Step 2: Task Analysis, Part A – Learning Styles

 

The second step in your Individualized Instructional Design process is called “Task Analysis.”  Gather together all of your information from your Learner Analysis because the Task Analysis requires that information to determine precisely what your child’s educational program needs to include.  Let’s start with the easiest portion of the Task Analysis process–Your Child’s Learning Style(s):


From each of the Learning styles inventories, what did you learn?

Look at your results from the  Multiple Intelligences Model assessments (as determined from the tools provided in the Learning Styles section of this website).  List your child’s top three Intelligences.   Make particular note of your child’s #1 and #2  forms of Intelligence by writing them on a new page in your Task Analysis section of your notebook.  The notes you make during this Task Analysis will be the most useful to you when establishing your child’s actual instructional program.

Make specific note of your child’s VAKT Learning Style(s) on the same sheet with your child’s primary forms of intelligence.  I would suggest listing the Visual, Auditory, and Kinesthetic/Tactile styles in order from most like your child to least like your child.  When planning instruction, you will search for programs that use the primary learning preference, whether visual, auditory, or kinesthetic/tactile. However when the choices come down to one or two programs, weighing the choice that matches your child’s secondary channel over one that matches your child’s least effective learning channel can help in your decision making.

Finally, look through your Dunn & Dunn Learning Styles Inventory results.  Make notes about specific changes you can to make in your child’s learning environment in order to better meet his needs.  You will want to consider each domain area carefully. Below are some general questions to get you thinking about how  your child’s learning preferences relate to changes you may need to make:

  1. His learning environment: light, sound, temperature, seating.
    Do you need to make his environment brighter, dimmer, natural, sunny or provide softer lighting?
    Do you need to provide background music or noise reduction?
    Do you need to make the environment warmer or cooler?
    Does your child need a desk or a big comfy chair?
  2. His physiological learning needs: perceptual, intake, time of day, and mobility
    Is your child is auditory, visual, kinesthetic or tactile according to this model?
    Does your child need to be well-fed or have drinks and snacks handy while studying?
    Does your child learn best early in the day, mid-day, or late in the day?
    Does your child prefer sitting still, moving around, or lying down while learning?
  3. His emotional learning needs: motivation, responsibility vs. conformity, task persistence, structure:
    Does your child have intrinsic motivation to learn, or does he need encouragement through incentives?
    Does your child conform by following provided instructions, or does he prefer to be self-directed in his learning?
    Does your child drive forward and stay with a task, even when it is difficult, or does he give up fairly easily?
    Does your child need a regimented routine to move through his studies effectively, or does he respond better to going with the flow of the moment?
  4. Sociological: self, pairs, peers, teams, adult directed, or a variety:
    Does your child prefer to do things by his self?
    Does your child learn better when interacting with or challenged by another child or a small group of children?
    Does your child learn better when he’s part of a team working together or when challenged by a group of peers?
    Does your child learn best when instruction is provided one-on-one by an adult?
    Does your child get bored with any one social scenario and prefer a variety of social settings for learning?
  5. Psychological: Analytical vs. Global, Reflective vs. Impulsive
    Does your child focus on the details and step-by-step learning, or is he a big-picture thinker?
    Does your child do more thinking or is he an active doer?

Once you’ve established a viable learning environment, have considered what time of day and your child’s overall learning needs, have determined your child’s primary Intelligences and his VAKT Learning Style preferences, you can use this information to determine which instructional programs will most effectively meet your child’s needs.  There is quite a bit more to the Task Analysis portion though.  In order to effectively move through Part B of the Task Analysis phase, you must have an evaluation report from a qualified provider who has assessed your child’s specific learning strengths, aptitude, achievements, and disabilities.  Without such a report, your work in Part B will be guesswork at best.

Because the Task Analysis Step is lengthy, and the second phase of the Task Analysis is quite involved, Part 2 of the Task Analysis is on a separate web page.   Click here to go to Task Analysis – Part 2.

Sandy