Creating and using Learning Profiles in the Classroom Enhancing Education Through Technology Grant Pam Black October 20, 2009

The Whole Learner: Learning Profiles Learning Profiles detail the way individuals learn best. Categories of Learning Profile Factors Learning Style Preferences Intelligence Preferences Culture-Influence Preferences Gender-Based Preferences

Learning Profiles Learning Styles Learning Styles Environmental /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 Learning Style 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/Linguistic  Logical/mathematical  Interpersonal  Musical/rhythmic  Intrapersonal  Visual/spatial  Bodily/kinesthetic  Naturalist (Gardner, 1993)  Analytic -- schoolhouse smarts  Practical --seeing how and why things work in the world  Creative -- problem-solving/innovative (Sternberg, 1985)

Multiple Intelligences: How are you smart? Word Smart Logic Smart Picture Smart Body Smart Music Smart Self Smart People Smart Natur e 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 flexible  Emotions: reserved or effusive  Facts: personal and connected or discrete and impersonal.  Setting: With a group or individually

Learning Profiles Gender-Influenced Preferences MalesFemales  competitive  Gross motor strengths  Cooperative  Verbal 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:  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 )

Rubric for knowing the learners in your classroom Non-useBeginningRoutineRefined 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…. auditoryvisualkinesthetic tactile Whole-to-part Part-to-whole 2.Vary student mode of expression and teacher assessment… Write a poemConduct 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