# data[].attributes.headline
Foot Hills School Division Examples of Learner Profile Templates

# data[].attributes.subject
Foot Hills School Division Examples of Learner Profile Templates

# data[].attributes.attachment_link.readable_text
Our Supporting Handbook

Recognition that improved student learning is the primary purpose behind assessment, evaluation and reporting practice represents one of the most important changes in our classrooms today. In keeping with this purpose, Foothills School Division revised its assessment, evaluation and reporting policy. In order to support teachers with the implementation of this policy, our Division also created this Handbook, which states: "The purpose of this supporting handbook is to lend practical support to teachers and administrators across Foothills School Division as they implement this new policy. The content of this handbook is also offered to parents as an informative document to apprise them of the changes in assessment, reporting and evaluation practices."
Handbook for Assessment, Evaluation and Reporting of Student Learning
The Learner Profile

The Learner Profile, developed by our Division embraces best practice by providing parents with more detailed information concerning their child's learning:

Based on evidence of what a student understands and can do during a particular point in time;

Based on achievement of the learner outcomes from the Alberta Program of Studies;

According to what a student is expected to learn and be able to do at their grade level;

As a profile of next steps;

Based on the quality of student understanding, rather than the quantity of marks accumulated.

This alignment of policy, practice, tools and resources for the purpose of assessment, evaluation and reporting of student learning, is an important step in continuing to ensure high levels of learning for all students in Foothills School Division.
Sample Learner Profile CONTACT:
Acting Assistant Superintendent, Learning Services
Caroline Roberts
403-652-3001
robertsc@fsd38.ab.ca

# data[].attributes.attachment_link.description
Recognition that improved student learning is the primary purpose behind assessment, evaluation and reporting practice represents one of the most important changes in our classrooms today. In keeping with this purpose, Foothills School Division revised its assessment, evaluation and reporting policy.

# data[].attributes.attachment_link.readable_text
Description of Topic
Student profiles are a means of collecting valuable information about students in your class. The gathering of information for student profiles can be in a variety of different forms, the most common being Inventories (social, reading, interest) and assessments (report cards, parents, previous teachers) ("Making A Difference", p.27).
The main types of information gathered in student profiles can be classified into two main categories: social information and learner information.

Social information includes any relevant information regarding the social aspects of a student. For instance, interests, family background (who they live with, siblings, etc.), relationships (friends), social ability (easy to make friends, hard, knows social norms and boundaries, etc.). This gives teachers an idea of how a student functions within a social environment, as well as an insight into the students' social scene ("Making A Difference," p.27).

Learner information focuses on the ways a student learns best. The goal of a learner profile is to help students understand how best they learn, and for teachers to use this information to help students find a good fit in the classroom ("The How To's of Planning Lessons Differentiated by Learning Profile").

Learner profiles have 4 main areas of focus: Group Orientation (independent, group orientated, adult orientated etc.), Cognitive Style (creative vs. Conform, concrete vs. Abstract, interpersonal vs. Introspective, etc), Learning Environment (quiet, noisy, calm, flexible, fixed, etc.) and Intelligence Preference (analytic, practical, creative, verbal/linguistic, etc.) ("The How To's of Planning Lessons Differentiated by Learning Profile").

Learner profiles do not have to be all encompassing in one document; often teachers will use several types of assessments, questionnaires, or observations to gather information for a profile. From all the data gathered, teachers can then gather information into a more detailed look at the student and class.

Information that can be included in a learner profile:
-Name
-Age
-Grade
-Family (who they live with)
-relationships (friends, BF/GF)
-learning style (VAK)
-thinking styles (concrete vs. abstract, random vs. sequential)
-strengths
-challenges
-interests
-wishes (for personal and class life)
-dreams
-goals (learning and personal)

Student profiles are dynamic and change frequently; doing a student profile and the beginning, mid and end points of a school year may produce remarkably different results. It is important to keep this in mind when planning for a new school year, as the previous year's profile will likely have changed.

It is important to note that student profiles are NOT a way of "labelling students", but rather a way to gather as much information as possible about how a student learns, and the best path for them to choose ("Making A Difference", p.17).

Check out this sample learning profile for an elementary classroom! Remember, you can modify templates to make them your own.

Check out this example of a high school learning profile.

How do learner profiles fit into the idea of Differentiated Classrooms?
Differentiation is, at its heart, student centred and oriented. As the differentiation guide from Education Alberta states, "Knowing and responding to each student...is perhaps the most fundamental element of differentiation" ( Making A Difference, Education Alberta, p.16). It is an approach, or belief, that learning is not 'one size fits all', but is focused on student strengths and using multiple approaches in content, process, and product. It is also rooted in assessment, which is where learner profiles become an important ingredient of the differentiation stew.

Learner profiles are essentially a means of assessment; they help us find out relevant background about our students, and give us insights into their struggles, strengths and goals, as well as giving us a current readiness level.

We as teachers use this information from learner profiles to help guide our teaching to best fit our individual students; whether it be to provide meaningful groupings based on readiness level, interests or strengths, or provide assignments and lessons that teach to students' learning style; learner profiles are a useful tool when it comes to differentiation.

Relevant background (High school take)
Learner profiles can take a variety of forms and include different pieces of information. In a high school setting learner profiles should be done at the beginning of each semester, and results should be shared with the class (graph format, tally system, etc.). By sharing information with the class, it helps build a community of learners; students can find connections with the information shared (i.e: strengths, interests, friends, etc.) and groupings aren't such a nebulous idea anymore; students will start to make connections with flexible grouping, realizing that groups will change depending on student readiness, abilities and strengths.

Here is a great resource that gives you an idea of how to start the process of student and class profiles. (desktop screen shot, 9:31 pm)

Current Use

Learner profiles are currently used to gather information regarding students strengths, challenges, interests, learning and thinking styles, while also acknowledging varied gender, culture and personality.

In a high school setting, learner profiles are currently used at the beginning of each new semester, and a follow up one nearer to the end. The purpose of the one at the end of the semester is to address any changes that may have happened (i.e: goals accomplished /changed, relationships changed/made, etc.). This is a great opportunity for students to look at their previous profile and see what aspects for them have changed, if any.

Applications
Learner profiles are best done at the beginning of a school year, and nearer to the end.
Here's a few ideas on how to get started with your learner profile!

Getting Started with Student Profiles
-At the beginning of the year, gather information about your students: have conversations with them and with their previous teachers and make notes on important aspects of their learning
-Complete surveys with your students that gather important information (questionnaires, mind maps, etc.)...check out the section for ideas!
-Gather information and put in a class learning profile, where you can then look at all students and make connections. Check out Ontario's version of classroom profiles; don't forget you can adapt/modify to make it your own!
http://www.edu.gov.on.ca/eng/general/elemsec/speced/learningforall2011.pdf

Using Student Profiles
Now that you have the information, what can you do with it?
There are many ways to differentiate your teaching to reach all students. By looking at your student profiles you can use the information to teach your lessons in a varied format.
For example, you can tape your lectures or key materials for your auditory learners to listen to, or have pre-written notes for those students who have trouble writing. Using text books and assignments on Kurzweil can be a great choice for those with difficulties reading or writing.

Here are some other examples for you to consider:
-Complex Instruction: this involves the teacher knowing each students' strengths, then
designing high-level, complex learning tasks that utilize these strengths, all done in a collaborative group setting
-Entry Points: a way for students to enter or explore a topic through learner preference.
-Choice Boards: students select a choice from varied assignments; each assignment targets different areas of learning (kinesthetic, visual, auditory, etc.).
-Graphic Organizers: allow students to map out their thinking in visual ways.
-Jigsaw: a strategy where students work with 1-2 peers on a specific fact/task of a topic and the report back to the group to share what they have learned.
-Menus: a list of learning/product options students can choose from to illustrate their learning.
Check out more at: Annotated List of Differentiation Strategies, http://www.edpd593.setsviu.com/uploads/9/9/2/0/9920268/differentiation_strategies.pdf

Perhaps one of the most important uses for student profiles is to create a classroom profile (mentioned earlier). A class profile is essentially a "snapshot of the strengths and needs, interests, and readiness of the students in the class." ( Learning For All, p. 32). As a teacher, a class profile can help guide your teaching and flexible grouping (planning tool!) while also acting as a tracking sheet for monitoring progress, changes, instructional strategies and sharing information with parents, colleagues and administrators ( Learning For All, p.32).

Check out the following document to see example of an elementary classroom profile.

Connections to personal practice
High School

I have 25 students that I teach year round in my life skills class, and one of the very first things we do in September is a "get to know me" unit, where students focus on sharing information about themselves.
This is a great way for me to gather information for my current year's student profiles. I will often start out with a general questionnaire that focuses on social/personal aspects (who are your friends? Who lives with you at home? What do you like to do? Where are your favourite places to go? Is it hard to make friends, etc.). I will take those questionnaires and input information into my classroom profile.
During the week I will give a lesson on 'learning', which entails discussing how different types of people learn (I often use myself as an example: I am a visual, concrete, independent learner). We discuss the different types of learners, and how that effects my teaching, and students' learning (why I teach in different ways on different days).
I will then have them fill out a questionnaire, or simply have some conversations with them where I will record their suggestions. Again, this gets added to my classroom profile.

The real connection for me is building a classroom community; a place where people know how they learn best, and they know I will be working with them to help everyone reach a common goal.
As a high school teacher, self advocacy and self-awareness are also really big reasons why learner profiles are so important. They help students become aware of how they learn best, and we work as a team on building up their confidence and their assertiveness on advocating for their needs in different situations (i.e: workplace, different classrooms, social settings, etc.).

Resources:
Here are some great examples of student profile templates you can use:
http://www.livebinders.com/play/play?id=475167#anchor
-on the left hand side, the Student Inventory Tab will give you some examples.
Articles used:
1) Education Alberta; Making A Difference, Meeting Diverse Learning Needs with Differentiated Instruction. Chapter 3, "Developing Learner Profiles". Pp 23-44.
http://education.alberta.ca/media/1233960/6_ch3%20learner.pdf
2) Ontario Board of Education; Learning For All: A guide to effective Assessment and Instruction for All Students Kindergarten to Grade 12. Chapter 4: Planning Assesment and Instruction. Pp 31-50.
http://www.edu.gov.on.ca/eng/general/elemsec/speced/learningforall2011.pdf
3) Tomlinson, Carol Ann. How To Differentiate Instruction in Mixed-Ability Classrooms, 2nd edition. Chapter 10, "The How To's of Planning Lessons Differentiated by Learning Profile".
http://www.ascd.org/publications/books/101043/chapters/The-How-To's-of-Planning-Lessons-Differentiated-by-Learning-Profile.aspx
4) Annotated List of Differentiation Strategies,
http://www.edpd593.setsviu.com/uploads/9/9/2/0/9920268/differentiation_strategies.pdf

# data[].attributes.attachment_link.description
Description of Topic Student profiles are a means of collecting valuable information about students in your class. The gathering of information for student profiles can be in a variety of different forms, the most common being Inventories (social, reading, interest) and assessments (report cards, parents, previous teachers) ("Making A Difference", p.27).

# data[].attributes.attachment_link.description
LESSON PLANNING Implement lesson plans that help students know what success is and how to achieve it whether they are at home or at school.

# data[].attributes.headline
Example of a school districts Learner Profile Templates

# data[].attributes.subject
Example of a school districts Learner Profile Templates

# data[].attributes.attachment_link.readable_text
English
French-language content for this topic on Alberta.ca is currently being developed. Information will remain available on the Alberta Education website until this is complete.

Français
La page correspondante en français est en cours de préparation sur le site Web Alberta.ca. Pendant cette période de transition, l'information qu'elle contient demeure disponible sur le site Web du ministère de l'Éducation.

Overview

Planning instruction that acknowledges and honours diversity means thoughtfully selecting instructional supports that maximize student achievement.

A classroom is a community of learners, each with unique learning preferences, interests, strengths, needs and potential.

Teachers use effective instructional practices and strategies to support student engagement, achievement and success.

Examples of instructional supports for teachers include differentiated instruction, the use of technology and the selection of learning and teaching resources.

Instructional strategies and refugee support
Building Hope: Refugee Learner Narratives Instructional Strategies and Supports
Differentiation

Differentiated instruction is a philosophy and an approach to teaching in which teachers and school communities actively work to support the learning of all students through strategic assessment, thoughtful planning and targeted, flexible instruction.

The key idea of differentiated instruction is that all students can learn, in their own ways and in their own time. Making a commitment to a more differentiated classroom does not mean starting over, but rather building on current best instructional practices in an explicit, intentional, focused and systematic manner.

Most teachers naturally incorporate elements of differentiated instruction to some degree in their classrooms every day.
Making a Difference (2010)
Individualized Program Plan (IPP)

Students are at the center of the IPP and Individual Student Profile (ISP) process. When the focus is on students' individual strengths, needs and participation, the IPP/ISP process can provide many benefits for all partners.

Individualized Program Plans and Instructional Support Plans

An effective, student-focused IPP/ISP process can:

encourage well-articulated instructional and assessment plans

increase understanding of individual students' learning needs and strengths

enhance communication between teachers, parents and students

help students build the skills and knowledge they need in order to be effective self-advocates and participants in their own learning

help create a long-term plan that can assist families with transitions and future planning

Template types

Alberta Education has provided optional templates that can be used for students identified with special education needs:

Template A (for students with learning disabilities, mild cognitive disabilities, and/or working one to three years below grade-level expectations).

Template B (for students with moderate or severe cognitive disabilities requiring individual goals).

Template C (for students who are gifted and require additional challenge).

IPP templates

Template A

Template A - Division 1 (grades 1-3) (PDF, 1.0 MB)

Template A - Division 2 (grades 4-6) (PDF, 1.1 MB)

Template A - Division 3 (grades 7-9) (PDF, 1.0 MB)

Template A - Division 4 (grades 10-12) (PDF, 1.0 MB)

Template B

Template C

Template C - Grades 4-9 (PDF, 1.9 MB)

Template C - Grades 10-12 (PDF, 1.9 MB)

Learning coaches

Learning coaches are teachers who are knowledgeable about inclusion and the Alberta Program of Studies. They are also skilled at teacher collaboration and sharing promising practices.

Learning coaches work as part of a learning support team to build the capacity of the school and work side-by-side with teachers to improve instruction and design learning experiences that are accessible, effective and engaging for all students.

Alberta Education has created a number of documents and videos exploring the potential role of Learning Coaches in Alberta.

Resources
The Learning Coach in Alberta Schools Learning Coaches Literature Review Exploring School-based Learning Coaches in Alberta
Instructional supports: learning coaches

A 4-part video series about learning coaches in Alberta.

Coaching to support inclusion
Coaching to Support Inclusion: A Principal's Guide, an Alberta Teachers' Association publication
Transitions

Transitions are any events that result in changes to relationships, routines, expectations or roles. Although they are a normal part of life, these changes can be difficult for students.

School transition strategies are purposeful, coordinated, and outcomes oriented approaches designed to help students successfully move from home to school to post-secondary education or employment.

This planning is ongoing and begins at the start of each new school year and evolves throughout the year.

Effective planning for transition is:

Thoughtful and deliberate

Collaborative

Comprehensive in scope

The probability of successful transitions increase when school communities work together to coordinate school transition support strategies.

Resources
Managing School Transitions
Planning for Transitions (PDF, 189 KB)
Transitions for First Nations, Métis and Inuit Students Transition Planning for Students with Disabilities
Behaviour support

Behaviour issues in schools can have an impact on learning, instruction and positive school climate.

Some students, for a variety of reasons, may not understand acceptable social behaviour and be unable or unwilling to meet the school's behavioural expectations.

Positive behaviour supports is a school-wide collaborative effort to design and implement strategies, practices and interventions for promoting positive social and communication skills.

Response to intervention (RtI) is a systematic way of providing evidence-based supports to students.

Assistive technology

Assistive Technology for Learning (ATL) is a subset of a broad range of technologies that enhance students' learning.

ATL is defined as the devices, media and services used by students to actively engage in learning and to achieve their individual learning goals.

Like other technologies, ATL ranges from simple tools to complex systems. It could be as simple as providing a pencil grip for writing or as complex as a computer with software for reading and learning.

ATL is directly related to the delivery of learning outcomes in the Alberta programs of study.

In practice, all technology can be described as assistive technology-it assists everyone in doing something better, easier or faster.

Resources

Infusing Assistive Technology into the Individualized Program Plan Process (PDF, 346 KB)
Educational Change Learning Technologies

# data[].attributes.attachment_link.description
English French-language content for this topic on Alberta.ca is currently being developed. Information will remain available on the Alberta Education website until this is complete. Français La page correspondante en français est en cours de préparation sur le site Web Alberta.ca. Pendant cette période de transition, l'information qu'elle contient demeure disponible sur le site Web du ministère de l'Éducation.

# data[].attributes.attachment_link.title
Google Docs - create and edit documents online, for free.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.attachment_link.readable_text
Susan Demirsky Allan is Assistant Superintendent for Curriculum and Instruction for the Grosse Pointe (Mich.) Public School System. She works with teachers and administrators developing and implementing curriculum, improving classroom instructional practice, and inducting new teachers into the teaching profession. Allan is an author of Local Realities, Local Adaptations: Problems, Process, and Person in a School's Governance, as well as many articles on grouping practices and gifted education. She has presented at many conferences, served on the boards of national and state organizations, and consulted around the country and internationally.

# data[].attributes.attachment_link.title
Leadership for Differentiating Schools & Classrooms - ASCD

# data[].attributes.attachment_link.description
Try going a week without hearing a call for a massive overhaul of our educational system. Parents, students, educators, bureaucrats, pundits . . . everyone says something must be done. But what? And who should do it? In this environment, school leaders must build bridges for change.

# data[].attributes.headline
Assessment and Student Success in a Differentiated Classroom

# data[].attributes.subject
Assessment and Student Success in a Differentiated Classroom

# data[].attributes.attachment_link.description
We create practical, timely, affordable professional learning to help educators and instructional leaders provide students with a modern, equitable, and quality education.

# data[].attributes.attachment_link.description
In teaching reading, one size does not fit all. Today's schools serve children from a variety of families and backgrounds, with a variety of learning strengths and needs. Differentiated instruction is a flexible and individual approach to instruction.

# data[].attributes.attachment_link.readable_text
George Lucas Educational Foundation

Discover ways to optimize instruction to address the needs of students who are learning English.

Sort by:

In higher grades, multilingual students need to develop a grasp of academic English. Here's how to help them acquire the skills they need.

Five ways teachers can celebrate and extend the linguistic expertise of young students who speak two or more languages.

# data[].attributes.attachment_link.description
Discover ways to optimize instruction to address the needs of students who are learning English.

# data[].attributes.body
Chapter 9

# data[].attributes.body
Teacher and Administrator Handbook

# data[].attributes.headline
LQS Supporting Professional Conversations about Assessment : An AAC Guide for School Leaders

# data[].attributes.subject
LQS Supporting Professional Conversations about Assessment : An AAC Guide for School Leaders

# data[].attributes.headline
Learning Technologies: Information for Teachers

# data[].attributes.subject
Learning Technologies: Information for Teachers

# data[].attributes.attachment_link.readable_text
Benefits to support student learning

Text-to-speech can:

Types of learning tasks supported

Text-to-speech can provide support with:

any task in which students need to access instructions and/or information that is text based such as:

researching using the Internet or other digital text

classroom assignments and assessments

writing tasks where students can have their text read back to them as often as they require and then use that auditory feedback to revise their writing

fluency improvement tasks where text-to-speech with dynamic highlighting (tracking text word by word as it is being read out loud) can help students improve their reading fluency.

Learning contexts

Text-to-speech can be used:

individually to support independent learning using text-based digital materials

with a partner or in a small group using text-based digital materials

in learning centres or workstations

for reading and/or studying at home.

Students who would particularly benefit

Text-to-speech would benefit students:

with a reading disability related to decoding

who decode below grade-level expectations and/or struggle with typical grade-level materials

who are emergent readers who would benefit from accessing text above their current decoding level

with a visual processing difficulty

learning English as another language

who would benefit from hearing written text read back during the editing process of a writing assignment.

In addition, some students with vision loss may benefit from the use of text-to-speech software.

Factors for consideration

Factors to consider when using text-to-speech:

To maximize student success, text-to-speech must be combined and aligned with effective instruction to support the reading process.

Consideration must be given to how individual students understand differing levels of content as well as students' listening comprehension levels.

Benefits of making text-to-speech available to all students

Having text-to-speech available to all students:

allows all students to experiment with the technology

provides a tool for students who may not have an identified disability but may benefit from additional support

supports students who may only require text-to-speech for certain words or certain passages of text

removes the stigma for individual students who might otherwise deny themselves the support, especially at the junior and senior high school level.

Personalizing for individual student needs

Personalizing options differ depending upon the software, but typically there are options for:

controlling the speed at which text is read

choosing specific voices for reading text

choosing highlighting colours

choosing the amount of text to be read aloud at any one time (e.g., word, sentence, or paragraph)

custom pronunciation, such as names

turning voice on or off

highlighting or not highlighting words as they are being read out loud.

Choosing the right tool

Choosing an appropriate technology solution involves gathering information about your students, identifying needs and potential technologies, and investigating the effectiveness of different technologies with different students.

There are many free versions of text-to-speech available on the web. Depending upon the personalizing options that they offer (e.g., type of text that can be read aloud, highlighting of text for tracking, adjustment of speed, choice of voice, ability to read in different applications), free versions may or may not be suitable for individual student use. For students who have specific learning needs or preferences, consideration may need to be given to purchasing text-to-speech software that can provide the level of support required.

Conditions for success

Conditions for success include:

easy access to devices (e.g., laptop, tablet, desktop computer)

headphones

access to digital learning materials and resources (e.g., digital files including Word documents, PDF files and online resources).

Learn Alberta is a digital repository that supports teaching and learning in Alberta schools. As part of the Learn Alberta collection is a set of digital resources to support the learning of students with identified print disabilities.

The digital repository contains grade 4 to 12 student textbooks for language arts, mathematics, social studies and science. These digital resources are available for students with disabilities in Alberta and many can be accessed with the use of text-to-speech.

To access these digital resources, log in to Learn Alberta, choose Resource Search, scroll down to Learning Resource Type, and choose Resource for Students with Disabilities. Access to Learn Alberta can be gained through individual school districts or by contacting Learn Alberta through www.learnalberta.ca.

Instructional planning considerations

Instructional planning considerations include:

choosing materials and resources that align with the cognitive ability of individual students to understand content

having learning material and resources available in an accessible digital format (e.g., Word or PDF accessible files)

ensuring that students have easy access to the necessary device (e.g., laptop, tablet) and software in the learning environment

providing methods to make digital material and resources available to students (e.g., flash drive, email, network)

arrangements for how students complete assignments at home

ongoing instruction related to reading (e.g., introduction of key vocabulary, building or activating background knowledge prior to reading, comprehension strategies).

Introducing to students

To familiarize students with text-to-speech software, identify critical functions and systemically introduce through:

explicit whole group, small group or individual instruction

peer training and support

video tutorials online.

If using software that provides a suite of tools, initially limit the function to only text-to-speech and gradually expand to include the other tools on an as-needed basis.

Guided practice

Introduce text-to-speech with an engaging task (e.g., reading an online magazine in an area of interest) and allow the student to become comfortable and confident with using text-to-speech before extending to an academic task or specific subject area.

Identify a specific task the student would be expected to complete using text-to-speech (e.g., working with a partner to review three websites) and indicators that demonstrate that the technology is making a difference in the student's ability to complete the task.

Sample indicators of success might include:

increased student participation in learning activities

demonstration of understanding of text-based material (e.g., through verbal or written expression)

increased on-task behaviour

increased completion and/or quality of learning tasks

self-initiated reading for own interests

view of self as a reader.

Monitoring and assessing effectiveness

Collect data on a regular basis based on indicators of success to help determine the effectiveness of using text-to-speech. If expected success is not achieved, it might indicate a need for a change in how text-to-speech is being implemented (e.g., student is being asked to use text-to-speech on too many tasks or in too many subject areas). The student may require more time to become comfortable with the software, or perhaps a different software or approach may need to be considered.

Note how often students use text-to-speech over the course of a school day, how long they use it at one time, and what impact it has on reading success. For example, did students complete the assignments? How long did it take? Did they understand and remember key concepts?

If results indicate that text-to-speech software is not benefiting an individual student who is struggling with decoding, consult with an assistive technology consultant to explore other options.

Differentiated instruction

The strategic use of technology can engage learners at varying levels of readiness and in multiple ways, supporting the differentiation of instruction to help meet the diverse learning needs of students.

Text-to-speech can:

provide a scaffold and support access to learning when students are provided with digital text and resources with text-to-speech options

provide students access to text above their independent decoding level

allow students to work from the same resources in various ways

provide choice and access to a wider variety of learning options for all students when a variety of learning resources are available as digital text

help create a learning environment responsive to the learning preferences, interests, and readiness of the individual learner.

Universal Design for Learning (UDL)

A Universal Design for Learning (UDL) approach recognizes that barriers to learning can exist within the environment and aims to maximize learning for all students by creating flexible learning environments that reduce or eliminate potential barriers. For some students, the emphasis on print materials is a barrier and interferes with their ability to access and interact with content.

UDL also emphasizes the need to clearly identify the purpose of the learning activity in order to allow students multiple options for how they can successfully accomplish the goal or purpose of the activity.

If the purpose of the short story assignment is to form an opinion and share back with the whole group (rather than practice decoding skills), then using text-to-speech to support decoding would enhance comprehension and would not interfere with the goal of the learning activity.

However, if the goal of the learning task is to collect evidence of independent reading fluency, text-to-speech may not be appropriate.

Response to Intervention

# data[].attributes.attachment_link.description
Text-to-speech can: Text-to-speech can provide support with: any task in which students need to access instructions and/or information that is text based such as: researching using the Internet or other digital text classroom assignments and assessments writing tasks where students can have their text read back to them as often as they require and then use that auditory feedback to revise their writing fluency improvement tasks where text-to-speech with dynamic highlighting (tracking text word by word as it is being read out loud) can help students improve their reading fluency.

# data[].attributes.body
This website was created with the principles of quality instruction and formative assessment in mind.

# data[].attributes.attachment_link.readable_text
Each strategy has a dedicated page on this site in one of the five learning phases where we believe it can be best used to activate thinking. Some strategies are very specific and small in scope. Other strategies represent a larger grouping of ideas and those pages will highlight a variety of tools and techniques that fit within the 'strategy'.

Strategy pages are filled with a variety of information that will help teachers thoughtfully implement the strategy including:

A full descriptor a each strategy including what it is, tips for implementing it, how it might be modified, assessment guidelines, etc.

Videos and/or online examples of the strategy in use within content areas

Graphic Organizers and Blank Templates to save teachers time!

Links to research studies, websites, and articles for more information

The strategies were sorted into five phases for ease of use of this resource. However, teachers need to use their professional judgement to decide where the strategy makes the most sense in their lesson planning. For example, a WORD SORT can be a highly effective tool to introduce new vocabulary before launching an activity or reading a text. Students can sort words they know and do not know, make predictions what the text will be about and can be very helpful for the teacher to see how much background knowledge students have. Alternatively, a word sort can be used at the end of a unit to consolidate learning, apply and/or transfer understandings and review of key terms before a summative assessment.

# data[].attributes.attachment_link.description
Each strategy has a dedicated page on this site in one of the five learning phases where we believe it can be best used to activate thinking. Some strategies are very specific and small in scope. Other strategies represent a larger grouping of ideas and those pages will highlight a variety of tools and techniques that fit within the 'strategy'.

# data[].attributes.attachment_link.readable_text
Support for Implementation

The resources found on this site were developed by the ERLC, members of Alberta Regional Professional Development Consortia (ARPDC), as a result of funding from Alberta Education, to support implementation.

For more professional learning resources, please visit ARPDC Resources.

Made with the new Google Sites, an effortless way to create beautiful sites.

Just added! K-4 Academic Vocabulary Cards with Tagalog translations and images to support Filipino students. There are also a set of Grade 4 Social Studies & Science Illustrated Vocabulary cards to help students learn new content words. More grades coming soon! These new resources can be found under the Programming Tab in the Building Vocabulary and Subject Specific Vocabulary pages.

NEW planning tool for teachers!!

Use the Snakes & Ladders Infographic below to quickly jump to a specific planning and programming section of the website. Just hover over a square on the game board and a hyperlink to the corresponding section of the website will open in a new tab. Click here for a printable/downloadable pdf of this planning model.

# data[].attributes.attachment_link.description
The resources found on this site were developed by the ERLC, members of Alberta Regional Professional Development Consortia (ARPDC), as a result of funding from Alberta Education, to support implementation. Made with the new Google Sites, an effortless way to create beautiful sites. Just added!

# data[].attributes.attachment_link.readable_text
Differentiated
Instruction

Differentiated instruction creates learning environments that maximize opportunities and potential
for the success of ALL students, regardless of background, skills, interests and abilities.

# data[].attributes.attachment_link.description
Differentiated instruction creates learning environments that maximize opportunities and potential for the success of ALL students, regardless of background, skills, interests and abilities.

# data[].attributes.body
Meeting the diverse learning needs with differentiated instruction

# data[].attributes.attachment_link.readable_text
Description

This resource is a synthesis of current research and an introduction to the theory and practice of differentiated instruction within an Alberta context. The resource is organized into three parts. Part 1 offers general information and strategies for differentiating instruction. Part 2 provides ideas for differentiating learning and teaching for specific student groups, including English as a second language learners, students with disabilities and students who are gifted. Although these groups of students will benefit from the same process and strategies used to differentiate instruction for other students in the classroom, planning effective instruction to meet their specific needs requires additional considerations. Part 3 offers practical, curriculum-specifi c ideas and strategies for differentiating learning and teaching within four core subject areas

Updated

January 1, 2010

Tags

differentiated assessment differentiated instruction differentiation english language learners students with disabilities

# data[].attributes.attachment_link.title
Making a difference : meeting diverse learning needs with differentiated instruction

# data[].attributes.attachment_link.description
Description This resource is a synthesis of current research and an introduction to the theory and practice of differentiated instruction within an Alberta context. The resource is organized into three parts. Part 1 offers general information and strategies for differentiating instruction.

# data[].attributes.headline
TQS Competency and Indicator for Assessment

# data[].attributes.subject
TQS Competency and Indicator for Assessment

# data[].attributes.headline
What School Administrators Need To Know about Assessment

# data[].attributes.subject
What School Administrators Need To Know about Assessment