INFORMAL LEARNING PROFILE ASSIGNMENT: WHO IS IN YOUR POCKET?
Observations and anecdotal notes about students’ choices, preferences, and excitement and frustration. (Gregory & Chapman, 2013, p. 29)
Student #1: (pseudonym Name) Myah (She/her) Grade 4 |
||||||
| GIFTS & Strengths | Interests | Challenges | LEARNING PREFERENCES |
HOPES & GOALS |
||
| – Fearless leader.
– Protective and caring big sister. – Creative. – Strong (emotionally and mentally). – Mature for her age. |
– Climbing and hiding at recess.
– Loves pineapple. – Loves dancing. – Hanging out with her siblings. – Enjoys reading. – Creating art. |
– Emotionally vulnerable at times.
– Very tired all the time, and has trouble staying attentive and focused during class. – Lack of friendships. |
– Likes to work independently, group work seems to make her anxious.
– Likes choice in way of learning representation, enjoys the artistic side of things (drawing, art, painting, etc.). – One-on-one time with the teacher, appreciates guidance and close relationships. – Responds well to positive reinforcement. – Modelling (helps for her to see how things are done, so she can do them on her own).
|
– Wants to be a mom someday.
– Wants to be a professional dancer. Not in dance as an extracurricular, but might be something to look into for her in the future. – Wants her brothers to do well in school, and pushes them to do their homework. – Hopes for stability and safety throughout her life. – Hopes to stay out of the foster care system. |
||
| Observations – Will continue to observe and fill in throughout the school year.
|
||||||
| DIFFERENTIATED LEARNING: ADAPTIVE DIMENSION IN PRACTICE (Adapting the Variables) | ||||||
| LEARNING ENVIRONMENT (the where)
– School is a safe space. – Safe, nurturing environment. – Own space/safe space to go during school hours (comfy chair, blanket, headphones, pillow, etc. – something comfortable & cozy, space to rest). Dimmed lights, plants, connection items. – Check-ins with brothers throughout the day (at recess or lunch to connect with them). – Stability in daily routine, and making the schedule aware to her so she can prepare. Review the daily schedule each morning. – Extra emotional support (perhaps an EA). – Extra compassion.
|
INSTRUCTION (the how)
– Daily routine/schedule (avoiding surprises or unexpected events) – Allowing for choice in various levels of participation. – Talking to her calmly, using compassionate and supportive language. – Modelling classroom procedures and performance tasks. – Use simple and clear instructions, and have instructions available in a variety of methods (handout, audio, visual, etc.).
|
RESOURCES (the what)
– Accessible hygiene items. – Offering breakfast/lunch program at school. – Access to extra supportive resources such as school councillor, resource officer, before/after school programs, etc. – Access to reading materials. – One-on-one time available.
|
ASSESSMENT (the show what you know)
– Allowing for choice in various ways of learning representation (art, writing, etc.). – Emotional check-ins (circle the emotion – how do you feel after today’s class?). -Daily/weekly progress reports and check-ins with student and/or parental figures. -Potential adaptations throughout assignments as needed.
|
|||