Survey+Links

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 * __Student Interest Survey __**

The above link is a great student interest survey for sixth grade students. It asks several different types of questions regarding student interests relating to Gardner’s multiple intelligences including “linguistic involving spoken and written language; musical by performance and appreciation of musical patterns; bodily-kinesthetic by ability to coordinate bodily movements; interpersonal by work effectively with others; and intrapersonal by understanding oneself,” (Smith, 2008). First, questions one and sixteen address linguistic intelligence with referring to a favorite childhood book and certain favorite book. Musical intelligence is mentioned in question six regarding favorite type of music. In addition, kinesthetic intelligence appears on the survey in questions eight and ten with sports, teams, and activities. Interpersonal questions are asked questions twelve, eighteen, and nineteen with a wish for someone else and describing yourself as a friend. Finally, intrapersonal intelligence is most prevalent in a number of questions about favorite food, music, sport, career path, and how you view yourself as a friend. This survey allows a teacher to learn about the strengths or his students, but is limited in discovering their weaknesses as learners.

2) [|http://www.eht.k12.nj.us/~jones(j/Differentiated%20Instruction/interest%20survey%20mid%20stdnts.htm] 3) [] 4) [] 5) [] This survey asks questions about play and other activities as well as reading. It is geared towards students in grades 1 through 6. There is a similar survey that is intended for grades 7 through 12 just below the first survey. Teachers can use a combination of questions that they determine to be the most useful for their student population. Teachers would have to print out the surveys or copy and paste questions to create a new document. This tool is good for helping teachers generate interest-related questions.

6) [] This interest survey is based on 11 short-answer questions relating to students’ interests in books, movies, free-time activities, academics, special interest clubs, etc. Additionally, the survey asks students to consider an area in which they consider themselves knowledgeable. The survey includes two multiple-choice questions addressing the student’s best learning environment. Overall, I feel this survey gathers students’ interest on a very general level. Based on the content of the questions and the language used, I feel this survey is geared toward middle school students. (MProvost)

7) [] This interest survey is based on information from Rick Wormeli’s //Day One And Beyond// (Wormeli, 2003). Also utilizing short answer questions, information is collected on students based on their travels, responsibilities, favorite foods, aspirations, curiosities and friendships. The language used within this survey makes it age appropriate for my seventh graders. I appreciate the added depth of these questions and how it specifically targets relationships. (MProvost) **__Learning Styles Survey __** 1) [] The above link is a great learning styles survey for students. First, it is set-up online and provides instant feedback to the teacher. Second, each question is simple stated and only has two options for the student to select. This allows the survey to be done quickly, but still provide detailed data. Next, it is a combination of learning styles and learner profile survey. It provides information “regarding environmental elements, interactions, and personal needs…plus different way of learning,” (Tomlinson, 2009, p. 28). Finally, the survey is user-friendly. Sixth grade students have a solid technology background, but are not advanced users. The survey is easy to read, follow, answer questions, and submit.

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This survey asks twelve questions and students need to circle one of three answers. The selected answers are totaled by column to see which learning style is best suited for each student. Audio, visual, and tactile/kinesthetic learning styles are clearly described and students can read about which style is best for them. I like the simple method of circling answers and totaling the columns at the end. Teachers can simply print off this survey or copy and paste it into another document. There are even suggestions at the end of the survey that describe what students can do to get the most out of reading a book based on their learning style.

5) [| http://www.scholastic.com/familymatters/parentguides/middleschool/quiz_learningstyles/index.htm] This online survey is provided through the “Parents” resources on Scholastic.com and is specifically targeted for middle school aged children. The survey is accompanied by information citing the national director of “All Kinds of Minds (AKOM), a non-profit institute based in Chapel Hill, NC, to further the study of learning differences in children” (Gault, 2011); Dr. Yellin suggests how parents can use this information on learning styles to help their children transition into middle school. The survey focuses on 11 areas with 33 total questions related to auditory, visual and kinesthetic learning styles and has student identify with statements based on how they engage with situations, materials, lectures, and people. (MProvost)

6) [] This survey focuses specifically on the main types of learning styles found in the classroom with the students completing 24 questions to identify if they are auditory, kinesthetic or visual learners helping them to guide their own learning. This survey I feel has been created at a college level due to some of the language contained within its questions though my tenth grade students should have no problem reading and understanding the context. I feel that most of the questions are specific enough so students can identify themselves though if I would utilize this survey I would refine one question in particular in an effort to make it more appropriate for my students. Question 15 asks students if they “chew gum, smoke or snack” while studying. Although this question provides a glimpse into the lives of my students I would like to remove the section about smoking making this more classroom appropriate. Overall, I feel this survey is well rounded and will provide a solid glimpse into the lives of my students.

**__Multiple Intelligences Inventory __**

1) [] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">The above link is a great multiple intelligences inventory. It is most appropriate for high school students, but can be modified by changing the vocabulary to fit the purpose of sixth graders. First, the questions are broken down into sections based on Gardner’s multiple intelligences. Next, the students take complete the inventory and calculate their totals. Finally, the plot their totals in a table, which tells students and the teacher what type of intelligences are the strengths and weaknesses are. “All intelligences are needed to live life well,” (Smith, 2008) and students are made aware of the areas they need to improve. Also, this is useful for students to select assessment option that demonstrate their strengths and for the teacher to plan assessments options to meet at least one strength for all students.

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This survey asks 56 questions on a ranking scale and calculates the top three intelligences based on your responses. This survey could be used in a middle or high school classroom and students might find their strengths interesting and useful. The teacher can have students record their top three intelligences and what this means in terms of learning in the classroom. This way the student and teacher would be informed and could use their strong intelligences to their benefit in school.

4) [] This worksheet resource is formatted with 30 statements that students mark as either “True” or “False”. Though it does not specify a specific age range, the vocabulary used and the questions themselves are accessible to my seventh-grade students. After scoring statements marked as “True”, there is a reference chart of information that details how each intelligence relates to what students think, love and need. What I find equally as useful in this survey is the teacher resource; it offers a checklist of characteristics applicable to each intelligence and suggests techniques, materials and strategies for addressing multiple intelligences in the classroom. When considering how to integrate this into my survey, I feel it is important to keep all 30 questions to ensure more accurate analysis. (MProvost)

**__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Learning Profile Inventory __** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 10pt;">1) had a 2nd one…have to find it <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 10pt;">2) []

<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">The above link on learning profile inventory touches on several areas including culture, learning style, and intelligence preference (Tomlinson, 2009). First, questions eleven and twelve address strengths and weaknesses in areas such as social, academic, physical, language, and religion. “Each individual identifies more with some aspects of his heritage than with others,” (Bray, Brown, & Green, 2004, p. 3) and those two questions address this to some degree. Also, question four deals with Gardner’s intrapersonal intelligence by asking what you want to be doing in ten years. It makes students examine themselves, strengths, and interests to make answer this question. In addition, students must reflect on their learning style in question five. It makes them describe the environment they prefer to work or study in. Finally, it addresses students’ cognitive impairments that can impede students’ abilities to process information,” (Bray, Brown, & Green, 2004, p. 9) in questions seven and eight by describing their disability. These inventory is beneficial for students and teachers. The students are forced to reflect and self-assess themselves as learners while teachers have more than just a face to go with a name. Teachers are aware of the types of students they have, interests, strengths, and all other aspects of their learning profile. <span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">3) [] Under “Walk Through Tools” select elementary school student surveys. This survey is geared towards younger middle school students and focuses on relationships with others and personal relevance. Students rate each statement from 1 (Rarely) to 4 (Always) and determine learning profiles from the data.

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This learning profile inventory is an assignment I created to get to know my new seventh grade students better. Through this activity, I can gain better understanding of my students’ abilities following written directions, doing simple sketches, cutting, pasting, and accomplishing an in class task. Additionally, I can acquire information regarding their personal habits, study habits, access to technology and attention to fine details. Though this learning profile inventory does not address gender, it does begin to develop the foundation of who my students are both at home and at school; any insight into their culture and rituals is valuable for my lesson planning.(MProvost)