Creating and using Learning Profiles in the Classroom

Enhancing Education Through Technology Grant

Pam BlackOctober 20, 2009

The Whole Learner: Learning Profiles

Learning Profiles detail the way individuals learn best.

Categories of Learning Profile Factors Learning Style PreferencesIntelligence PreferencesCulture-Influence PreferencesGender-Based Preferences

Learning ProfilesLearning Styles

Learning StylesEnvironmental /personal factors

Process oriented-seeks to see how a person processes information through the senses.

Environmental Factors—quiet/noise warm/cool still/mobile flexible/fixed busy/spare

Identifies individual’s learning strengths

Learning Styles and Strengths

LearningStyle

Auditory

Learners

Tactile Learners

Visual Learners

Tactile/Kinesthetic Learners

Kinesthetic Learners

Learning Profiles Multiple Intelligences Strengths

Brain-based predispositions to learn

Cognitive Model– seeks to describe how a person uses their intelligence to solve problems and create products

Verbal/LinguisticLogical/mathematicalInterpersonalMusical/rhythmicIntrapersonalVisual/spatialBodily/kinestheticNaturalist (Gardner, 1993) Analytic -- schoolhouse smartsPractical --seeing how and why things work in the worldCreative -- problem-solving/innovative (Sternberg, 1985)

Multiple Intelligences: How are you smart?

Word

Smart

Logic SmartPicture Smart

Body Smart

Music Smart

Self

Smart

People Smart

Nature

Smart

Learning Profiles Culture-Influenced Preferences

Some learning patterns differ from one culture to another, but there is also a great variance within culture.Time: fixed or flexibleEmotions: reserved or effusiveFacts: personal and connected or discrete

and impersonal.Setting: With a group or individually

Learning Profiles Gender-Influenced Preferences

Males Females

competitiveGross motor

strengths

CooperativeVerbal strengths

Using Learning Profiles in the

Classroom

Why use learning profiles in the classroom? Tapping into the routes for learning

promotes efficient and effective learning for students.

Helping students understand their modes of learning that work best for them ensures lifetime learning.

Offering options allows each learner to find a good learning fit in the classroom

Tomlinson, 2001

Using Learning Profiles in the Classroom

Step I

Discover your own learning style and multiple intelligence strengths:

http://www.berghuis.co.nz/abiator/lsi/lsiframe.html Take the Learning Styles Test I and II Take the Multiple Intelligence Assessment Explore the information provided on your

learning style and multiple intelligence strengths.

Using Learning Profiles in the Classroom Step II:

Gathering facts about the learners in your classroom…

• Record Review

•Multiple Intelligences (Gregory & Chapman, p. 28…•Thinking Styles ( Gregory & Chapman,p. 23)

• Interest Inventories ( Gregory & Chapman, p.21)

•Learning Styles (Gregory & Chapman, p. 20-21)

Rubric for knowing the learners in your classroom

Non-use Beginning

Routine Refined

No attempts made to Identify the uniqueness of learners

Students’ learning styles and multiple intelligences are explored

Provides a variety of assessment and instructional practices to routinely respect student learning styles

Through reflection and conferences with students, builds on and sets goals with students that consider the student’s uniqueness.

Using Learning Profiles in the

Classroom Step III:

Begin by remembering

Some, not all of your students share your learning style

Create learning profile friendly classroom

Continue by helping

Students explore and reflect on their own learning profiles

Implement by

Retrofitting for Individuals or Differentiating for the whole class

RETROFITTING Match and Mismatch

Student vs. Class

Realize a process is not working and remodel for a student.

1. Gather facts about the learner

2. Gather facts about the class/lesson

Content Demands

Process Demands

Product Demands

3. Identify mismatches

4. Brainstorm solutions.

Implement Strategies that Support Learning Differences for

all:

1. Vary the presentation of content….

auditory visual kinesthetic

tactile Whole-to-part Part-to-whole2. Vary student mode of expression

and teacher assessment…Write a poem

Conduct an inventory

Create a power point Dramatize or act out

Conduct an interview

Push me! See how far I go!

Work me ‘til I drop. Then pick me up.

Open a door, and then make me run to it before

it closes.

Teach me so that I mgith learn,

Then let me enter the tunnel of experience

alone.

And when, near the end,

I turn to see you beginning another’s journey.

I shall smile.

Kathleen, age 14