WEST CHESTER UNIVERSITY LESSON PLAN TEMPLATE

Lesson Day Module 1 Lesson #1: Learning Styles

Student Directed
Approximately 20 minute duration
How will this lesson support the learning goal? Students will complete the online quiz to determine what type of
(1c: Setting Instructional Outcomes) learning style suits them best. Students will complete skill and strategy
inventories related to the findings of the quiz.
Students will identify and practice how to utilize their strengths during
their academic classes.
PA Standards and Other Appropriate Professional Standards Communication
(1c: Setting Instructional Outcomes) 15.3.12.F
15.3.12.J
http://www.pdesas.org/Standard/view or https://www.pdesas.org/Page? 15.3.12.N
pageId=11
Writing
CC.1.4.11-12.F
CC.1.5.11.A
CC.1.5.11.B
Career
13.1.3.A
13.1.3.B

ASCA Mindset and Behaviors for Student Success

1.1, 1.5, 1.6, 2.1.3, 2.1.4, 2.2.3, 2.2.6, 2.3.8

Objective(s)  Students will identify their specific learning style

(1c: Setting Instructional Outcomes)
 Students will list their strengths and needs as a learner
 Students will highlight/delete study skills and strategies that
might help them
 Students will practice an identified strategy and rate the
likelihood they would be able to use it in an academic class
 Students will complete an activity to show their understanding of
the different learning styles

Academic Language Visual

(1a: Demonstrating Knowledge of Content and Pedagogy) Auditory
Kinesthetic
Learning Style

Materials/Resources
(1d: Demonstrating Knowledge of Resources)
Anticipatory Set
(1a: Demonstrating Knowledge of Content and Pedagogy)
Instructional Activities
(1a: Demonstrating Knowledge of Content and Pedagogy;
1e: Designing Coherent Instruction)
Exploration (Model): How will students explore the new concepts? How will
you model or provide explicit instruction?
Guided Practice: How will you provide support to students as they apply the
new concept? How will you allow them to practice (with teacher support)?
Independent practice: How will students review and solidify these concepts to
be able to use this new knowledge? How will you monitor and provide
feedback?
Theoretical
Empirical
Students will be introduced to the various types of learners, then will
have the opportunity to participate in a questionnaire to determine what
type of learner they are. Students will be provided examples of how
their learning style is most successful in school, and tips to improve
their overall academic performance and how to make assignments, tests,
homework, easier for them. Students will identify their strengths and
needs within the attributes provided, and complete a follow up activity
on the various learning styles.
YouTube Video
Google Slides
Executive Functioning Website with Modules
Learning Styles Quiz
EdPuzzle
**Extension Activities
Personality Quiz
Job Matching
Students will be given a list with a brief description of many famous
people. Students will be asked who they believe waws the SMARTEST
and why. Students will then be provided with the various types of
intelligences of the people listed to show that each person has strengths
that vary, but none are better or smarter, but everyone has different ways
that they learn best, based on their strengths or intelligences.
Students will be introduced to the vocabulary that will be used during
the beginning of the lesson. Students will watch a video outlining the
definitions of the various types of learners. Students will make
predictions as to the rankings of their learning styles based off of the
descriptions provided.
Students will complete the provided quiz that will produce results
relating to their learning style percentages. Students will be directed to
explore the skills associated with their learning styles more in depth on
the slides provided. Students will complete a highlighting or deleting
activity to determine what strengths and/or skills associated with their
learning styles they think are beneficial to them, that they currently use,
 Provide detailed steps.
Closure
(1e: Designing Coherent Instruction)
Differentiation
(1e: Designing Coherent Instruction)
Accommodations
(1e: Designing Coherent Instruction)
Modifications
(1e: Designing Coherent Instruction)
or could potentially use in thew future.
Using the strengths and skills provided students will create a plan that
they will be expected to carry out during a class or homework period,
and rate the likelihood of them incorporating the planned skill into their
classes. The students will follow-up with their ability to incorporate the
skill, as well as the outcome of utilizing the skill. Did it help? Will you
use it again?
Students will complete an EdPuzzle on the various types of learners to
ensure their understanding of the vocabulary, as well as how knowing
their learning style strengths can benefit them.
Student paced activity
Can be completed with staff support
Visuals provided
Read aloud extensions on Google
Google Translate available during activity
Varied cultures represented in the geniuses
Extension: Personality Types Quiz
Jobs for learning styles
Common Accommodations Addressed:
Extended time as needed
Read aloud extension for Google
Breaks allowed
Varied activities
The executive functioning curriculum was designed specifically to
support students utilizing the special education curriculum. All
activities, standards, and expectations are suited directly to meet the
needs of students receiving special education supports. The
independently paced modules provide an opportunity for various
accommodations to be made as the student and/or teacher see fit.
Students will self-check their use of their identified/chosen skill.
 Assessment (Formal or Informal).
(1f: Assessing Student Learning) Formal Assessment: EdPuzzle will be used as a formative assessment
tool
How will you and the students assess where the learning objectives, listed
above, were met?
Each formal or informal assessment should describe how it is aligned to the
above objective(s).