Journey to Excellence

Learning Project #4
Name: Kiersten Sexe (formerly Kiersten Van Wyhe)
Focus for Growth: What do I want to know/be able to do? I want to be able to use, when appropriate, the knowledge of students varied approaches to learning in instructional planning.

Filling the Knowledge Gap: How and where will I learn about it? (readings, videos, talk to
experts,
etc.) How will I build my skill level?
I will do some online research to find a learning styles quiz that matches my students level of
understanding of their own learning. I will consult with my mentor, Kellie Den Hartog, about what
(if any) learning styles inventories she has given her own students over the years.

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Implementation Steps: When and how will I use the new information/skill(s)?
I will use what I learn to print and copy an inventory for students that helps me understand
their various learning styles better. I will then develop a differentiated project that allows students to
learn and demonstrate their learning in a unique way.

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Assessment/Data Collection: How will I know that I am appropriately implementing new

Information/skill(s)? To what degree is this new information/skill(s) producing desired results?
Students will have fun and be successful if they are working on a task that aligns with the
way that they approach learning! This should help build a better classroom community because it
shows that I care about how students are different and want students to use their differences when
they can to learn.

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Assistance Options: What resources might I need? What resources are available to me? I have a
mentor teacher and other teacher leaders I can brainstorm with, and the internet has plenty of
resources to find an appropriate learning styles inventory.

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Adapted from Mentoring Matters, MiraVia, LLC

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Learning Project Iowa Teaching Standard # 4, revised May 2009

Learning-Focused Growth Plan: Tracking Progress

Date

Action

New Learning

New Questions

2/10/15 Found some interest

Kid-friendly inventories
inventories including
are out there!
one that distinguishes
visual/tactile/auditory
learners and one that
is the multiple
intelligences

What task can I design that

will use these skills?

3/4/15

How can I encourage a

growth mindset?

Attended PD session
on how mindset
impacts success.

Learned that growth and

fixed mindsets are very
influential on kids and
adults and our learning. If
I can help my kids develop
a growth mindset we are
all better off.

How can I develop lessons

around growth mindset?


3/6/15

Students took 3
quizzes to better
understand their own
learning. Mindset (see
above), Multiple
intelligences, and the
visual/tactile/auditory
quizzes.

3/8 and Groups planned for

3/9
project sorted by
learning styles.

Kids like to know more

about themselves!

Growth/Fixed mindsets
are hard to understand.

I have a wide variety of

kids in the class!

Kids began project and

The kids had a blast
I was observed by my
combining the skills/
mentor.
interests in this project
and still showing language
standard mastery.

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How can I better encourage

a growth mindset without
minimizing the value of
those with fixed mindsets?

How will presentations go?

Can they execute the
entire project successfully?
Is there enough scaffolding
for them to understand the
expectations?

Adapted from Mentoring Matters, MiraVia, LLC

Learning Project Iowa Teaching Standard # 4, revised May 2009

Journey to Excellence
ITS # 4 Uses strategies to deliver instruction that meets the multiple
learning needs of students
Pre-Observation Conference

Just prior to the time your mentor will observe your class, meet briefly and
do the following:

1. Remind your mentor of the criterion of ITS #4 on which you are focusing.
2. Inform your mentor of your lesson plan.
3. Inform your mentor of any special issues relating to this class or group of students.
4. Let your mentor know of anything in particular, especially relating to this criterion, you
would like to be observed.
5. Respond to any questions the mentor may have.

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Journey to Excellence
ITS # 4 Self-Reflection

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(Preparation for reflecting conference)

1. What did I learn that helped me adjust my instructional strategies?

The kids do have different interests and different strengths. My word kids were happy to write
and my tactile kids were happy to act. I need to cater to these strengths and keep in mind
which students are gifted in each way.

2. What did I notice about the students when I adjusted my instruction?

I havent adjusted a lot of my instruction in a concrete way, except that I am giving students
more choices so that they can do what works best with their gifts. The students loved having
this choice, and got really creative because of it. They also took more ownership of the task.

3. As a result of this instruction, I am pleased

With students excitement (see above).

4. As a result of this instruction, I am concerned

That some students have strengths that fit the classroom more than others, so sometimes their
choices arent acceptable for the task at hand.

5. As a result of this instruction, I am learning

To use what I know of students to design catered instruction, not one-size-fits-all instruction!

6. How will this experience affect my future use of instructional strategies?

I will continue to give students choices in tasks, but especially considering what they know of
themselves. I plan to give students learning styles quizzes early in the year, especially about
mindset. I want to emphasize a growth mindset throughout the year and throughout my classes.