Differentiating Content Area Curriculum to Address Individual Learning Styles

Differentiating Content Area Curriculum to Address Individual Learning Styles Debbie J. Johnson Latham, Illinois Through my teaching experience as the reading specialist in our school, I see students struggling everyday in the classroom. I witness them working hard but still not succeeding as they should. My task is to analyze why students are having difficulty learning and, ultimately, not achieving success in the classroom. As I compile information about these students, I always consider their individual learning styles. This information allows me to see the ways in which each student learns best and is integral to the knowledge I need to discuss possible strategies with the classroom teachers. Collaboration between the teachers and myself is crucial in helping students become successful. Together, we discuss the struggling students and agree upon strategies to try. Sometimes, we decide that I should pull selected students out of the classroom, bringing them into an intimate small group setting where a particular lesson discussed in the classroom can be provided in a way that is more conducive to their individual learning styles. Because of the success of this individualized instructional approach with struggling students, I began to wonder if there were other students in the classroom who could benefit as well from a similar approach, students who might not necessarily be struggling on the contrary, they might even be gifted. Would these students with varying academic strengths and weaknesses benefit from individualized lessons based on their specific styles of learning? This is the question that shaped my investigation. I believe that all students can benefit from the experience of differentiated learning and should be provided the opportunity to learn in a way that addresses their individual needs and learning style preferences. Some students may simply need a different type of outlet for their understanding of the lesson presented, while others may require a uniquely individualized approach. I know that it is my responsibility as the teacher to assess and meet the needs of all of my students. Differentiating the curriculum can be accomplished by incorporating a variety of learning options into the classroom; however, I needed to know how the classroom teachers with whom I worked would approach varying the lessons they developed in order to meet the individual needs of their students (e.g., Special Education, Title I, and gifted). Immediately apparent was the need for teachers and students to work together for student success in the classroom. Students needed to inform their teachers as to how they felt they learned best, and teachers needed to give students a choice of activities to be utilized in the lessons. Hopefully, this would motivate students to take more interest in their own learning, and ultimately, to be more successful in the content areas. Learners as Individuals According to Gardner (1999a), Human minds do not all work in the same way, and human beings do not have the same cognitive strengths (p. 166). For this reason, teachers need to find ways of identifying students 26 Illinois Reading Council Journal Vol. 34, No. 3

strengths and weaknesses in order to custom design instruction to meet the needs of all learners in the classroom. There are a variety of methods for finding an individual s learning style (Armstrong, 1993; Campbell, Campbell, & Dickinson, 1996; Gardner, 1993, 1999b). Administering a learning styles inventory is the choice I made to evaluate and determine the strengths and weaknesses of the students in my research study. There are several types of learning styles surveys and inventories available to meet the needs of teachers as they evaluate their students learning styles. Teachers may administer these surveys and inventories as a whole group, small group, or independent activity. Before choosing a survey or inventory, a teacher needs to decide what she or he specifically wants to know about the students. Utilizing the right survey or inventory will ensure that the information gained is most relevant to the needs of the students, as well as the teacher. Learning Styles Inventory I began by administering a learning styles survey to my students. After reviewing several different learning styles surveys and inventories, I chose the Center of Innovative Teaching Experiences (C.I.T.E.) Learning Styles Inventory. This inventory was created at the Murdoch Teachers Center in Wichita, Kansas (Mann, 2003), and was formulated to help teachers determine the learning styles preferred by their students. The C.I.T.E. Learning Styles Inventory uses an array of factors concerning learning styles, including how students gather and use information (e.g., auditory language, visual language, auditory numerical, visual numerical, audio-visual kinesthetic), the work conditions each prefers (e.g., group or individual), and the form of communication they prefer to use to express their understanding (e.g., oral or written). I chose this inventory because it appeared to offer the most appropriate questions for my needs and was the easiest to administer and analyze in our given situation. After using one or more learning styles instruments, it is incumbent upon the teacher to decide what steps need to be taken in the classroom to ensure each student is learning with success. Considering the importance of the teacher s role in differentiating the curriculum, the teacher s own preferred styles of learning and teaching must also be addressed. Teaching Styles The most effective teachers are respectful of the individuals they are educating and understand that all students do not learn in the same way. Some researchers believe matching learning styles to teaching styles is the best way to guarantee success in all students (Gardner, 1993; Jonassen & Grabowski, 1993; Oglesby & Suter, 1995; Pauley, Bradley, & Pauley, 2002). Others feel we should not stereotype students based on their individual learning styles, thus isolating them to learn in certain ways. Instead, they advocate that teachers determine and build upon each student s strengths (Dunn, DeBello, Brennan, Krimsky, & Murrain, 1981; Dunn & Dunn, 1992; Gardner, 1999b; Ojure & Sherman, 2001). What makes this so challenging? According to research, it is common for teachers to instruct based on their own learning styles (Campbell et al., 1996; Pauley et al., 2002). This is acceptable only if all students learn the same way the teacher does. In order to counteract possible negative effects associated with teaching through one s own personal preferred styles, teachers need to reflect on their own styles of teaching and learning as they consider the successes or failures of their students (Kaplan & Kies, 1995; Ojure & Sherman, 2001). Since both students and teachers learn in varying ways, differentiating the curriculum is one way to meet the varying learning style needs and preferences of students within a classroom situation. Differentiating Content Area Curriculum to Address Individual Learning Styles 27

Differentiating Curriculum Differentiating the curriculum does not mean teachers need to change their own personalities when they teach, but, rather, that they should be respectful of the personalities and preferred learning styles of their students (Pauley et al., 2002; Tomlinson, 1999). Based on this philosophy, I began my research. I teach in a middle class, rural, community school district. The intermediate building in which I teach houses three fourth-grade and four fifth-grade classrooms, in addition to two pre-kindergarten classrooms. As a reading specialist, I do not have a self-contained classroom, so I secured permission to work with one class of fifth-grade students. There were nine females and thirteen males in the class, and all students, with the exception of one male, participated in the project. Two students, Todd and Ben, exemplify the range of abilities in this class. Todd does not learn well if I give him a passage with questions and ask him to complete it by the end of class time. In contrast, Ben is an individual learner who feels held back by students like Todd who need more assistance with their schoolwork. I have learned through the experience of working with students like Todd and Ben that teachers need to be mindful of the diverse learning personalities in the classroom in order for their students to realize success. By blending different instructional strategies, thoughtful teachers will see to the needs of all the students in the classroom (Dunn et al., 1981; Jonassen & Grabowski, 1993; Ojure & Sherman, 2001; Pauley et al., 2002). One way to meet the varying needs of students is to incorporate individual learning style strategies throughout a unit of study so that everyone is exposed to the same material but in diverse ways, thus touching everyone s individual strengths (Dunn & Dunn, 1992; Gardner, 1993; Jonassen & Grabowski, 1993; Melton, Pickett, & Sherer, 1999; Ojure & Sherman, 2001). In this classroom, this means making sure Todd has the assistance he needs without slowing Ben s progress. Giving students options during these lessons can further accommodate both learners. For example, after giving an assignment, it would help all the students be more successful with the lesson if the teacher were to invite a small group of students with needs similar to Todd s to an area of the room for group reading, while allowing other students, like Ben, to read on their own. Jonassen and Grabowski (1993) discuss an alternative method for reaching the needs of all students. They suggest, Rather than adapting instruction to learner traits for each learning outcome, an alternative approach is to adapt instruction for all learners to meet the requirements of the task (p. 39). Jonassen and Grabowski believe that if teachers adapt the curriculum for all learning styles, all students needs will be met, not merely the few struggling learners needs. Most teachers make use of this approach naturally with each new class. Most teachers have students like Todd and/or Ben in their classroom each year; however, they also have students like Sara, a gifted student, who wants to share everything she does, as well as students like Thomas, who received the assignment and then takes all of his work to the resource room. When we accept the likelihood that in each new class of learners there will be a range of differences, we can more readily see the advantages of creating differentiated lessons which can be used and adapted in future years. As an educator, I see this investment of time as being a positive one. Another manner in which teachers may differentiate curriculum is to offer activities which incorporate the various learning styles of the students and then allow students to choose those they would like to complete. With choice, students can learn through their strengths and/or be given a chance to add new styles to their repertoire of learning (Dunn et al., 1981; Dunn & Dunn, 1992). Dunn and 28 Illinois Reading Council Journal Vol. 34, No. 3

Dunn (1972) observed that students absorb knowledge easily and effortlessly when they want to learn specific things (p. 23). Rhonda, one of my students, confirmed this statement by expressing, I think being able to choose how to learn is more important than being told to learn somehow that might not work for someone. Another student, Cory, maintained, If I decide, it will probably be something I like, so it will be easier to do. When teachers differentiate the curriculum and give students a choice, they are empowering the students to take responsibility for their own learning. Presentations, Assessments, and Student Choice Student choice is a strong motivator, especially at the secondary level. An important element of differentiating the curriculum involves allowing students to show what they know in a way that complements their learning styles (Gardner, 1993; Melton et al., 1999; Pauley et al., 2002). As an educator, I see many students who score well on their daily lessons and projects only to receive a poor grade on the assessment. Yong and McIntyre (1992) tell us, A student can determine the type of assignment he or she wants to complete, the way to present, or how it should be evaluated (p. 129). If students are given choices as to how their work will be assessed, it is possible their grades will be better, thus enhancing their confidence (Mettetal, Jordan, & Harper, 1997) and motivating them to do their best. When I asked my students if they thought they would learn more by choosing their own project to complete at the end of our unit, Christopher stated, Yes, because if we choose, we will pick something we like and if we have fun, maybe we will work harder. Eric agreed by saying, Yes, because when we get to choose how we want to do it, we understand it better. Gardner (1993) states that choice can make the difference between a successful or an unsuccessful educational experience (p. 73). In my experience, choice proved to be a successful educational experience for my students. By offering a variety of activities and giving students a choice, teachers are motivating students by building on their positive strengths and needs (Pauley et al., 2002). As students needs are met, they become happier and more productive learners (p. 114) because they know they have some talent in the modes they choose (Gardner, 1999b). When creating the unit of study for this investigation, I developed projects with my students in mind. Through journal questions, I was able to learn what kinds of projects my students liked to complete. Using this information, I was able to offer the students choices they would enjoy. For example, Cory loves to sing and was very pleased to see a project offered that would allow him to use his love of music in expressing his knowledge of the topic being studied. When asked if he felt he made the right choice of a project halfway through the unit, he stated, I love to sing, so I thought that writing spirituals would be a great project for me. (I m) halfway through the project, and I still love it! Clearly, this approach creates an intrinsic feeling of reward in students, which reflects success in the classroom (Campbell et al., 1996; Gardner, 1999b). Putting Research to Work When I administered the C.I.T.E. instrument to my students, I chose to read the questions orally to the entire class. In order to obtain an accurate score, I took the complexity of reading and interpreting the questions from the students, so they were able to concentrate and give me thoughtful answers. I also showed the students a chart similar to the one pictured in Figure 1 to further explain the way the answer key was set up. I repeated the choice of answers after each question to ensure understanding of the choices. This also gave the students an opportunity to ask for clarification after each question. Differentiating Content Area Curriculum to Address Individual Learning Styles 29

Figure 1. Administering C.I.T.E. Most like me Least like me 4 3 2 1 True for me Not true for me Results of Learning Styles Inventory Scores were broken down into major, minor, or no significance learning style preferences. Of the 21 students who participated in my study, 12 showed a strong audio-visual kinesthetic major learning style preference. Two students indicated a major preference to a visual learning style, whereas four students leaned toward a major auditory learning style as their preference. Interestingly, one student showed an audio-visual kinesthetic learning style and an auditory learning style as equal preferences. Two students did not reveal a major learning style preference. For each of these two students, I considered their strongest minor learning style, which was auditory for one student and visual for the other. When analyzing students scores in the area of social learning, I discovered that nine students favored learning in a group setting, while no students had a major preference for learning independently. Due to the low number of major social preferences, I considered the strongest minor social aspects the students identified. Based on this, I found four students who had a strong minor preference to group learning, whereas eight indicated a strong minor preference to an independent style of learning. Expressiveness was the next factor I investigated through the C.I.T.E. Learning Styles Inventory. I found only one student with a strong indicator of written style of expression as a major learning factor, and three students who revealed a strong major preference to express themselves orally. Again, I looked at the strong minor preferences in this section due to the low numbers of major preferences for expressiveness. The scores of the inventory showed ten students preferred written expression and seven preferred an oral expressive style. Based on the inventory data, I was able to visualize the make-up of the students in my classroom. I determined that most of the students were audio-visual kinesthetic learners who preferred working in groups and expressing themselves through written language; however, this conclusion did not represent the entire make-up of the classroom. For this reason, I still needed to consider the other categories of the Learning Styles Inventory in order to differentiate the lessons and connect with all of the learning styles in my classroom. To ensure my research was effective, it was imperative that the inventory data serve as the foundation for the development of the content area curriculum. Creating a Differentiated Unit Once I determined the learning style make-up of my students, I set out to find ways of creating and adapting the curriculum based upon the theme I chose for my research. I had assisted with fifthgrade social studies on many occasions, so I was familiar with this particular curriculum. Since slavery is a major social studies topic at this grade level, the Underground Railroad proved to be an appropriate theme for my research. Keeping in mind that my class consisted of many students who fell into the audio-visual kinesthetic category of learning style preference, I knew I wanted to design a curriculum that would be appealing to all of the students by utilizing a variety of stimuli while still providing the information necessary for success with a unit assessment. When developing activities for this unit, I considered all of the categories of learning styles, including the social and expressive aspects of learning styles. I was hopeful that some students might want to explore a learning style they had not indicated on the inventory to be one of their strengths. With this thought in mind, I needed to make sure all options were available for the students to choose a project they would enjoy 30 Illinois Reading Council Journal Vol. 34, No. 3

completing. I also wanted a differentiated unit that could be used in future years with minimal changes. For these reasons, I carefully selected and set up activities cross-categorically, meaning some lessons were contained in more than one of the learning styles categories. Classroom Library A classroom library containing books about the Underground Railroad and the people who made a difference in the freeing of slaves was made available to the students. These books were used during particular lessons and were available as resources for the research the students would need to do in order to complete their culminating projects. When selecting books for this library, I considered the wide range of reading levels represented in the classroom. I chose picture books, novels, and nonfiction text relevant to the topic of the Underground Railroad (Figure 2). Students had access to the classroom library for the duration of the unit. Many students confirmed that they believed the classroom library was helpful in learning about the Underground Railroad. Leslie wrote in her journal, My project and the book(s) in the back of the room tell a lot about the Underground Railroad and slave(ry). She did, in fact, use many of the books to complete her time period newspaper project. Figure 2. Classroom Library Activities for Visual and Auditory Learners In order to ensure the students were exposed to the same content information, I began the Underground Railroad unit with a factual reading containing comprehension questions. Realizing many students were accustomed to this manner of instruction, and attempting to reach both visual and auditory learners, we read this story as a whole group. I decided to also present the students with a movie and study guide. Showing the movie was another way to provide visual and auditory experiences for the students. The study guide was designed to help the students stay focused while watching the movie. The factual reading and movie then became a basis for developing other lessons for the Underground Railroad unit, and because they contained the most important information that I expected the students to glean from the unit, I hoped students would be able to use this information as a springboard for their culminating projects. When asked if this information was helpful to the project, Amy acknowledged, You gave us lots of information and explain(ed) it so we understand it. The students appreciated this information when it was time to develop their projects. The Differentiated Lessons Chart (Figure 3) shows that the Anticipation Guide and the KWL Chart are each listed in the visual and auditory categories. Both of these tools are typically the most helpful to visual learners; however, by discussing the use of these tools with the entire class on an overhead projector, the tools became useful to auditory learners as well. By using an overhead projector while conducting the class discussion, both visual and auditory learning styles are addressed. I specifically used the overhead projector with a copy of the handout I gave the students as a discussion tool for the map and constellation lessons. Students were, therefore, easily able to follow along with the discussion tools on the overhead or at their desks. Another approach to combining visual and auditory learning is to use picture books or Differentiating Content Area Curriculum to Address Individual Learning Styles 31

Figure 3. Differentiated Lessons Chart Visual Anticipation Guide KWL Chart Books on display Movie Study guide for movie Map overhead Constellation overhead Slave cabins and food activity Vocabulary crossword puzzle Journal writing Quilt handout Spiritual song words Websites Whole group Story and comprehension questions KWL Chart Movie Map overhead Constellation overhead Slave cabins and food activity Oral reading of stories Spirituals Anticipation Guide Differentiated Lessons Auditory Anticipation Guide KWL Chart Oral reading of stories Movie Slave cabins and food activity Spirituals Constellation discussion Map discussion Kinesthetic Slave cabins and food activity Books on display Individually KWL Chart Books on display Journal writing Study guide for movie Vocabulary crossword puzzle Story comprehension questions Websites handouts during discussion time. For my quilt lesson, I read The Secret to Freedom (Vaughn, 2001) to the students, then gave them a handout of the pattern names to refer to during our whole group discussion. This tool worked well for students who needed a clue for recalling details from something they had heard. The handout gave them the spark they needed to be included in the classroom dialogue. The lesson on spiritual songs included a CD of the songs and handouts of the words for the students reference. A picture book was also on display during this lesson, and then it was placed in the classroom library as a resource tool for the projects. Because Harriet Tubman played such a significant role in the Underground Railroad, we also viewed the movie, Heroes of Today and Yesterday: Harriet Tubman. I knew some of my students would have a difficult time remembering the abundance of information the movie presented. For this reason, I developed a cloze style study guide to be completed by the students during the movie. After previewing the movie, I developed the study guide with natural breaks where I felt it would be beneficial to pause the movie for discussion. These pauses in the movie made it possible for everyone to complete the study guide and gave the students an opportunity to ask questions to clear up any confusion before moving on to the next segment. The students responded well to this style of movie watching and note taking. Following the movie, the students were instructed to add this study guide to their Underground Railroad folders for future reference. Activities for Audio-Visual Kinesthetic Learners For the audio-visual kinesthetic learners, I taught a lesson on the everyday lives of slaves. I started by reading aloud a selection describing the living quarters of the slaves. Students 32 Illinois Reading Council Journal Vol. 34, No. 3

then positioned themselves around the room and counted out one square foot of floor tiles to determine the actual size of a slave cabin. As some students placed themselves around the perimeter of the imaginary cabin to represent the walls, other students sat in the cabin, representing the family members who lived there. This lesson allowed the students to physically see and experience the size of a slave cabin. Students were attentive during this lesson and seemed to appreciate the opportunity to move around while learning. One student wrote in his journal, I had no idea that the slaves only had 10 of living space. That is just a fraction of our living room! In conjunction with the slave cabin activity, I gave each of the students a piece of cloth tied with twine containing food runaway slaves might have taken with them on their long journey north. The makeshift pouch contained a cornbread muffin, carrot sticks, and beef jerky (Figure 4). I explained to the students that the food slaves took with them needed to be nonperishable and easy to pack. The students engaged in a lively conversation about the common foods of that time as compared to what we eat today. Many students could not believe how little the slaves had to eat. Some students bravely tasted the slave food, which enabled them to further experience the life of a slave in a unique manner. Figure 4. Runaway Food Pouch Including Technology Technology was an area I felt needed to be considered during the development of this differentiated unit. I have a handful of students who do not care to read. I was concerned they would not take advantage of the library in the classroom, so I searched for several appropriate websites I felt the students might utilize for their projects. Because our students are routinely exposed to technology and are comfortable with its use, I felt it would be to the teacher s advantage to use it as an exciting research tool for their projects. Social Aspects for Activities Lessons developed for the Underground Railroad unit were designed to include whole group, small group, and individual activities as not all students learn best in one particular social manner. Including a variety of social structures in my unit plan ensured that students had the opportunity to learn in a manner that was appealing to them. During the story and comprehension question lesson, we previewed the questions as a whole group so students could create a purpose for reading. Then, I read the story to the students while they followed along with the text on their own. I encouraged them to highlight areas they thought might contain an answer to a question as they read with us. Students then answered the questions on their own. Similarly, students were given the opportunity to complete an Anticipation Guide as a whole group after they completed one independently. I found the discussion for this activity to be quite thoughtful among the entire group since they had had time to think about it quietly first, thus developing an opinion to share during whole group time. Choice as a Motivator Because the make-up of my class consisted mostly of kinesthetic learners, I developed Differentiating Content Area Curriculum to Address Individual Learning Styles 33

Figure 5. Project Choices Visual Build a triorama Create a quilt Draw a map Create a time period newspaper Run for Your Life narrative Auditory Learn two spirituals and create one of your own Write a Readers Theater play and perform it with peers Kinesthetic Build a triorama Create a quilt Draw a map Create a time period newspaper Become a character Write a Readers Theater play and perform it with peers Differentiated Projects Individual Build a triorama Learn two spirituals and create one of your own Run for Your Life narrative Create a quilt Draw a map Create a time period newspaper Become a character Write a Readers Theater play and perform it with peers Small Group Create a time period newspaper Become a character Write a Readers Theater play and perform it with peers project plans that met these students needs, as well as the needs of my auditory and visual learners. Choice was a factor I researched and wanted to offer the students. I felt choice was exactly the motivator the students needed to enjoy the unit and enthusiastically learn from it. For this reason, the unit I developed included a choice of projects for students to demonstrate their knowledge of the Underground Railroad. Students were given detailed descriptions of each project, and to clear up any questions about these descriptions, I explained each project orally to the class as we discussed the choices. All students had the opportunity to select a choice from the list of projects that focused on their strengths and learning style preferences (Figure 5). As each description was read, I could see the students becoming more and more excited about the project assignment. When asked to respond in writing whether choosing their own project helped them to better understand what they had learned about the Underground Railroad, Rhonda revealed, Yes, it is easier for me to pick my project; for example, if we hadn t of picked our own project and had to do one you picked, like the spiritual, I am not good at that stuff so it would then be hard. Amy stated, Yes, it helped me understand it better. Because I got to show what I learned and know if I was right about it or not. Also, because I was doing something I like and thought about it better. Leslie said, I like picking my own project because I understand what I am doing, and I can learn a lot better that way. I believe these are wonderful testimonials to the fact that choice is a motivator for student engagement. Once the students decided on a project, they filled out a project choice form indicating their choice and listing any materials they would need. After they filled out their forms, I engaged in a conference with each student to discuss the choice he or she made. I wanted to make sure each student understood the directions of the project assignment and that they had all the necessary materials. From among the project options presented, seven students chose building a triorama of the life of a runaway slave from the time of escape to freedom in Pennsylvania (Figure 6); three students opted for drawing a map of the Underground Railroad routes (Figure 7); while eight students decided to create a time period newspaper (Figure 8). One student chose to design a quilt square depicting a message for runaway 34 Illinois Reading Council Journal Vol. 34, No. 3

Figure 6. Trioramas Figure 7. Underground Railroad Maps slaves (Figure 9), and one student chose to study and analyze spirituals along with writing a spiritual of his own (Figure 10). Addressing Social Aspects The social aspect of the projects included individual and small groups. Of the projects chosen the triorama, map, quilt piece, and spiritual were completed individually. Students had the choice of working in small groups or individually on the time period newspapers with the requirement that everyone participated and worked well together. Even though the responsibility and conduct of students working in a group was discussed when I explained the Differentiating Content Area Curriculum to Address Individual Learning Styles 35

Figure 8. Time Period Newspapers Figure 9. Quilt Square Figure 10. Spiritual project choices, I felt it was necessary to reiterate it to the students again on a more personal level. I accomplished this during individual conferences. Students were given several class periods to complete their projects. Many groups met after school to do research and write articles for the newspapers. Most groups stayed on task during workshop time. Eric was one of several students who took advantage of working with a group on a time period newspaper. Working in a group provided needed support, as can be seen from his journal entry, It was easier because when I didn t understand something, I m around people who know how to explain it to me better. Addressing Expressive Preferences Expressive preferences were also taken into consideration as I developed this unit. Written work needed to be completed for the spirituals, maps, quilt, and time period newspapers. These were expected to be creative and accurate. Oral presentations were necessary for the triorama, quilt, and time period newspaper. All students were given the option of presenting their project to me privately so as not to create any undo 36 Illinois Reading Council Journal Vol. 34, No. 3

Figure 11. Choice of Expression Choice of Expressiveness Written Oral Learn two spirituals and create one of your own Build a triorama (be able to explain the events to me) Run for Your Life narrative Create a quilt (be able to explain the symbolism to me) Create a quilt (5 note cards) Create a time period newspaper (present it to the class) Draw a map Become a character (present it to the class) Create a time period newspaper Write a Readers Theater play (present it to the class) Become a character (written interview) Write a Readers Theater play All students had the choice to present to me privately. Figure 12. Student Journal Responses Journal #1 Do you think being able choose your own project will help you to learn more about the Underground Railroad? Explain. Yes, because if you [teacher] picked it then we wouldn t get to pick how we learned and I can t learn in a boring way. Yes, cause I understand it better when I make my own one so I know what to do. Yes, I do. Because sometimes you might not understand it the way your told to do it. You also might not be learning anything. Yes, because I will pay more attention. Journal #2 Now that you are halfway into your project, do you feel like you made the right choice? Explain why or why not. Yes, I love arts and crafts even though it takes a while to be creative. Yes, I do. Because I like crafts and the triorama is kind of like a craft. Yes, because I am learning a lot of stuff about the underground railroad and about that time. Yes, because it was something I enjoyed and have fun doing. Yes, because I enjoy doing maps. Yes, because it is fun and challenging. Yes, because its fun to do it with partners and it s easy. Yes, because I have two good friends helping me, and I really like to write stories. Do you feel you are learning a great deal about the Underground Railroad? I do feel I am learning a lot about the Underground Railroad. Music is a great way to tell stories and I m doing spirituals so it s going great. I feel like I am learning a lot more than I used to. Yes, because I didn t know much about the Underground before but know [sic] I do. Yes, I do because this is fun and interesting. Journal #3 Do you feel being able to choose your own project helped you to better understand and express what you learned about the Underground Railroad, or did it make understanding the information more difficult? Explain. Yes, it is easier for me to pick my project, for example, if we hadn t of picked our own project and had to do one you picked, like the spiritual, I am not good at that stuff so it would then be hard. Yes, it helped me understand better because I got to pick my own project and it was fun. Yes, I did feel it did help me understand and express what I learned because I liked to do it. It is very hard to do something if you don t want to. I love the spirituals. They were a perfect project. I [sic] was easier because we did not have to write as much!!! It made it easier cause I was having fun while I was learning. Differentiating Content Area Curriculum to Address Individual Learning Styles 37

stress, thus allowing students to fully enjoy this differentiated research experience (Figure 11). Tori did not care to write essays, so she chose to make a quilt square for her culminating project. She did not mind writing the five note cards required for her project because they were used as a tool she needed for her presentation and were not formal writing. Karen did not care to work in a group or talk in front of others, so she chose to draw a map showing the routes taken by Harriett Tubman on the Underground Railroad. Because these students were given individual choices, they were more successful with their projects. Student Responses Over the course of this study, students were asked to complete three journal entries (Figure 12). These entries provided me with valuable information as to the thoughts and feelings the students were experiencing as they completed the study. Through these journal entries, I found that students do enjoy making a choice in projects, presentations, and evaluations when studying a content area topic. I also discovered that the choices they make reflect their strengths and learning styles, thus motivating them to want to do their best. Conclusion Through individual learning styles surveys, teachers can become cognizant of the needs and interests of the students in their classroom. With this knowledge in hand, teachers can create curriculum that addresses the diversity of all learners. When teachers meet the needs of all students through a differentiated curriculum, students become more successful and the students motivation to learn is enhanced through choice based on their strengths and talents. When differentiating curriculum, it is important to remember that separate lessons for each learning style are not necessary. Adaptation is a technique teachers may utilize for existing lesson plans to meet the diverse needs of the students in the classroom. Teachers will find that developing a differentiated curriculum will be less time-consuming if they take advantage of this technique. Many lessons easily fall into a combination of learning styles, thus saving valuable time for the teacher when preparing units of study. Based on my research, I can say with conviction that differentiating the curriculum in the classroom by addressing students individual learning styles and offering choice in how students complete and present their assignments definitely has a positive influence on the success of all students in the classroom. References Armstrong, T. (1993). Seven kinds of smart: Identifying and developing your many intelligences. New York: Penguin Group. Campbell, L., Campbell, B., & Dickinson, D. (1996). Teaching & learning through multiple intelligences. Needham Heights, MA: Allyn & Bacon. Dunn, R., DeBello, T., Brennan, P., Krimsky, J., & Murrain, P. (1981, February). Learning style researchers define differences differently. Educational Leadership, 38, 372-374. Dunn, R., & Dunn, K. (1972). Practical approaches to individualizing instruction: Contracts and other effective teaching strategies. West Nyack, NY: Parker Publishing Co., Inc. Dunn, R., & Dunn, K. (1992). Teaching elementary students through their individual styles: Practical approaches for grades 3-6. Needham Heights, MA: Allyn & Bacon. Gardner, H. (1993). Multiple intelligence: The theory in practice. New York: Basic Books. Gardner, H. (1999a). The disciplined mind. New York: Simon & Schuster. Gardner, H. (1999b). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books. Jonassen, D., & Grabowski, B. (1993). Handbook of individual differences, learning & instruction. Hillsdale, NJ: Erlbaum. Kaplan, E. J., & Kies, D. (1995). Teaching styles and learning styles: Which came first? Journal of Instructional Psychology, 22, 29-33. 38 Illinois Reading Council Journal Vol. 34, No. 3

Mann, F. B. (n.d.). C.I.T.E. learning styles instrument. WVABE Instructor Handbook. Available online: www. wvabe.org/cite.htm. Retrieved April 6, 2006. Melton, L., Pickett, W., & Sherer, G. (1999). Improving K-8 reading using multiple intelligences. Fastback, 448. Bloomington, IN: Phi Delta Kappa Educational Foundation. Mettetal, G., Jordan, C., & Harper, S. (1997). Attitudes toward a multiple intelligences curriculum. The Journal of Educational Research, 91(2), 115-122. Oglesby, F., & Suter, W. N. (1995). Matching reading styles and reading instruction. Research in the Schools, 2(1), 11-15. Ojure, L., & Sherman, T. (2001). Learning styles: Why teachers love a concept research has yet to embrace. Education Week, 21(13), 33. Pauley, J., Bradley, D., & Pauley, J. (2002). Here s how to reach me: Matching instruction to personality types in your classroom. Baltimore: Paul H. Brookes. Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria: VA: Association for Supervision and Curriculum Development. Vaughan, M. K. (2001). The secret to freedom. New York: Lee & Low Books. Yong, F., & McIntyre, J. (1992). A comparative study of the learning style preferences of students with learning disabilities and students who are gifted. Journal of Learning Disabilities, 25(2), 124-132. About the Author Debbie Johnson is currently a middle school reading teacher at Maroa-Forsyth Middle School. Prior to this position, she taught Reading Improvement in the elementary school. She is a graduate of Illinois State University with a Master s degree in Reading. Differentiating Content Area Curriculum to Address Individual Learning Styles 39