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ASCD Annual Conference and Exhibit Show

2016 ASCD Annual Conference and Exhibit Show

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Books in Translation

Sale Book (2002)

Teaching Every Student in the Digital Age

by David H. Rose, Anne Meyer, Nicole Strangman and Gabrielle Rappolt

Table of Contents

Template 1: Class Learning Profile

The Class Learning Profile Template helps you better understand your students by identifying and noting their strengths, weaknesses, and preferences. The idea is to highlight the particular student talents, weaknesses, or interests that could facilitate or hinder the effectiveness of your teaching.

Develop the profile in the context of particular learning goals, so that you can determine which student qualities may pose challenges or offer special opportunities. For example, if you're addressing a social studies goal requiring work with a textbook and lecture presentations, students who show difficulty with reading fluency, limited English proficiency, or poor listening skills may encounter barriers to learning. Conversely, if a student can draw exceptionally well, and the social studies unit does not tap into this skill, you are missing an opportunity to engage this learner, and possibly others as well. Extending learning options, even for the sake of just one learner, opens new opportunities for the whole class.

Form 1A, the Model Template, shows an example of a Class Learning Profile for a particular 3rd grade class, highlighting notable student strengths, weaknesses, and interests that pertain to a science unit on plants. Note that only a few students are described—those whose particular qualities may affect their ability to make use of the curriculum as originally planned.

Form 1B, Examples of Student Qualities, lists examples of student strengths, weaknesses, and interests—structured for each brain network—to help you get started as you create your own Class Learning Profiles.

Form 1C, the Blank Template, offers structured support for deriving Class Learning Profiles. Refer to Form 1B for ideas as you consider your students, and add new items as needed.

Form 1A. Class Learning Profile Model Template

Grade: 3

Teacher: Mrs. G.

Subject: Science

Standard: 6.23—The Lifecycle of Plants

Goal:Research and present information on a flower.





Recognition (Learning “what”)

Elizabeth—Thorough knowledge of flowers (annuals)

Jorge—Extensive vocabulary

Kevin—Low vision

Brian—Limited English proficiency

Kiwa—Difficulty discerning key concepts when reading or listening

Strategy (Learning “how”)

Bill—Computer wiz; familiar with electronic encyclopedia and the Web

Marina—Very good at oral presentations

Jake—Talented at drawing

Brian—Difficulty with organization when doing a project or paper

Sarita—Poor writing mechanics—spelling, proofreading, handwriting

Phillip—Fine motor difficulties

Affect (Learning “why”)

Mandy—Very confident, strong self-esteem

Phillip—Extremely persistent through challenges

James—Leadership/works well in collaborative groups

Brian—Easily discouraged, afraid to take risks

Kiwa—Loses focus and dreams or distracts other kids

Helen—Personal concerns, often distracted

Elizabeth—Loves gardening, horses

Bill—Loves computer graphics, the Web, any new software program

Jake—Prefers hands-on activities

Brian—Thrives with a lot of structure

Jorge—Plays saxophone very well

Form 1B. Examples of Student Qualities

Recognition Strengths

  • Excellent observer
  • Extraordinary spatial ability
  • Excellent interpretation graphs/charts
  • Acute sensitivity to nuance/tone
  • Perfect pitch
  • Extensive musical background
  • Excellent at deriving key points from spoken/written language
  • Extensive vocabulary
  • Extensive content knowledge: (list)
  • ________________________
  • ________________________
  • ________________________
  • Knowledge of multiple languages
  • Advanced reading abilities: (circle)
    • word recognition
    • word decoding
    • text structures/story grammar
    • author style
    • skimming
  • ________________________
  • ________________________
  • Facility with hypertext (e.g., Web links, navigation through electronic documents)
  • Skill with rhymes, phonemic awareness, language play
  • ________________________
  • ________________________

Recognition Weaknesses

  • Low vision
  • Blindness
  • Poor visual/spatial understanding
  • Color blindness
  • Hearing impairment
  • Deafness
  • Difficulty processing and deriving meaning from spoken language
  • Limited vocabulary
  • Limited content knowledge (list)
  • ________________________
  • ________________________
  • ________________________
  • Limited English proficiency
  • Difficulty with reading: (circle)
    • word recognition
    • word decoding
    • text structures/story grammar
    • author style
    • fluency
  • _________________________
  • _________________________
  • Difficulty/confusion with hypertext
  • Tendency to literal interpretation
  • Difficulty finding important
  • _________________________
  • _________________________

Strategic Strengths

  • Drawing/artistic talent
  • Talented athlete
  • Skilled with 3—dimensional design
  • Talented singer/musician
  • Excellent at computer graphics
  • Excellent dancer
  • Outstanding speaker/presenter
  • Outstanding written expression skills: (circle)
    • poetry
    • narrative
    • expository writing
    • journal
    • dialogue/drama
    • songs
  • Outstanding concentration/attention
  • Highly organized
  • Highly flexible, adaptable
  • Facility with constructing(building, assembling, fixing, designing)
  • Strong problem analysis/solving skills
  • Strong at summarizing, paraphrasing
  • Strong at composing(art, dance, multimedia, visual)
  • _________________________
  • _________________________

Strategic Weakness

  • Fine motor difficulties
  • Gross motor coordination problems
  • Hand-eye coordination problems
  • Poor handwriting
  • Poor spelling
  • Speech impairment
  • Difficulty with oral presentations
  • Written expression problems: (circle)
    • selecting/narrowing topic
    • planning
    • organization
    • proofreading
    • addressing audience
  • _________________________
  • _________________________
  • Restless/fidgety
  • Poor self-monitoring
  • Trouble completing work
  • Over-focused, difficulty with transitions
  • Poor organization
  • Difficulty seeking relevant information
  • Poor memory for spoken information
  • Difficulty taking good notes
  • Trouble finding key concepts
  • Trouble prioritizing
  • _________________________
  • _________________________

Form 1B. Examples of Student Qualities (continued)

Affective Strengths

  • Persistent
  • Optimistic
  • Highly confident
  • Outstanding leadership skills
  • High energy
  • Deep subject interests
  • Very independent worker
  • Deeply caring and considerate
  • Excellent collaborator
  • Seeker of challenge
  • Focused
  • Good at offering and making use of constructive feedback
  • Good collaborator
  • _________________________
  • _________________________
  • _________________________
  • _________________________

Affective Weakness

  • Discouraged
  • Overconfident
  • Low expectation of success
  • Difficulty working in pairs
  • Fearful
  • Withdrawn
  • Domineering
  • Problems outside of school
  • Gives up easily
  • Difficulty with independent work
  • Tendency to clown
  • “Turned off” to studying
  • _________________________
  • _________________________
  • _________________________
  • _________________________


  • Structured tasks
  • Open-ended tasks
  • Hands-on-activities
  • Video games
  • Work with graphics/images
  • Singing
  • Drama
  • Art
  • Collaborative work
  • Individual work
  • Content interest: (list)
  • _________________________
  • _________________________
  • _________________________
  • _________________________
  • _________________________
  • Activity interests: (list)
  • _________________________
  • _________________________
  • _________________________
  • Need to be active
  • Computer multimedia
  • _________________________
  • _________________________

Form 1C. Class Learning Profile Blank Template










Recognition (Learning “what”)


Affect (Learning “why”)


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