Who are you and what do you want? Creating Student Learning Profiles
1 like300 views
The document discusses the importance of creating student learning profiles to tailor educational approaches based on individual learning styles, multiple intelligences, and socio-economic factors. It emphasizes the need for teachers to collect relevant data and develop strategies for invitational learning that recognize students' potential. Additionally, it includes a student learning profile form and suggestions for data sharing and collaboration among educators.
Who are you and what do you want? Creating Student Learning Profiles
- 1. Who are you and what do you want? Creating Student Learning Profiles Franchetta J. Beckford, J. D., Ph.D 8th grade ELA Differentiated Studies Reid Ross Classical School Cumberland County Schools
- 2. Roadmap Inviting students to learn (Wong) Student learning profiles (Tomlinson; Wormeli) Sample lessons designed to connect with students and collect data (MI & Birth Order) My student learning profile form Sharing the data In closing References Let’s Connect
- 3. The First Days of School (Wong, 1991) Invitational Learning (Purkey, 1978) ◦ An invitation is a message that states that the person invited is responsible, able, and valuable. ◦ People possess untapped potential in all areas of human development. ◦ People, places, policies, procedures, and programs all invite people to realize their fullest potential.
- 4. Student Learning Profiles “A Learning Profile has to do with the ways in which a learner learns. It may be shaped by intelligence preferences, gender, culture, or learning style” (Tomlinson, 2014).
- 5. Student Learning Profiles “A learner profile is a set of observations about a student that includes any factor that impacts his learning” (Wormeli, 2011).
- 6. Student Learning Profiles (Wormeli, 2011) Social-Economic status Physical health Behavior/Discipline concerns Nationality (if influential) Diet (if influential) Religious affiliation (if influential) Technology access/comfort Multiple Intelligences Personal background/experiences Leadership qualities Collaborative nature Personal interests: sports, music Weekly schedule Television, movies, books Home responsibilities Hearing or Visual challenges
- 7. Station Break Big Data—volume/velocity/variety (Biggs, 2014) vs. Reflective Teacher (Anderson, 2009)
- 8. (Gardner, 1993) “Under the multiple intelligences theory, an intelligence can serve both as the content of instruction and the means or medium for communicating the content.”
- 9. (Armstrong, 1994) MI Think Love Need Linguistic words reading, writing, telling stories books, discussion, dialogue Spatial images/pictures designing, drawing, visualizing art, LEGOs, videos, games Logical- Mathematical by reasoning experimenting, calculating, doing puzzles exploration, manipulatives Interpersonal by bouncing ideas off other people leading, relating, mediating friends, group learning, clubs Intrapersonal deep inside of themselves being quiet, dreaming, setting goals, self-paced projects, time alone, choices
- 10. 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Beckford Comm. Skills Math Science Social Studies Naturalist Intrapersonal Interpersonal Musical Bodily-Kinesthetic Spatial Logical-Mathematical Linguistic
- 11. Learning Styles “The general definition is that a learning style is a mode of learning that is most effective for a person. It helps the individual obtain superior learning results” (Wallace, 2011). The Learning Styles-Instructional Design Challenge (Thalheimer, 2006)
- 12. Perceptual Modality Preferences (Learning Styles) (Moussa, 2014) Learning Style Strategies Visual Use visual stimuli such as pictures, graphs, maps, or images, and slides Auditory Enjoy listening to lectures, talking, and music; recall information best when it is spoken Kinesthetic Learn best through movement
- 13. 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Beckford Comm Skills Math Science Social Studies kinesthetic auditory visual
- 14. Birth Order (Kristensen, P., & Bjerkedal, T., 2007). Birth Order Traits First Natural leader, high achiever, responsible, bossy, know-it-all Middle Independent, easy-going, peacemakers, secretive Last Risk-taker, creative, outgoing, bored easily, self-centered, Only Has self-control, leader, mature, demanding, sensitive
- 15. 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Beckford Comm. Math Science Social Studies First Born Middle Last Only
- 16. 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Beckford Comm Skills Math Science Social Studies Color Personalities by Homeroom Blue Red Green Yellow
- 17. My student learning profile form Gender (circle one) Male Female Strongest Multiple Intelligences a. ______________________________ b. _________________________ Strongest Learning Style ______________________________________________________________ . Birth Order ____________________________________________________ . Personality Color ________________________________________________ . I would rather (complete the blank with #16) _________________________ .
- 19. In closing—What I Learned Examine multiple factors that impact learning (Wormeli, 2011). Include vertical content area information. Find the best data collection tools to get the information you want or design your own. Document your teacher inquiries with charts, graphs, and/or anecdotes (Anderson, 2009). Share relevant information with your team and/or content teachers.
- 20. References Anderson, P. M. (2009). Pedagogy. New York: Peter Lang Publishing, Inc. Armstrong, T. (1994). Multiple intelligences: In the classroom. Alexandria: ASCD. Briggs, S. (January 2014). Big Data in Education: Big Potential or Big Mistake? Retrieved from http://www.innovationexcellence.com/blog/2014/01/29/big-data-in-education-big-potential-or-big- mistake/#sthash.RStOBmRf.dpuf Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books. Kristensen, P., & Bjerkedal, T. (2007). Explaining the Relation between Birth Order and Intelligence. Science, 316 (5832), 1717-1718. Summary retrieved from http://science.sciencemag.org/content/316/5832/1717.full Moussa, N. (2014). The importance of learning styles in education. Institute for Learning Styles Journal, 1, 19-27. Retrieved from http://www.auburn.edu/academic/education/ilsrj/Journal%20Volumes/Fall%202014%20Vol%201%20PDF s/Learning%20Styles%20Nahla%20Moussa.pdf Peery, A. B. (2009). Writing matters in every classroom. Englewood: Advanced Learning Press. ReadWriteThink.org. I-search chart. Retrieved from www.readwritethink.org/classroom- resources/printouts/search-chart-30787.html Thalheimer, W. (2006). Learning style-instructional design challenge. Retrieved from http://www.willatworklearning.com/2006/08/learning_styles.html Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. 2nd edition Alexandria: ASCD. Wallace, G. W. (November 2011). Why is the research on learning styles still being dismissed by some learning leaders and practitioners? eLearn Magazine. Retrieved from http://elearnmag.acm.org/featured.cfm?aid=2070611 Wong, H. K., & Wong, R. T. (1991). The first days of school: How to be an effective teacher. Mountainview: Harry Wong Publications. Wormeli, R. (October 2011). Differentiated instruction: Setting the pedagogy straight. Retrieved from https://spf665instructionaldesignassess.wikispaces.com/file/view/Wormeli+Setting+the+Pedagogy+Straig ht.pdf
- 21. Let’s Connect Email: dr.fjbeckford@gmail.com School email: franchettabeckford@ccs.k12.nc.us Twitter: @Dr_Beckford