Over the course of the next few weeks, the revised Kaneland Learner Profiles will be launched at each grade span. Even if you are not in a role that is explicitly introducing the revised profile to students, it is important to note that everyone has a responsibility for supporting students in using the learner profile as a tool for self-reflection and advocacy. Encouraging students to consider how their experiences, backgrounds, interests, challenges, goals, and passions impact them as learners is a key component of actively using the learner profile, as is being responsive to student needs through considering things such as...
- How does the information in my student's profile, impact my decision to use Legacy, Differentiation, Individualized, or Personalized instruction?
- How does the information in my student's profile, impact how my students are able to demonstrate proficiency?
- How does the information in my student's profile, impact the learning environment that has been cultivated in the classroom?
- How does the information in my student's profile, impact established classroom procedures?
Remember, there would be no point in asking students to engage in self-reflection about themselves as learners and their learning needs if we are not going to be responsive to the information they share. Take a minute to read HERE about how teachers from Farmington Public Schools in Minnesota used the Learner Profile to build student agency across all grade spans.
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