The learner profile is one of the core components of personalized learning. This information about the learner should be used – in conjunction with the learner – to determine their unique path to achieving proficiency in all the standards. You’ll note that we often refer to a learner profile as a learner’s profile. This distinction is important because this document/information should be transparent to the learner, and their input into its creation is critical. The profile should be owned by the learner.
3.2.1 Tool: Learner’s Profile Planning Guide Time: 60 minutes Type: Creation Who: 2+ -- teachers and administrators Difficulty: 3/5 This gets you: A frame to create your own learner’s profile template. Keep in mind: Creating a useable learner’s profile will make your life easier in planning those next steps with a learner along their path. A learner’s profile isn’t something to be created and then put in a drawer and taken out twice a year. That’s the old system! This should be a living document that is used continually (or at least parts of it). We purposefully have created this tool to help you build your own learner’s profile for your school/district instead of giving you a template to fill-in. We see the four frames as being critical pieces to the profile, but how it looks and the specific elements within each frame may differ depending on your district.
Directions: Use this framework to identify critical components of a Learner’s Profile. Use the following questions as a guide.
What student data do you currently possess?
How can this data be used in a learner’s profile to support personalized learning?
What additional data do you need to develop or access?
How will students be involved in the creation and maintenance of their learner’s profile?
Currently use
Need to develop or access
How can this information be used to support personalized learning?
Frame 1: Demographics Student identification: Name/Photo Team/Grade/School/Year Family/living arrangements Other Frame 2: Academics Test scores Progress data Formative/interim assessments Other Frame 3: Learning Capacity Skills Habits Dispositions Other Frame 4: Interests, Aspirations, Learning Drivers Current preoccupations Hopes for the future Factors that propel learning Other
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