Class Learning Profile Chart

Assignment #2

Chemistry

Students Gender Ethnicity/Language(s) Special Abilities Learning Style Other Information

Names M/F (Artistic, Athletic, (Auditory, Visual, (consider learner development issues
(coded for Musical, etc.) Kinesthetic) across cognitive, social, emotional, and
confidentiality) physical areas)
Really great student, tries hard,
A F Caucasian/English Athletic Kinesthetic participates in class constantly. Gifted
soccer player, and best friends with
student B.
Always participates in class, and takes
B F Caucasian/English Athletic Visual/Auditory many high level courses (AP biology,
AP environmental science). Best
friends with A, and a talented soccer
player.
Does really great in his ROTC courses,
C M Caucasian/English ROTC Kinesthetic hard worker, struggles a bit in science
and other academic courses. Loves
video games.
Quiet, does well in class and will help
D M Caucasian/English Technology Visual out student C if he needs it. Likes
computers.
Quiet, does her work when shes in
E F Caucasian/English Artistic Visual class but has a habit of skipping every
so often. Likes to draw.
Does really well in class and always
F F Asian/English Artistic Auditory/Visual participates in class. She is close
friends with G, H, and I. Likes makeup
and is really good at cosmetics.

After completing the chart, review the data and think about the ways you will need to adjust your lessons to accommodate student
needs. Also, think about the ways your students can contribute to the creation of a positive learning environment in the classroom.

Adapted from Strategies for Successful Student Teaching, 2004

 Class Learning Profile Chart
Assignment #2

Does pretty well behaved in class, but

G F African/English Cosmetics Auditory can get distracted (F helps keep her on
task). Participates in class when called
on, and is really good at makeup/
cosmetics. Close friends with F, H, I.
Quiet, does well in course but has a
H F Caucasian/English Cosmetics Auditory habit of not asking questions when she
has them. Good friends with F, G, and
I.
Quiet and does her work. Loves to cook
I F Caucasian/English Culinary Audio and bake. Close friends with F, G, and
H.
One of the most academically gifted
J M Caucasian/English Athletics Audio/Visual students in class. Always gets his work
done and finishes early. Longtime
friends with K.
Good student, brings a nice energy to
K F Caucasian/English Athletics Visual the class. Longtime friends with J.
A senior in class. Really talented and
L M Caucasian/English Athletics Audio always participates. Plays high school
basketball. Is going to the University of
Maine next year to get his pre-med
degree.
A senior in class. Does not like
M F Caucasian/English Athletics Audio/Visual speaking in class so dont call on her
(very responsive to one on one and
small group work, no IEP). Is going to
the University of Maine next year as an
undecided major.
Does not like school or see the need to

After completing the chart, review the data and think about the ways you will need to adjust your lessons to accommodate student
needs. Also, think about the ways your students can contribute to the creation of a positive learning environment in the classroom.

Adapted from Strategies for Successful Student Teaching, 2004

 Class Learning Profile Chart
Assignment #2

N M Caucasian/English Mechanics Audio/Visual do work. Is really talented with

chemistry when you actually get him to
work. Needs regular supervision. Gifted
with mechanics and cars and loves to
hunt. Friends with O and P.
Does not like school or see the need to
O M Caucasian/English Mechanics Audio/Visual do work. Does well when he is
supervised. Gifted with mechanics and
cars and loves to hunt. Friends with N
and P.
May not like school much but almost
P M Caucasian/English Mechanics Audio/Visual always has his work done and
understands the material well. Gifted
with mechanics and cars and loves to
hunt. Friends with N and O.
Does this chart appear to be an accurate picture of the students in the class? Yes (more specific information
Mentors will come the more time is spent with them in the classroom)
Feedback:
Have you discussed with your student teacher how this profile can influence planning and implementing
*We spoke lessons for these students? Please list two or three important points from that discussion. Please comment
about this and I here on the appropriateness of the student teachers list of accommodations.
recorded/ -Since the actual lessons in this class rely on mostly small group work you are able to focus on the groups of
paraphrased students who are struggling more and allow the other groups to move at a faster pace
his answers -Keeping this in mind you can implement the lessons a little differently from class to class (within reason as
the curriculum is relatively set) so that classes with more aural learners may have more direct instruction
while classes with more kinesthetic students will have time to move around and manipulate models, etc.

After completing the chart, review the data and think about the ways you will need to adjust your lessons to accommodate student
needs. Also, think about the ways your students can contribute to the creation of a positive learning environment in the classroom.

Adapted from Strategies for Successful Student Teaching, 2004

 Class Learning Profile Chart
Assignment #2

Are there any additional pieces of advice you would give to your student teacher about how to use
information about students in any given class to enhance teaching and learning? Please list two or three of
them.
-Be careful not to go just by what the students file says. Many Students here with IEPs dont want you to
use them. Always talk to them and learn about their situation.
- You cant make everyone happy so try your best to make sure you are helping as many people as you can.

After completing the chart, review the data and think about the ways you will need to adjust your lessons to accommodate student
needs. Also, think about the ways your students can contribute to the creation of a positive learning environment in the classroom.

Adapted from Strategies for Successful Student Teaching, 2004