwasfun!So,
Ithinkthetimethatwassacrificed"away"from"rigorous"curriculumwasworthitdueto
thefactthatkidsarerefreshedfromabreakandhavemoreofa"buyin"totheskillsI'm
tryingtogetacross.
Basedonthisinterview,wecouldtellthatthisteacherinparticularfeltthatstudentsenjoy
thechangeofinstructionthatshebringstolessons.Studentsthinkthatcertaininstructional

strategiesarefun.Shebelievesattimes,thatitisacceptabletoescapetherigorouscurriculumin
ordertogaininterestfromstudentsinthecontentofthelesson.Studentsenjoythisescapewhether
ornotitmatchestheirlearningprofiles.
Claim#3Itispossibletoaddressmultiplelearningprofilesinonesinglelesson.

Throughourstudentswrittenresponses,interviewswithteachers,anddeveloping
instructionalstrategiesforourinquiry,wefoundthatitispossibletoaddressmultiplelearning
profilesinonesinglelesson.Beforestartingourinquiry,webelievedthatonlyonelearningprofile
wouldbeaddressedineachlesson.Fromourtableabove,wefoundthattherearetwentyfour
possiblelearningprofiles.Westartedtolookatourlessons,andfoundslighttransitionstomakein
ordertoaccommodatemorethanonelearningstyle.
Writtenresponsesfromourstudentswasourfirstsetofdatatosupportthisclaim.For
exampleinourinstructionalstrategy:MakingCaptionsforPictures,weintendedtoenhancethe
learningofstudentswiththefollowinglearningprofiles:VisualSpatialVisualLearningProfile,
andLinguisticVisualLearningProfile.Weaskedthequestion,Doyouthinklookingatapicture
enhancedyourlearning?Whyorwhynot?.Thefollowingresponseisonethatwereceivedfrom
astudentwhoselearningprofilewasKinestheticTactileLearningProfile,Yesbecauseitteaches
youwhatyouhaveandgivesyoumoreofanideaofwhatitis.Anotherstudentwiththelearning
profile,NaturalisticTactileLearningProfile,said,Yesbecauseyougetanimageofwhatyouare
goingtolearnabout.Astudentwiththelearningprofile,MathematicalVisualLearningProfile,
stated,Nobecausethepicturedidntgivemuchinfo.AstudentwiththeLearningProfile,
LinguisticVisualLearningProfile,oneoftheintendedlearningprofilesofthislessonstated,Ido

thinkapicturehelpedmevisualizethescenebetterthanwords.Withalloftheseresponses,we
foundthatweenhancedthelearningofmultiplelearningprofiles,andnotjusttheoneswehad
originallyintendedto.
Throughinterviewswithteachers,wefoundthattheytrytomeetthelearningprofilesof
manystudentswithinasinglelesson.Asixthgradeteacherstated:
Whilethekidsarewriting,Iplayclassicalmusic.Iwantthemtogetintothe
writingzone,justliketheygetintothereadingzone.Thesoftnessofthemusiccreatesa
neatenvironmentforwriting,itcalmseverybodydown.
Fromthisquote,wecouldeasilyseemultiplelearningstylesbeingaddressedinasingle
lesson.Withinthisonelesson,thisparticularteacherincorporatedthefollowinglearningprofiles:
LinguisticAuditoryLearningProfile,LinguisticTactileLearningProfile,andMusicalAuditory
LearningProfile.Thisisjustoneexampleofhowmultiplelearningprofilescanbeaddressedina
singlelesson.
Thesamesixthgradeteacheralsostated,
WhenIplanalesson,Ithinkaboutmovement.Movementinthis
classroomcouldbemovingfromthetablestotherugsbacktothetables.Ifweare
ontherugforanextendedperiodoftime,Iwillrecognizethatandtellthekidsto
getupandstretch.
Thisonceagainshowsthatmultiplelearningprofilescanbeaddressedinasinglelesson.
Withmovementinalmosteverylesson,teacherscanaddressthekinestheticlearning
profilesontopoftheotherlearningprofilestheyintendedtoaddress.Teachersare
constantlylookingforwaystoaddressmultiplelearningprofilesintheirlessons.

MultipleIntelligences/LearningStyleInventory

Part1CircletheTWOnumbersthatbestdescribeyou...

1.ILIKEwords.Iamsensitivetosounds,structures,meanings,andfunctionsofwords.Ienjoy
storytelling,writing,reading,jokes,punsandriddles.
2.ILIKEnumbers.Icaneasilypickuponnumericalpatterns.Icaneasilycompletecalculations
inmyhead.Ilikestepbystepinstructions.
3.ILIKEimagesorpictures.IsometimesdaydreamandIhaveartistic,designer,orinventive
qualities.
4.ILIKEmusic.Iappreciatemusicalexpressionsuchasrhythmandmelody.Musiccanmakeme
animatedorcalmme.
5.ILIKEtobephysicalandhandson.Iamgoodatathletics.
6.ILIKEtobearoundpeople.Iliketoteachothersandcanreadotherpeoplesmoods,
temperaments,andmotivations.
7.ILIKEsolitaryactivities.IunderstandmyfeelingsandIamselfmotivatedandstrongwilled.
8.ILIKEnature.Icanpickuponpatternsinnature.Ienjoybeingoutdoors.Ilikestudyscience
topics.

Part2Ilearnbestby:hearinginformation,seeinginformation,ordoingactivitieswithmyhands.
(circleone)