Using Learner's Profiles to Impact Student LearningFebruary 18, 2013

Welcome!

Organize these learning styles from strongest to least preference for yourself.

• Auditory

• Visual

• Kinesthetic

Please sit by your language groups (French, Intermediate Spanish and High School Spanish).

Nyob Zoo!

Hnubno, peb yuav kawm lub Hmoob. Kuv yuav qhia kom nej paub ib cov

tsiaj.Peb Yuav:• Hais rau ib tus phoojywm. (2 leeg)• Ua yeeb yam txog cov tsiaj. (3 leeg

+)• Qhia kom nej paub nyeem

o D, M, E, I, V

Assessment:

• Did you practice: listening, speaking, reading, and writing?

• What were my learning targets?• How could I assess this lesson?• Formative/Summative

What is a Learner's Profile?A learner profile describes the ways in

which a student learns best. It includes:• student interests• learning preferences and styles• differences related to gender,

culture and personality• learning strengths, needs, supports

in the past• needs to be dynamic, constantly

changing

Purpose of the LP

• to guide the design of instruction and assessment

• to easily access student data • to help create support plans for

students• for teacher collaboration• for student goal

setting/conferencing• to create customized learning

goals/paths• to collect evidence/showcase

learning• to help student be college/career

ready

A Sample Learner ProfilePossible Learner Profile

Information

LP: Academic

• student interests and learning styles• student learning goals (short term

LT, long term, etc.)• continuum of skills• student checklist of skills• assessment information• accommodations/differentiation• e-portfolio

LP: College and Career Readiness• career interests• career surveys (Wis Careers, Work

Keys)• graduation requirements and

credits• college goals (short term, long

term)• resumes and letters of

recommendation• record of additional sports, clubs,

activities, volunteer experiences, etc.

• internships, apprenticeships, job shadowing, etc.

LP: Soft Skills

• continuum of soft skills• behavior plans, goals, etc. • 21st Century skills• attendance, tardies, etc.• work habits• student interests and hobbies• personal goals

LP: Communication

• mentoring/conferencing record• teacher conferencing record• parent communication record• student led conferences record• report cards• progress reports

LP: Additional Plans

• IEP• ELL• Title 1, 2, 3, Services• Testing accommodations

Review of Learner's Profile

Goal: To shape the learning around the learners• What are their interests?• What are their needs?• What are their motivations?• What inspires them?• What are their goals and how can

we help them get there?

Examples of LP's

• WAWM NxGL Elementary• WAWM NxGL Intermediate• Linguafolio

Reflect:

Review the parts of the Learner's Profile. Highlight/star the most important parts.

Turn and Talk:

Tell a partner what aspects you think is most important in the Learner's Profile.

How can teachers utilize the LP to impact instruction? (IMMERSE)

• building background• providing examples• selecting texts and activities• creating stations• creating assessments• resources: audio, videos, pictures,

games

Student Choice (PRACTICE/PERFORMANCE)Differentiation:• variety of instructional presentation

(auditory, visual, kinesthetic)• allow use of multiple intelligences• choice in activities or assessments• variety of learning stations• different types and level of

assignments/activities (formative)

Personalization(CHECKLIST/PORTFOLIOS)• inquiry/research • teacher and student conferencing to

select goals and evaluation of evidence

• technology• portfolio• checklist of skills• self reflection• project based learning

Table Talk:

Review the parts of the Linguafolio biography/passport.

Does your team want to add or change any parts of this? How can teachers use this for next year? Do you want a paper version (binder) or a e-version?

Other Resources on LP

• Responsive Teaching, Best Practices in Differentiated Instruction http://schools.webster.k12.mo.us/education/components/docmgr/default.php?sectiondetailid=40488&catfilter=1923&PHPSESSID=b506bc33e0be682714d22e9d8144083b#showDoc

• Formative Assessment and Differentiated Instruction (grades K-5) http://www.formativedifferentiated.com/learning-profile-and-interest-inventories.html

• West Virginia Dept of Ed (Online Learning styles assessments) http://wvde.state.wv.us/strategybank/LearningInventories.html

• Dare to Differentiate (wikispace with resources and samples) http://daretodifferentiate.wikispaces.com/Knowing+the+Learner

Formative/Summative Assessments

What are the differences?

• Let's look at the district's definition.• See handouts. • Types of Common Assessments:

o Benchmarks/Performance Assessmentso Unit Assessmentso Portfolios

FORMATS ALWAYS OCCASIONALLY SCORING

Linguafolio Link

Linguafolio Training Modules

Table Talk:

• Are the different curriculums at each level aligned?

• Are they current in BYOC?• Can we use the same benchmark

and unit assessments or do we want templates?

• Do we want to develop formative and summative assessments?

• What is enough evidence for the checklists/learning targets?

Table Talk:

• What are the choices for benchmark or performance assessments?

• What rubrics will be used?• How do we ensure that these are

rigorous high quality products from students?

• How do we provide feedback? • How will we grade students' work?