WelcomE To Learner Profiles!
Description of Topic
Student profiles are a means of collecting valuable information about students in your class. The gathering of information for student profiles can be in a variety of different forms, the most common being Inventories (social, reading, interest) and assessments (report cards, parents, previous teachers) (“Making A Difference", p.27).
The main types of information gathered in student profiles can be classified into two main categories: social information and learner information.
Social information includes any relevant information regarding the social aspects of a student. For instance, interests, family background (who they live with, siblings, etc.), relationships (friends), social ability (easy to make friends, hard, knows social norms and boundaries, etc.). This gives teachers an idea of how a student functions within a social environment, as well as an insight into the students' social scene (“Making A Difference," p.27).
Learner information focuses on the ways a student learns best. The goal of a learner profile is to help students understand how best they learn, and for teachers to use this information to help students find a good fit in the classroom (“The How To's of Planning Lessons Differentiated by Learning Profile”).
Learner profiles have 4 main areas of focus: Group Orientation (independent, group orientated, adult orientated etc.), Cognitive Style (creative vs. Conform, concrete vs. Abstract, interpersonal vs. Introspective, etc), Learning Environment (quiet, noisy, calm, flexible, fixed, etc.) and Intelligence Preference (analytic, practical, creative, verbal/linguistic, etc.) (“The How To's of Planning Lessons Differentiated by Learning Profile”).
Learner profiles do not have to be all encompassing in one document; often teachers will use several types of assessments, questionnaires, or observations to gather information for a profile. From all the data gathered, teachers can then gather information into a more detailed look at the student and class.
Information that can be included in a learner profile:
-Name
-Age
-Grade
-Family (who they live with)
-relationships (friends, BF/GF)
-learning style (VAK)
-thinking styles (concrete vs. abstract, random vs. sequential)
-strengths
-challenges
-interests
-wishes (for personal and class life)
-dreams
-goals (learning and personal)
Student profiles are dynamic and change frequently; doing a student profile and the beginning, mid and end points of a school year may produce remarkably different results. It is important to keep this in mind when planning for a new school year, as the previous year's profile will likely have changed.
It is important to note that student profiles are NOT a way of “labelling students”, but rather a way to gather as much information as possible about how a student learns, and the best path for them to choose (“Making A Difference”, p.17).
Student profiles are a means of collecting valuable information about students in your class. The gathering of information for student profiles can be in a variety of different forms, the most common being Inventories (social, reading, interest) and assessments (report cards, parents, previous teachers) (“Making A Difference", p.27).
The main types of information gathered in student profiles can be classified into two main categories: social information and learner information.
Social information includes any relevant information regarding the social aspects of a student. For instance, interests, family background (who they live with, siblings, etc.), relationships (friends), social ability (easy to make friends, hard, knows social norms and boundaries, etc.). This gives teachers an idea of how a student functions within a social environment, as well as an insight into the students' social scene (“Making A Difference," p.27).
Learner information focuses on the ways a student learns best. The goal of a learner profile is to help students understand how best they learn, and for teachers to use this information to help students find a good fit in the classroom (“The How To's of Planning Lessons Differentiated by Learning Profile”).
Learner profiles have 4 main areas of focus: Group Orientation (independent, group orientated, adult orientated etc.), Cognitive Style (creative vs. Conform, concrete vs. Abstract, interpersonal vs. Introspective, etc), Learning Environment (quiet, noisy, calm, flexible, fixed, etc.) and Intelligence Preference (analytic, practical, creative, verbal/linguistic, etc.) (“The How To's of Planning Lessons Differentiated by Learning Profile”).
Learner profiles do not have to be all encompassing in one document; often teachers will use several types of assessments, questionnaires, or observations to gather information for a profile. From all the data gathered, teachers can then gather information into a more detailed look at the student and class.
Information that can be included in a learner profile:
-Name
-Age
-Grade
-Family (who they live with)
-relationships (friends, BF/GF)
-learning style (VAK)
-thinking styles (concrete vs. abstract, random vs. sequential)
-strengths
-challenges
-interests
-wishes (for personal and class life)
-dreams
-goals (learning and personal)
Student profiles are dynamic and change frequently; doing a student profile and the beginning, mid and end points of a school year may produce remarkably different results. It is important to keep this in mind when planning for a new school year, as the previous year's profile will likely have changed.
It is important to note that student profiles are NOT a way of “labelling students”, but rather a way to gather as much information as possible about how a student learns, and the best path for them to choose (“Making A Difference”, p.17).
Check out this sample learning profile for an elementary classroom! Remember, you can modify templates to make them your own.
Check out this example of a high school learning profile.
How do learner profiles fit into the idea of Differentiated Classrooms?
Differentiation is, at its heart, student centred and oriented. As the differentiation guide from Education Alberta states, “Knowing and responding to each student...is perhaps the most fundamental element of differentiation” (Making A Difference, Education Alberta, p.16). It is an approach, or belief, that learning is not 'one size fits all', but is focused on student strengths and using multiple approaches in content, process, and product. It is also rooted in assessment, which is where learner profiles become an important ingredient of the differentiation stew.
Learner profiles are essentially a means of assessment; they help us find out relevant background about our students, and give us insights into their struggles, strengths and goals, as well as giving us a current readiness level.
We as teachers use this information from learner profiles to help guide our teaching to best fit our individual students; whether it be to provide meaningful groupings based on readiness level, interests or strengths, or provide assignments and lessons that teach to students' learning style; learner profiles are a useful tool when it comes to differentiation.
Relevant background (High school take)
Learner profiles can take a variety of forms and include different pieces of information. In a high school setting learner profiles should be done at the beginning of each semester, and results should be shared with the class (graph format, tally system, etc.). By sharing information with the class, it helps build a community of learners; students can find connections with the information shared (i.e: strengths, interests, friends, etc.) and groupings aren't such a nebulous idea anymore; students will start to make connections with flexible grouping, realizing that groups will change depending on student readiness, abilities and strengths.
Here is a great resource that gives you an idea of how to start the process of student and class profiles. (desktop screen shot, 9:31 pm)
Differentiation is, at its heart, student centred and oriented. As the differentiation guide from Education Alberta states, “Knowing and responding to each student...is perhaps the most fundamental element of differentiation” (Making A Difference, Education Alberta, p.16). It is an approach, or belief, that learning is not 'one size fits all', but is focused on student strengths and using multiple approaches in content, process, and product. It is also rooted in assessment, which is where learner profiles become an important ingredient of the differentiation stew.
Learner profiles are essentially a means of assessment; they help us find out relevant background about our students, and give us insights into their struggles, strengths and goals, as well as giving us a current readiness level.
We as teachers use this information from learner profiles to help guide our teaching to best fit our individual students; whether it be to provide meaningful groupings based on readiness level, interests or strengths, or provide assignments and lessons that teach to students' learning style; learner profiles are a useful tool when it comes to differentiation.
Relevant background (High school take)
Learner profiles can take a variety of forms and include different pieces of information. In a high school setting learner profiles should be done at the beginning of each semester, and results should be shared with the class (graph format, tally system, etc.). By sharing information with the class, it helps build a community of learners; students can find connections with the information shared (i.e: strengths, interests, friends, etc.) and groupings aren't such a nebulous idea anymore; students will start to make connections with flexible grouping, realizing that groups will change depending on student readiness, abilities and strengths.
Here is a great resource that gives you an idea of how to start the process of student and class profiles. (desktop screen shot, 9:31 pm)
Current Use
Learner profiles are currently used to gather information regarding students strengths, challenges, interests, learning and thinking styles, while also acknowledging varied gender, culture and personality.
In a high school setting, learner profiles are currently used at the beginning of each new semester, and a follow up one nearer to the end. The purpose of the one at the end of the semester is to address any changes that may have happened (i.e: goals accomplished /changed, relationships changed/made, etc.). This is a great opportunity for students to look at their previous profile and see what aspects for them have changed, if any.
Applications
Learner profiles are best done at the beginning of a school year, and nearer to the end.
Here's a few ideas on how to get started with your learner profile!
Getting Started with Student Profiles
-At the beginning of the year, gather information about your students: have conversations with them and with their previous teachers and make notes on important aspects of their learning
-Complete surveys with your students that gather important information (questionnaires, mind maps, etc.)...check out the Resource section for ideas!
-Gather information and put in a class learning profile, where you can then look at all students and make connections. Check out Ontario's version of classroom profiles; don't forget you can adapt/modify to make it your own!
http://www.edu.gov.on.ca/eng/general/elemsec/speced/learningforall2011.pdf
Using Student Profiles
Now that you have the information, what can you do with it?
There are many ways to differentiate your teaching to reach all students. By looking at your student profiles you can use the information to teach your lessons in a varied format.
For example, you can tape your lectures or key materials for your auditory learners to listen to, or have pre-written notes for those students who have trouble writing. Using text books and assignments on Kurzweil can be a great choice for those with difficulties reading or writing.
Here are some other examples for you to consider:
-Complex Instruction: this involves the teacher knowing each students' strengths, then
designing high-level, complex learning tasks that utilize these strengths, all done in a collaborative group setting
-Entry Points: a way for students to enter or explore a topic through learner preference.
-Choice Boards: students select a choice from varied assignments; each assignment targets different areas of learning (kinesthetic, visual, auditory, etc.).
-Graphic Organizers: allow students to map out their thinking in visual ways.
-Jigsaw: a strategy where students work with 1-2 peers on a specific fact/task of a topic and the report back to the group to share what they have learned.
-Menus: a list of learning/product options students can choose from to illustrate their learning.
Check out more at: Annotated List of Differentiation Strategies, http://www.edpd593.setsviu.com/uploads/9/9/2/0/9920268/differentiation_strategies.pdf
Perhaps one of the most important uses for student profiles is to create a classroom profile (mentioned earlier). A class profile is essentially a “snapshot of the strengths and needs, interests, and readiness of the students in the class.” (Learning For All, p. 32). As a teacher, a class profile can help guide your teaching and flexible grouping (planning tool!) while also acting as a tracking sheet for monitoring progress, changes, instructional strategies and sharing information with parents, colleagues and administrators (Learning For All, p.32).
Check out the following document to see example of an elementary classroom profile.
Learner profiles are currently used to gather information regarding students strengths, challenges, interests, learning and thinking styles, while also acknowledging varied gender, culture and personality.
In a high school setting, learner profiles are currently used at the beginning of each new semester, and a follow up one nearer to the end. The purpose of the one at the end of the semester is to address any changes that may have happened (i.e: goals accomplished /changed, relationships changed/made, etc.). This is a great opportunity for students to look at their previous profile and see what aspects for them have changed, if any.
Applications
Learner profiles are best done at the beginning of a school year, and nearer to the end.
Here's a few ideas on how to get started with your learner profile!
Getting Started with Student Profiles
-At the beginning of the year, gather information about your students: have conversations with them and with their previous teachers and make notes on important aspects of their learning
-Complete surveys with your students that gather important information (questionnaires, mind maps, etc.)...check out the Resource section for ideas!
-Gather information and put in a class learning profile, where you can then look at all students and make connections. Check out Ontario's version of classroom profiles; don't forget you can adapt/modify to make it your own!
http://www.edu.gov.on.ca/eng/general/elemsec/speced/learningforall2011.pdf
Using Student Profiles
Now that you have the information, what can you do with it?
There are many ways to differentiate your teaching to reach all students. By looking at your student profiles you can use the information to teach your lessons in a varied format.
For example, you can tape your lectures or key materials for your auditory learners to listen to, or have pre-written notes for those students who have trouble writing. Using text books and assignments on Kurzweil can be a great choice for those with difficulties reading or writing.
Here are some other examples for you to consider:
-Complex Instruction: this involves the teacher knowing each students' strengths, then
designing high-level, complex learning tasks that utilize these strengths, all done in a collaborative group setting
-Entry Points: a way for students to enter or explore a topic through learner preference.
-Choice Boards: students select a choice from varied assignments; each assignment targets different areas of learning (kinesthetic, visual, auditory, etc.).
-Graphic Organizers: allow students to map out their thinking in visual ways.
-Jigsaw: a strategy where students work with 1-2 peers on a specific fact/task of a topic and the report back to the group to share what they have learned.
-Menus: a list of learning/product options students can choose from to illustrate their learning.
Check out more at: Annotated List of Differentiation Strategies, http://www.edpd593.setsviu.com/uploads/9/9/2/0/9920268/differentiation_strategies.pdf
Perhaps one of the most important uses for student profiles is to create a classroom profile (mentioned earlier). A class profile is essentially a “snapshot of the strengths and needs, interests, and readiness of the students in the class.” (Learning For All, p. 32). As a teacher, a class profile can help guide your teaching and flexible grouping (planning tool!) while also acting as a tracking sheet for monitoring progress, changes, instructional strategies and sharing information with parents, colleagues and administrators (Learning For All, p.32).
Check out the following document to see example of an elementary classroom profile.
Connections to personal practice
High School
I have 25 students that I teach year round in my life skills class, and one of the very first things we do in September is a “get to know me” unit, where students focus on sharing information about themselves.
This is a great way for me to gather information for my current year's student profiles. I will often start out with a general questionnaire that focuses on social/personal aspects (who are your friends? Who lives with you at home? What do you like to do? Where are your favourite places to go? Is it hard to make friends, etc.). I will take those questionnaires and input information into my classroom profile.
During the week I will give a lesson on 'learning', which entails discussing how different types of people learn (I often use myself as an example: I am a visual, concrete, independent learner). We discuss the different types of learners, and how that effects my teaching, and students' learning (why I teach in different ways on different days).
I will then have them fill out a questionnaire, or simply have some conversations with them where I will record their suggestions. Again, this gets added to my classroom profile.
The real connection for me is building a classroom community; a place where people know how they learn best, and they know I will be working with them to help everyone reach a common goal.
As a high school teacher, self advocacy and self-awareness are also really big reasons why learner profiles are so important. They help students become aware of how they learn best, and we work as a team on building up their confidence and their assertiveness on advocating for their needs in different situations (i.e: workplace, different classrooms, social settings, etc.).
Resources:
Here are some great examples of student profile templates you can use:
http://www.livebinders.com/play/play?id=475167#anchor
-on the left hand side, the Student Inventory Tab will give you some examples.
Articles used:
1) Education Alberta; Making A Difference, Meeting Diverse Learning Needs with Differentiated Instruction. Chapter 3, “Developing Learner Profiles”. Pp 23-44.
http://education.alberta.ca/media/1233960/6_ch3%20learner.pdf
2) Ontario Board of Education; Learning For All: A guide to effective Assessment and Instruction for All Students Kindergarten to Grade 12. Chapter 4: Planning Assesment and Instruction. Pp 31-50.
http://www.edu.gov.on.ca/eng/general/elemsec/speced/learningforall2011.pdf
3) Tomlinson, Carol Ann. How To Differentiate Instruction in Mixed-Ability Classrooms, 2nd edition. Chapter 10, “The How To's of Planning Lessons Differentiated by Learning Profile”.
http://www.ascd.org/publications/books/101043/chapters/The-How-To's-of-Planning-Lessons-Differentiated-by-Learning-Profile.aspx
4) Annotated List of Differentiation Strategies,
http://www.edpd593.setsviu.com/uploads/9/9/2/0/9920268/differentiation_strategies.pdf
High School
I have 25 students that I teach year round in my life skills class, and one of the very first things we do in September is a “get to know me” unit, where students focus on sharing information about themselves.
This is a great way for me to gather information for my current year's student profiles. I will often start out with a general questionnaire that focuses on social/personal aspects (who are your friends? Who lives with you at home? What do you like to do? Where are your favourite places to go? Is it hard to make friends, etc.). I will take those questionnaires and input information into my classroom profile.
During the week I will give a lesson on 'learning', which entails discussing how different types of people learn (I often use myself as an example: I am a visual, concrete, independent learner). We discuss the different types of learners, and how that effects my teaching, and students' learning (why I teach in different ways on different days).
I will then have them fill out a questionnaire, or simply have some conversations with them where I will record their suggestions. Again, this gets added to my classroom profile.
The real connection for me is building a classroom community; a place where people know how they learn best, and they know I will be working with them to help everyone reach a common goal.
As a high school teacher, self advocacy and self-awareness are also really big reasons why learner profiles are so important. They help students become aware of how they learn best, and we work as a team on building up their confidence and their assertiveness on advocating for their needs in different situations (i.e: workplace, different classrooms, social settings, etc.).
Resources:
Here are some great examples of student profile templates you can use:
http://www.livebinders.com/play/play?id=475167#anchor
-on the left hand side, the Student Inventory Tab will give you some examples.
Articles used:
1) Education Alberta; Making A Difference, Meeting Diverse Learning Needs with Differentiated Instruction. Chapter 3, “Developing Learner Profiles”. Pp 23-44.
http://education.alberta.ca/media/1233960/6_ch3%20learner.pdf
2) Ontario Board of Education; Learning For All: A guide to effective Assessment and Instruction for All Students Kindergarten to Grade 12. Chapter 4: Planning Assesment and Instruction. Pp 31-50.
http://www.edu.gov.on.ca/eng/general/elemsec/speced/learningforall2011.pdf
3) Tomlinson, Carol Ann. How To Differentiate Instruction in Mixed-Ability Classrooms, 2nd edition. Chapter 10, “The How To's of Planning Lessons Differentiated by Learning Profile”.
http://www.ascd.org/publications/books/101043/chapters/The-How-To's-of-Planning-Lessons-Differentiated-by-Learning-Profile.aspx
4) Annotated List of Differentiation Strategies,
http://www.edpd593.setsviu.com/uploads/9/9/2/0/9920268/differentiation_strategies.pdf