Using Interest Inventories to Group Students

Most teachers use some sort of learning style/interest inventory at the beginning of the school year. Having students complete the inventory is not the problem--using that information is. I have to admit that I used a learning styles inventory at the beginning of the year, marked the styles for each student next to their name in my gradebook, and promptly went on with my life.

That is not what was intended.

Once we determine students' learning styles, we have to use that information to better their learning in our classrooms. One of the best ways to utilize this information is when grouping students. As we strive for differentiation, learning styles can help group students in two ways--homogeneously and heterogeneously.

Students can be grouped homogeneously by learning styles. Students would be surrounded by other students who learned in a similar manner. This could lead to reflective learning--students could really examine where their strengths are and how they need to address those strengths in class. If assigned a project that allows for choice, the homogeneous group could choose the task that most addresses their style and be highly successful at it. The homogeneous group could work well to strengthen each other.

Students can also be grouped hetergeneously. Students can work with students of varied learning styles in order to address their own weaknesses. Multi-genre projects might be more accessible to students if addressed through a heterogeneous group.

Learning styles are not a new concept by any stretch of the word. I've issued inventories for years. However, teachers have to do something with those inventories. Having students complete them isn't enough. Teachers have to use learning styles to guide their instruction and better student achievement.