1. Using Learner's Profiles to Impact Student Learning February 18, 2013

2. Welcome! Organize these learning styles from strongest to least preference for yourself. Auditory Visual Kinesthetic

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

4. 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

5. Assessment: Did you practice: listening, speaking, reading, and writing? What were my learning targets? How could I assess this lesson? Formative/Summative

6. 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

7. 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

8. A Sample Learner Profile Possible Learner Profile Information

9. 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

10. 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.

11. 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

12. LP: Communication mentoring/conferencing record teacher conferencing record parent communication record student led conferences record report cards progress reports

13. LP: Additional Plans IEP ELL Title 1, 2, 3, Services Testing accommodations

14. 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?

15. Examples of LP's WAWM NxGL Elementary WAWM NxGL Intermediate Linguafolio

16. 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.

17. 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

18. 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)

19. 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

20. 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?

21. 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=b506bc33e0be 682714d22e9d8144083b#showDoc http://schools.webster.k12.mo.us/education/components/docmgr/default.php?sectiondetailid=40488&catfilter=1923&PHPSESSID=b506bc33e0be 682714d22e9d8144083b#showDoc Formative Assessment and Differentiated Instruction (grades K-5) http://www.formativedifferentiated.com/learning-profile-and-interest- inventories.html 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 http://wvde.state.wv.us/strategybank/LearningInventories.html Dare to Differentiate (wikispace with resources and samples) http://daretodifferentiate.wikispaces.com/Knowing+the+Learner http://daretodifferentiate.wikispaces.com/Knowing+the+Learner

22. Formative/Summative Assessments

23. What are the differences? Let's look at the district's definition. See handouts. Types of Common Assessments: o Benchmarks/Performance Assessments o Unit Assessments o Portfolios FORMATSALWAYSOCCASIONALLYSCORING

24. Linguafolio Link Linguafolio Training Modules

25. 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?

26. 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?