Technology Teacher 05/04/2015

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  -A learner profi le describes the ways in which a student learns best. A comprehensive learner profi le includes information on student interests, learning preferences and styles, and differences related to gender, culture and personality. It also might include information on student learning strengths, needs and types of supports that have been successful in the past. A learner profi le needs to be dynamic, as individual learners are constantly growing and changing. -Learning preferences and styles --Learning preferences typically refer to the general environment in which a student learns best. -Learning styles typically refer to how a student tends to use senses to learn. Rita and Ken Dunn (1987) identify three types of sensory learning styles. • Auditory learners—like to hear directions aloud, discuss what they are learning, use word games, puzzles, riddles and songs, work with partners, do choral reading, teach others for clarifi cation. • Visual learners—like to draw pictures to represent ideas, use games and puzzles, use visual clues to remember, go on fi eld trips for a “being there” experience, use visualization to see pictures in their minds, use graphics and fl owcharts, use videos for review, look at books, watch others to see what to do. Part 1—Making a Difference | Meeting diverse learning needs with differentiated instruction 25 • Kinesthetic learners—like to have opportunities to move around, trace and outline, act out concepts and stories, make models or do experiments, write or draw while listening, walk while talking, imagine themselves in the situation, examine and manipulate material. - Judith Dodge presents four general thinking styles.1 • Concrete random thinkers—are creative, make intuitive leaps, enjoy unstructured problem solving, like choices, are self-motivated, see the big picture and not the details. • Concrete sequential thinkers—like order, respond to step-by-step instruction, enjoy learning with concrete materials, attend to details, work within a time line, appreciate structure. • Abstract random thinkers—are guided by emotion and interest, seek environments that are active, busy and unstructured, like to discuss ideas and interact with others. • Abstract sequential thinkers—enjoy theory and abstract thought, focus on knowledge and facts, thrive on independent investigation and research, usually prefer to work alone to prove things for themselves. -The goal of a learner profi le is to fi nd out as much as possible about how an individual learns. The goal is not to label students as certain kinds of learners but rather to help them develop multiple pathways for learning. -Thomas Armstrong (1994) came up with student-friendly terms for each intelligence: • verbal-linguistic intelligence (or word smarts) • logical-mathematical intelligence (or number smarts) • interpersonal intelligence (or people smarts) • intrapersonal intelligence (or self smarts) • spatial intelligence (or picture smarts) • musical-rhythmic intelligence (or music smarts) • bodily-kinesthetic intelligence (or body smarts) • naturalistic intelligence (or nature smarts). -three intelligences that he suggests exist in varying combinations and strengths in each individual. • Analytic intelligence (or schoolhouse intelligence) involves the linear type of learning found most often in schools. • Practical intelligence (or contextual intelligence) involves seeing how and why things work as people actually use them. • Creative intelligence (or problem-solving intelligence) involves making new connections and seeking innovation. -Learning patterns can be infl uenced by student gender and culture, as well as unique personality. -Students are most motivated and engaged when they are learning about something they are interested in. Having areas of interest identifi ed as part of learner profi les helps you to regularly consider these interests in your instructional planning to vary projects, themes and examples used in your instruction. -Learner preference inventories provide students with ongoing opportunities to refl ect on and talk about their learning preferences. These opportunities help students to develop the self-knowledge, vocabulary and confi dence to tell you what works best for them. -Social inventories provide valuable information for assessing social competence. Understanding how a student gets along with others and functions in group situations can be helpful for both you and the student. -Reading inventories are typically given at the beginning of the year. They provide an opportunity for students to share information about the kinds of reading they enjoy, as well as their understanding of themselves as readers. -Interest inventories, including general interest and “All About Me” inventories, should be administered at the beginning of the year -Assessment information Assessment and diagnostic information is an important part of a learner profi le. You can gather this information from a variety of sources, including: • cumulative records • report cards • individualized program plans (IPP) • standardized assessments parents• • previous teachers and other school staff involved with the student. -Individual learner profi le information can be recorded in a variety of formats. Many teachers fi nd it most practical to use individual fi le cards that can be kept close at hand for reference - I would use google docs -What is a class profi le? The information gathered about each student can be compiled to create an overall picture of the class as a community of learners. A class profi le identifi es the strengths and challenges of all students as well as the stage each student is at in his or her learning. It is a resource for planning that conveys a great deal of critical information at a glance. It is a living document that can be added to and revised throughout the year based on your observations or other information that you receive. -Develop your own learning profile Take time to do some self-refl ection and ask yourself questions about your own learning strengths, how they have changed over time, and what the implications are for teaching and learning with your students. Consider questions such as the following. • What are my learning strengths? • How have I developed these particular strengths over the years? • How do my strengths and preferences affect my teaching? • What types of intelligences and preferences do I want to more consciously incorporate into my teaching? -See this source for learning survey examples

• Response to Intervention: A Tiered Approach to Instructing All Students - YouTube

  - 3 tiered approach to instructing all students. -All students participate in tier 1 instruction - content should reach 80-85% of students in this level -Tier 2 builds upon tier one with more specialized instruction for those who did not understand the first time. Small group of students in the general classroom. Offered to 15% of students who did not respond to tier 1 instruction -tier 2 interventions do not replace tier one instruction but actually supplement it. -tier 3 intervention for students who severely lag behind their peers in academic gains - tier 3 - intensive, evidence based interventions delivered to single of very small groups of students. Most likely a special teacher of specialist. Only about 5% -students do not have to be identified as disabled to receive this intervention.

• Carol Ann Tomlinson on Critical Transformations - YouTube

  -I have been counting on her to help me yet in that moment, I realized I didn't know enough to help her. -I have to teach conent to human beings and I have to know those human beings -Transformative moment

• Module Overview 2

  -Teachers need to develop a deep understandingof who their students are, how they learn, and what engages them in the learning process.Responsive teachers know their students well.-A student's ethnicity, socio-economicstatus, religious beliefs, race, gender, learning disabilities and abilities, personal experience,and readiness to learn are all areas that teachers must consider when developing a picturefor each one of their students-Content standards are meant to establish accountability to insure that all students arereceiving the same basic education and also support accountability in terms of assessment.While, in short, standards advance the idea of providing for all students, they also presentbasic hurdles of which educators must overcome-In Stage One, the desired results are outlined with theestablished goals and supported by understandings and essential questions. Knowledgeand skills are also part of Stage One and together with the other Stage One elements, helpto tackle any unanswered pieces of school and district standards. Stage Two representsassessment evidence and includes performance tasks as well as other related evidence.Stage Three, the final piece of the basic UbD Plan, is the developed learning plan andincludes the many activities that will take place throughout the unit time period to deliver thecurriculum.-

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