Professional Documents
Culture Documents
Pedagogical Considerations
September, 2015
Superintendent
Jeannie Everett, Superintendent of Learning
Contributors |
Dianne Roulson, Director
Learner Profiles
Within the learner profile, teachers document continually evolving understandings about
each student: the knowledge and skills each learner is developing in relation to the
Program of Studies and/or individualized programming, the conditions under which they
are most successful in learning, the strategies that are effective in scaffolding those
successes and other factors that shape a students particular approach to learning.
Gathered through daily classroom interactions, elements of the student learning plan,
conversations with students and their families, and the interpretation of specialized
assessment reports, learner profile data is key to informing teachers decisions about
assessment and instruction.
As the learner profile is the teachers thinking and working space, ideas may be
recorded differently than they would in a permanent record. Teachers may enter
insights they have gained about a learner, ideas they want to pursue or thoughts
about possible connections between one learning context and another.
Learner profiles are a gathering point for all teachers who work with a student. Working
together, teachers can build common understanding of what the student knows and
can do in a variety of contexts. Multiple perspectives offer new insights about the
conditions, strategies, and supports that contribute to the students success in learning.
Held up alongside the student learning plan, the learner profile may lead to insights
into a students learning priorities and ongoing possibilities for assessment and
instruction. As students transition from grade to grade or from school to school, learning
plans and learner profiles provide the receiving teachers with background information
about the student.
The key components of a learner profile are:
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When the student is at his or her very best, what are the critical factors at
play? What is the condition that those factors create for this student?
Of all the conditions that might impact student learning, which are most
significant at this time?
What strategies, related to this condition, might work in this particular context?
Are there strategies that are being used by other teachers that might work in this
context as well?
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Current Learning
The data in this section is entered by teachers
Current learning notes capture formative assessment information about individual
students. The format for entering information into these fields can vary from user to
user and from note to note, but the key to an effective learner profile lies in the
quality of the data. There is a great deal of information that may be gathered to
serve a variety of purposes. Data that serves daily instructional decision-making is
descriptive, student-specific, and actionable. Actionable data is information that points
towards next steps in terms of content, process, instructional methods, and
conversations with students or any number of things that are to be negotiated in
making instructional decisions.
Notes may be edited or deleted when they no longer represent the students current
learning. By keeping assessment information current, the learner profile can function
as a reference point for the development of instructional and assessment plans, to
facilitate decisions about student groupings, or to monitor progress over time.
After entering a current learning note, the tagging system allows each note to be
categorized by the Program(s) of Study the assessment information relates to, the K-9
report card outcome that it is assessing, or the area(s) of focus within the Program of
Studies that are most relevant (10-12), as well as any applicable cross-curricular
competencies or CBE Results. While tagging learning notes is not required, doing so
allows for data about individuals or about groups of students to be easily sorted for
prioritized reference.
For more information on assessment please visit:
https://portal.cbe.ab.ca/staffinsite/teaching/assessment/Pages/default.aspx
Consider:
How do we design learning tasks such that the assessment information gathered
relates directly to the outcomes and learning processes identified in the
Programs of Study (both the front matter and the grade-specific learner
expectations), CBE Results and/or other areas of individualized programming?
Is there data that is worth gathering that will facilitate formal documentation
processes (i.e. IPPs, Student Learning Teams, requests for services, reporting,
etc.)?
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Consider:
What is most important for this student at this time? For the parent(s)?
Learning Cycles
Each learning cycle represents a complex process of reflection and action in response to
specific assessment information - exploring where the child is in their learning and where
they might be headed, planning for instruction, and monitoring progress. Each cycle
begins with an examination of evidence gathered through daily learning, and proceeds
through setting learning targets, selecting strategies and documenting ongoing
assessment information.
Consider:
How does this fit into the bigger picture of what matters for this student?
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Current Learning
Each learning cycle begins with assessment information related to the Program of
Studies, CBE Results and/or appropriate individualized programming. Data about what
the student knows and c an do is gathered through classroom learning tasks,
conversations with students and parents, and information from diagnostic or specialized
assessments, where appropriate. Assessment data that informs a learning cycle is
authentic, descriptive, current and actionable.
Teachers begin a learning cycle by creating or selecting a current learning note that
captures the relevant assessment information. Once a Current Learning note has been
created or selected, the cycle can be initiated by clicking the cycle icon below the note.
Consider:
Target
A learning target sets out next steps in learning. It reflects a common understanding
held by the student, teacher and parent(s) (as appropriate) about the instructional focus
that has been determined through classroom assessment. When learning targets are
clear and meaningful, students can take an active role in their learning and can monitor
their own progress. When targets are closely connected to quality assessment
information and reflect a specific focus within the Program(s) of Study and/or appropriate
individualized programming, the teacher can make instructional decisions with the
learning target in mind while responsively adjusting to the most current information.
Often, having a shared understanding of learning targets facilitates meaningful parent
engagement through support with identified strategies and communication with their
child and the teacher(s).
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Consider:
How has the student been involved in setting and understanding the target so that
they can work meaningfully toward it?
How does it meaningfully connect to a bigger picture of what matters for this
student?
Strategies
Strategies are approaches to teaching and learning that support students in reaching
learning targets. Within a learning cycle, strategies relate to the specific area of focus.
Strategies related to broader, more universally applicable conditions for success are
documented in that section of the profile, but may also be reflected here in terms of
additional specific actions. Strategies that support growth towards a learning target
may be related to task design, instructional methods, learning processes, content
knowledge or skill development. Ongoing monitoring of the effectiveness of learning
strategies leads to responsive adjustments by both teacher and student.
Consider:
What has been identified by the student, either through classroom interactions or
through their student learning plan, about strategies that have worked in the past
and strategies that haven't?
How have we ensured that barriers have been removed for the strategies to be
implemented?
Are there strategies in use by other teachers that could transfer to this context?
And vice versa?
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Next Steps
Learning cycles reflect the ongoing work of teachers and students. Once the first three
components (assessment, target and strategies) have been entered into the learning
cycle, current assessment data is documented and used to determine the next step to
be taken. The right next step depends on the context -- it might be appropriate to
document the next piece of assessment information, or it might be appropriate to adjust
the target or refine the strategies. Learning cycles trace the paths taken in teaching and
learning. When a natural conclusion to a learning cycle is reached, ongoing
documentation within that cycle is no longer needed. New assessment information can
trigger new cycles at any time.
Consider:
What evidence can be gathered that will most authentically reflect the
learners progress towards and/or the achievement of the learning target?
Did the student achieve the target? Why or why not? What is the next step?
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What cultural and academic conditions for success are important areas of focus for
this learner?
What opportunities does the learner have in actively making connections and
developing relationships between their community and classroom environments?
What cultural and academic conditions for success are important areas of focus for
this learner?
What opportunities does the learner have in actively making connections and
developing relationships between their community and classroom environments?
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Specialized Assessments
The data in this section is entered by teachers
When a student has a specialized assessment on file, it can be indicated in the learner
profile. Although the report itself cannot be accessed through Iris, information about the
type of assessment, the date of the report and the name of the assessor can be
documented. Teachers, through conversation with members of the school/student learning
team, and (when appropriate) parent(s), the student or other professionals, undertake the
work of interpreting the report in the context of the students current learning. These
interpretations are then developed into key understandings, conditions for success and
learning strategies.
Consider:
How does information from this assessment relate to what has been observed in
the classroom, what the student has shared about his or her own learning and what
parents have brought to the conversation?
What is most significant to document about this student, at this time, in this
context?
Key Understandings
The data in this section is entered by teachers
There are things to be known and understood about every child. This may include
information about unique strengths and interests, personal and family considerations,
specialized assessment information and a variety of other information. As a school,
decisions may be made about certain types of information that is required for all students,
but generally key understandings will vary in nature from one student to the next.
Consider:
What is significant for this student right now? What is persisting, what is
temporary and what is intermittent?
What has the student and/or the students family identified as significant for them
right now?
How might this key understanding inform conditions for success, strategies or
priority learning cycle?
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Are there strategies that the student is developing through access to these
supports and services that could be transferred to other learning contexts?
School History
The data in this section is drawn from SIRS
The school history provides information about the schools the student has attended in the
past two years. Additional school history can be accessed through SIRS.
Consider:
Could this students school history be a factor to consider (ie. variations in teaching
methodology, stability, ease of transitions, etc.)?
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