Student Profile Template

Transcription

1 Step 1 Profile your student Student Teacher Year Level Date Student Profile Template Multiple Intelligence Strengths Tick top 2 identifiable Verbal Linguistic Interpersonal Logical/Mathematical Naturalist Visual/Spatial Bodily /Kinaesthetic Intrapersonal Musical/Rhythmic Free download Gardner MI quiz: Free online VAK quiz: v Preferred Learning Style Favourite Subject Areas Hobbies / Interests Tick strongest Visual Auditory Kinaesthetic Areas of strength Areas of need Adapted from EMR Individual Learning Plan Guidelines 2010

2 Step 2 Identify areas of need from checklist LEARNING NEEDS ANALYSIS CHECKLIST Tick appropriate boxes that best describe your student Self Esteem/ Confidence Behavioural Skills Social Skills Lacks motivation Frequently agitated /and or anxious Overly dependent on assistance with tasks Attention seeking behaviour Difficulty with attention and concentration Impulsiveness Inability to plan and organise Inappropriate attention seeking behaviour Withdrawn and isolated Difficulty making and maintaining friends. Poor peer perceptions Frequent absences due to seizures Frequent absences due to medical appointments Auditory Processing Skills Memory problems Poor concentration Inattentiveness Reading / comprehension difficulties Phonemic awareness /spelling problems Difficulty remembering instructions Difficulty following instructions Visual Processing Skills Difficulties remembering and recognising shapes and patterns Difficulties recognising letters and numbers In reading or writing may reverse, invert or twist letters around In spelling adds, omits or doubles letters Verbal Reasoning Skills Difficulty with problem solving tasks. Difficulty with tasks that require logic and reasoning. Difficulty identifying relevant information in text. Struggles when required to analyse text. Difficulty with tasks that require critical thinking. Reluctant to take risks with their thinking and/ or opinions. Cognitive Function (thinking skills) Slow response time Inability to plan and organise Difficulty beginning and staying on task Impulsive behaviour Poor sense of left right directions Clumsiness Difficulties in recognising social cues e.g. others facial expression Inappropriate attention seeking Withdrawn and isolated Lacking energy and motivation

3 Step 3 Set appropriate long term & short term goals Setting Goals Annual Educational Goal (s) Choose a maximum of 2 areas of need as highlighted by Learning Needs Analysis checklist e.g. 1. Auditory Processing 2. Social Skills. Add specific area of need for your student if it is not included in the checklist Long Term Educational Goal (s) Choose one or two specific long term goal(s) which relate to each annual goal e.g. 1. Improve spelling skills 2. Develop friendship skills Short Term Educational Goal (s) 1a. Optional second goal 1b. 2a. optional second goal 2b. Choose one or two short term goals which link to each long term goal(s) Ensure these goals are measurable and have a set time frame e.g. Goal 1: learn how to look up words in dictionary Goal 2: work cooperatively in small group for team achievement Adapted from EMR Individual Learning Plan Guidelines phone (03) or fax (03) web Choose one or two short term goals which link to each long term goal(s) Ensure these goals are measurable and have a set time frame

4 Step 4 Brainstorm strategies SOME POSSIBLE STRATEGIES TO SUPPORT A STUDENT S SOCIAL AND EMOTIONAL WELLBEING Self Esteem and Confidence Create a classroom environment where differences are valued and put-downs are not tolerated. Focus on student s strengths and look for ways to promote success. Plan self-esteem activities within the curriculum Look for authentic opportunities to encourage and praise student. Provide opportunities for students to share their opinions and concerns regarding classroom and playground issues e.g. class meetings. Be a positive role model in regard to mutual respect, confidence and positivity. Positive Social Skills Implement a Social Skills Program to teach appropriate social skills. Consider implementing a buddy-system or form of peer support into the classroom to assist student to form new friendships. Choose a peer to work with student whom they are likely to be able to relate to successfully, and whom will model appropriate social interaction for the student. Include fun activities over the day, so student has many opportunities to interact positively with peers. Zone in on student s strength and give student the responsibility of assisting a peer with a task in this area. Behavioural Skills Establish and reinforce classroom rules but be fair. Provide constant positive reinforcement for appropriate behaviour. Ignore attention seeking behaviour if possible. Provide student with many opportunities for social and academic success. Give student responsibilities within the classroom Hold student responsible for his/her actions and impose natural consequences for actions as required Always treat student with respect and talk in a calm and objective manner at all times.

5 Auditory Processing Skills Ensure instructions for tasks are given clearly, concisely and at an appropriate pace. Ensure eye contact when giving student instructions, and have him/her repeat what you have said to ensure understanding. Encourage student to clarify task expectations by asking questions. Allow student to work with a peer, to help him/her to follow and understand verbal instructions. Scaffold learning by modelling a task rather than just explaining what to do. To develop reading skills use texts that are of high interest for student, and encourage student to draw on personal experience to assist in comprehension. Use graphic organisers to help student construct meaning from text and focus on specific concepts contained in the text. SOME POSSIBLE STRATEGIES TO SUPPORT A STUDENT S LEARNING Visual Processing Skills Have student engage in age appropriate sequencing activities e.g. place pictures in the correct order or follow instructions to build an object. Jigsaw puzzles simple self - made puzzles and progressing to more complex. Provide student with age appropriate classifying activities starting with simple classifications and progressing to the more complex. Reduce the amount of visual stimuli and information on a worksheet for the student. Provide student with opportunities to reproduce simple or complex designs using a variety of concrete materials. Tracing over the outline of pictures, and copying pictures can be a beneficial activity. Verbal Reasoning Skills Provide verbal instructions for a task as well as modelling to student how to do it. Provide student with problem solving situations which require logical thinking e.g. you see smoke coming out of a neighbour s house and no one is home. What do you do? Have student read a short story without an ending and ask them to develop a logical ending for the story. Use cause-and-effect relationships e.g. discuss what led up to a specific situation in a newspaper article or story and what could happen next, why that might happen etc. Get student to develop a set of rules for a given situation and explain why the rules are necessary e.g. Cooking activity on school camp. Cognitive Function (Thinking skills) Assign student organisational responsibilities within the classroom and/ or wider school community. Where appropriate use rubrics with clearly stated criteria and expectations for independent tasks. Modify tasks as required so student does not feel overwhelmed and can experience success. Allow flexibility in classroom procedures e.g. allow extra time for completion of task. Negotiate with student a mutually acceptable spot where he/she can work free from distraction. Allow natural consequences to occur as a result of student s inability to organise materials or behave appropriately.

6 Step 5 Putting it all together Developing and Implementing Long Term Goal e.g. Improve spelling Short Term Goal e.g. Use dictionary correctly to assist with spelling skills. Strategies e.g. Daily worksheet activities re-dictionary entries. Time Frame e.g. 3 weeks Adapted from EMR Individual Learning Plan Guidelines 2010 You should now have all the information you need to write an effective Individual Learning Plan to support your student.