Module Summary. Module Key Takeaways

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1 Learner Profile Coaching Guide Module Summary In this module teachers will: Describe the four components of learner profile. Explain how learner profile impacts differentiation. Identify what to observe for in order to differentiate according to elements of learner profile. Create a learner profile based on observations of students. Module activities: Teachers will learn to observe for behaviors that inform how a student may learn best. Teachers will walk through a hypothetical observation and summarize observations into a learner profile. Learner Profile is part of a suite of modules on differentiation. One group of modules prepares users to differentiate according to: student readiness, learner profile, and student interest. The other group of modules has strategies for differentiation. We recommend that teachers visit each preparing to module before beginning a strategy module. Module Key Takeaways Essential knowledge: Learner profile influences how a student learns best and is made up of four components: - Culture: Characteristics of groups of people who share racial, ethnic, religious, or social identities (Puckett, 2013, Glossary). - Learning style: Students preferences for how they are presented with, process, and retain new information. Include five stimuli (environmental, emotional, sociological, physiological, and psychological) (Puckett, 2013). - Gender: There is conflicting research about how gender may or may not impact a student s learner profile. Teachers should be aware of gender-based trends. - Multiple intelligences: This theory identifies eight different ways that people learn. They are: logicalmathematical, spatial, bodily-kinesthetic, naturalist, linguistic, musical, interpersonal, and intrapersonal. Multiple intelligence theorist, Dr. Howard Gardner, believes that we possess each intelligence to a different degree and use them in different ways. Essential skills: The Learner Profile Observation Guide (see p. 3) contains guiding questions for each component of learner profile. Teachers can observe students and use this guide to begin creating a learner profile for them. This information can be used as a starting point for getting to know how a student may learn best. It can also be used for formal (parent meetings, intervention team meetings, or data for special education referral) or informal (teacher s own records) purposes. Essential mindsets: Each student comes to the classroom with a lifetime of experiences that inform how he or she learns best. A learner profile is not a formal diagnosis. Teacher observations should be thought of as a starting point for collaborating with the student, his or her family, and other teachers at the school. The teacher should use information from the Learner Profile Observation guide to implement best practices that foster an environment focused on teaching students in a way that leverages their strengths as learners. Teacher observation is a powerful tool, especially when you know what to look for. 1

2 The Skill in Action Pre-Observation: First, the teacher should be able to explain what it is he or she will be observing for. Then, the teacher should read through Learner Profile Additional Considerations supplement for some additional background and examples. Next, the teacher should identify a student to observe. This can be someone the teacher would like to get to know more about. It s a good idea to review the Learner Profile Observation Guide with the teacher. Pay close attention to the questions that will guide the observation. Observation: The teacher should be able to explain what the guiding questions may reveal about a student s learner profile. The student can be observed over the course of a few (or several) days. If possible, consider doing your own observation of the same student at the same time(s) as the teacher. You and the teacher can compare notes and discuss what insight he or she gained from observing the Post-Observation: The teacher should then use his or her observations to begin constructing the student s learner profile. Once the teacher has an idea of how a student may learn best, he or she can use the document entitled Learner Profile Best Practices to discuss and plan next steps. Continue to follow-up with the teacher to support and reflect on how the next steps are working. Questions for Discussion The following is a list of suggested questions for engaging in a reflective dialogue with the teacher, either before or after he or she attempts to implement the skill. How do you believe the knowledge and skills highlighted in this module will benefit your growth as a teacher? What were your key takeaways from the module? What questions do you have related to the module? What struggles or challenges do you think you may encounter when creating a learner profile for one of your students? Do you think that your students have insight into how they may learn best? If so, what questions might you ask them in order to learn more? How can I support you in your process of observing a student and creating a learner profile? Standards Alignment InTASC: 2(a) - The teacher designs, adapts, and delivers instruction to address each student s diverse learning strengths and needs and creates opportunities for students to demonstrate their learning in different ways. 2

3 Learner Profile Observation Guide Resource Directions: Use this document to record observations of your student related to gender, culture, learning style, and multiple intelligences. These observations can be a good starting point for differentiating instruction. Gender A student s beliefs about gender and how these beliefs may impact his or her learning. 1. How does the student talk about gender and gender differences? (e.g. Does the student say things like, He/She is better at because he/she is a boy/girl?) 2. Is it possible that the student has internalized beliefs or stereotypes related to gender? How might they be impacting his or her behavior in class? 3

4 Culture Learning characteristics of groups of people who share racial, ethnic, religious, or social identities. 1. How does the student interact, communicate ideas, and share thoughts with fellow students? 2. How does the student interact with adults at home and at school? 3. How does the student organize and work through a learning task? 4. How does the student prefer to engage with content? 5. Does the student value independence or collaboration? 4

5 Learning Style The theory that describes conditions under which students process and retain new information. 1. How does the student work or attend to a task when there is background noise? Does the student prefer to work sitting at his desk or in a more informal place (e.g. on a bean bag, or on the floor)? 2. Does the student like to receive feedback and reassurance throughout an activity? Does the student prefer to complete a task or project before receiving any feedback? 3. Does the student prefer to work independently, in pairs, trios, small groups, or with an adult? 4. Does the student attend to a task better in the morning or afternoon? Does the student demonstrate a need to shift or change position frequently? 5. Does the student prefer to learn part-to-whole or whole-to-part? 5

6 Multiple Intelligences The theory that describes different ways that people learn and solve problems (Puckett, 2013). 1. Is the student more engaged when he or she is active or able to manipulate objects during class? 2. Does the student enjoy reading, writing stories, writing poetry, or listening to music? 3. Does the student enjoy interacting with others? How well is the student able to perceive how others feel? 4. Is the student curious about life s big questions? Does the student enjoy working independently? 6

7 Learner Profile Synthesize your observations into a summary that describes the student s learner profile. This information can be used as a starting point for increased communication with families or as an artifact for the student s record. Next Steps Based on your observations and the learner profile you just constructed, record new insights, ideas, and plans for next steps with the Access the supplement entitled Learner Profile Best Practices for a list of differentiation ideas. 7