1703 North Beauregard St.
Alexandria, VA 22311-1714
Tel: 1-800-933-ASCD (2723)
8:00 a.m. to 6:00 p.m. eastern time, Monday through Friday
Local to the D.C. area: 1-703-578-9600
Toll-free from U.S. and Canada: 1-800-933-ASCD (2723)
All other countries: (International Access Code) + 1-703-578-9600
by David H. Rose, Anne Meyer, Nicole Strangman and Gabrielle Rappolt
Table of Contents
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.
Teacher: Mrs. G.
Standard: 6.23—The Lifecycle of Plants
Goal:Research and present information on a flower.
Recognition (Learning “what”)
Elizabeth—Thorough knowledge of flowers (annuals)
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
Copyright © 2002 by Association for Supervision and Curriculum Development. All rights reserved.
No part of this publication—including the drawings, graphs, illustrations, or chapters, except for brief quotations in
critical reviews or articles—may be reproduced or transmitted in any form or by any means, electronic or mechanical,
including photocopy, recording, or any information storage and retrieval system, without permission from ASCD.
Subscribe to ASCD Express, our free e-mail newsletter, to have practical, actionable strategies and information delivered to your e-mail inbox twice a month.
ASCD respects intellectual property rights and adheres to the laws governing them. Learn more about our permissions policy and submit your request online.