4.+Class+profile

=This is a profile for a generic class, with factors that will influence my planning, teaching and assessment. Some specific abilities, needs and interest are mentioned. =

|| === Name === - Praise appropriate behaviour || LEP 37: Set specific tasks for the learner to work through. See modified task. || Behavioural problems ||  N – Behaviour N – Reading N - Maths  || Likes speaking situations ||   Kinaesthetic   ||   Bodily   || Problems with social interaction Copies other Learners work || - Encourage lots of small group interaction - even pairs to start with - Teach/model social skills || LEP 38: Writing conference, to assist a learner to edit their own text. || - Give a job as a buddy || LEP 39: Learner uses digital technology to create their visual text. || Can be talkative || - Ask questions to model oral language for other Learners || LEP 15: Learner to form a pair and review the others’ editing. || Give a job as a buddy || LEP 38: Learner pull a proofreading instruction from a box & apply this in an encouraging way to two other learners’ work. ||
 * ** Background Information ** ||  ** Typical or non-typical Learner **  ||  ** Interests **  ||  ** Learning style **  ||  ** Multiple intelligence preference **  ||  ** Other factors **  ||  ** Implications for Teaching **  ||  ** Example of specific consideration **  ||
 * A2 ** |||| Only child ||  N - Reading   || Dislikes spelling tests ||   Auditory   ||   Verbal   || Tends to want to do own thing and not stay on task || - Develop positive attitudes towards classroom activities || LEP 10: Provide learner with a partly completed lightning explanation for he/she to complete ||
 * A3 ** |||| Distracted easily ||  N – Reading & writing   || Likes speaking situations ||   Kinaesthetic   ||   Musical   || Remind learner to use glasses for reading || - Develop positive attitudes towards tasks
 * A3 ** |||| Distracted easily ||  N – Reading & writing   || Likes speaking situations ||   Kinaesthetic   ||   Musical   || Remind learner to use glasses for reading || - Develop positive attitudes towards tasks
 * A3 ** |||| Distracted easily ||  N – Reading & writing   || Likes speaking situations ||   Kinaesthetic   ||   Musical   || Remind learner to use glasses for reading || - Develop positive attitudes towards tasks
 * A4 ** |||| New Learner ||  T   || Enjoys reading & computer ||   Visual   ||   Spatial   || New Learner || - Encourage social interaction with a variety of learners || LEP 7: Learner forms a separate group to make another water cycle in a bottle, but with no lid. ||
 * B ** |||| Lives with father
 * B ** |||| Lives with father
 * B ** |||| Lives with father
 * C ** |||| Indigenous ||  T   || Likes reading and problem solving ||   Visual   ||   Logical   || Completes work quickly and accurately || - Needs extension work to avoid disrupting other Learners or
 * C ** |||| Indigenous ||  T   || Likes reading and problem solving ||   Visual   ||   Logical   || Completes work quickly and accurately || - Needs extension work to avoid disrupting other Learners or
 * D1 ** |||| Mother helps within the classroom ||  T   || Likes listening to stories ||   Kinaesthetic   ||   Spatial   || Co-operative, works well with others
 * D1 ** |||| Mother helps within the classroom ||  T   || Likes listening to stories ||   Kinaesthetic   ||   Spatial   || Co-operative, works well with others
 * D2 ** ||||  ||   T   || Likes reading ||   Auditory   ||   Interpersonal   || A leader. Completes work quickly and accurately || - Needs extension work or
 * D2 ** ||||  ||   T   || Likes reading ||   Auditory   ||   Interpersonal   || A leader. Completes work quickly and accurately || - Needs extension work or

D3
|||| Sole child ||  N - Maths   || Enjoys physical activities ||   Kinaesthetic   ||   Intrapersonal   || Very quiet || - Develop positive attitudes towards maths - Encourage small group interaction || LEP 26: Learner use diagram and/or CauseEffect organiser to orally explain cyclones || - Praise small achievements || LEP 29: Involve learner in this non-writing activity. || - Praise small achievements || LEP 40: Provide more time on specific relevant elements e.g. titles, visual texts or conjunctions. || - Praise appropriate behaviour || LEP 29: In small group write a jingle or slogan to sell an emergency kit || Does not complete homework. || - Encourage selection of variety of reading material - Develop positive attitudes towards reading || LEP 24: Encourage learners to create a cartoon strip to accompany their writing. ||
 * E1 ** |||| Twin to K2 ||  T   || Likes reading and games ||   Kinaesthetic   ||   Logical   || Quiet does not answer questions || - Encourage oral language during group work || LEP 23: Learner explores in pairs another character. ||
 * E2 ** ||||  ||   N - Reading   ||   ||   Kinaesthetic   ||   Bodily   || Tends to arrives late to school || - Develop positive attitudes towards reading
 * E2 ** ||||  ||   N - Reading   ||   ||   Kinaesthetic   ||   Bodily   || Tends to arrives late to school || - Develop positive attitudes towards reading
 * E2 ** ||||  ||   N - Reading   ||   ||   Kinaesthetic   ||   Bodily   || Tends to arrives late to school || - Develop positive attitudes towards reading
 * I ** ||||  ||   T   ||   ||   Auditory   ||   Verbal   || Completes work quickly and accurately || - Ask questions to model oral language for other Learners || LEP 34: Indicate nouns in writing to extend or improve. ||
 * J1 ** |||| Very large family, low social economic ||  T   || Enjoys reading ||   Kinaesthetic   ||   Verbal   || Does not complete homework. || - Praise completion of work and small achievements || LEP 35: Learner could be encourage to use the online template ||
 * K1 ** |||| Non-english background but, no apparent difficulty ||  N - Maths   || Writes all the time at home ||   Visual   ||   Spatial   || Needs confidence building || - Encourage to take risks
 * J1 ** |||| Very large family, low social economic ||  T   || Enjoys reading ||   Kinaesthetic   ||   Verbal   || Does not complete homework. || - Praise completion of work and small achievements || LEP 35: Learner could be encourage to use the online template ||
 * K1 ** |||| Non-english background but, no apparent difficulty ||  N - Maths   || Writes all the time at home ||   Visual   ||   Spatial   || Needs confidence building || - Encourage to take risks
 * K1 ** |||| Non-english background but, no apparent difficulty ||  N - Maths   || Writes all the time at home ||   Visual   ||   Spatial   || Needs confidence building || - Encourage to take risks
 * K2 ** ||||  ||   T   || Dislikes speaking situations ||   Kinaesthetic   ||   Bodily   ||   || - Encourage lots of small group interaction - even pairs to start with || LEP 28: Learner work in pair to underline the adverbial phrases/ conjunctions ||
 * M2 ** |||| Sole child ||  N - Writing   || Likes drawing and craft ||   Kinaesthetic   ||   Verbal & Musical   || Talkative || - Ask questions to model oral language for other Learners
 * M2 ** |||| Sole child ||  N - Writing   || Likes drawing and craft ||   Kinaesthetic   ||   Verbal & Musical   || Talkative || - Ask questions to model oral language for other Learners
 * M2 ** |||| Sole child ||  N - Writing   || Likes drawing and craft ||   Kinaesthetic   ||   Verbal & Musical   || Talkative || - Ask questions to model oral language for other Learners
 * N ** |||| Lives with mother, visits father every second weekend ||  N - Reading   || Enjoys drawing ||   Kinaesthetic   ||   Interpersonal   || Tends to arrive late to school.
 * N ** |||| Lives with mother, visits father every second weekend ||  N - Reading   || Enjoys drawing ||   Kinaesthetic   ||   Interpersonal   || Tends to arrive late to school.
 * O ** ||||  ||   T   || Enjoys reading and writing ||   Kinaesthetic   ||   Logical   || Easily distracted || - Encourage concentration and completion of tasks || LEP 39: Provide learner with a complete visual text, he/she need to label it ||
 * = = |||||||||||||||| =//Class Profile Summary //=
 * This class consists of 17 Learners - 10 boys and 7 girls.
 * Yr 2 net identified 8 Learners for reading, 5 for maths.
 * One Learner comes from non-English (Spanish) speaking backgrounds. Learner K1 has been in the school since Year 1 and has adapted completely.
 * One indigenous Learner
 * Information gathered from observations of the learners’ skills and behaviours indicate that all of the multiple intelligences are represented within this class. These multiple intelligences influence the Learning Manager’s planning and delivery.
 * Information gathered from observations of the Learners’ skills and behaviours indicate that all learning styles are represented but kinaesthetic is prominent.
 * The Learning Manager includes teaching and planning strategies to promote the productive pedagogies.
 * The Learners have generally been together since the start of the year, with the addition of one new child during term 3.
 * The Learners have generally formed friendship groups and seem to work well together in small group situations.
 * The Learners have generally formed friendship groups and seem to work well together in small group situations.


 * What do my learners already know ** ?
 * Learners have prior knowledge and learning experiences from year 1 and other sources e.g. preschool, childcare, day care and home.
 * Learners have used a variety of visual organisers and strategies to sort, organise and display information.
 * Learners have an age appropriate understanding of the protocol and format for individual, pair and group work.
 * The Learning Manager has introduced a number of the Habits of Mind - managing impulsivity, persisting, creating, imagining & innovating, and understanding/empathy. These have been explained, modelled and reinforced.
 * Positive attributes and perceptions have also been explained, modelled and reinforced ||