Learner Profile is Essential for Personalized Learning

There are many definitions of personalized learning. We define personalize learning as: Placing learners at the center where multiple pathways are possible to develop essential skills, and competencies. Guiding individuals to become agents of their learning through goal setting and reflecting on the learning process. An active method where educators recognize the need for flexibility around pace, content, style, skill, background knowledge, location or some other learning dimension.  

In order for learners to be placed at the center, a learner profile must be established. For years teachers have been compiling data and information on learners to guide instruction, but how much of that information drives the learning? If we want learners to be able to have voice and choice in their learning, they have to understand how it is they learn best, their strengths and weaknesses, and how to apply their skills and interests. Here in lies the importance of a learner profile.     

Learner Profile Belongs to the Learner
A learner profile must belong to the learner and the learner must understand how to interact with it in order for it to be effective. We experimented with a few different types of learner profiles and found some things that didn’t work. For example, didn’t work to have pages and pages of documents for the learners to scroll through every time they reflected or set goals. Also, it wasn't effective to use certain terms like, access, engage, express, because it confused the learners. The language needed to be more specific without feeling like there was information overload. Furthermore, it didn’t work when we initially asked basic getting to know you questions or personality type questions. While an inventory of learning styles can be helpful, we believe a more thorough learner profile, which allows for ongoing goal setting and reflection about current coursework is more useful in the long run.  

After reflecting on things that didn’t work and visiting with Andrew Easton, a PL coach from Omaha, we came up with a three/four page "Learner Profile". We will go on to explain the different pages, but the main idea is that the learner can reference and interact with one page at a time, depending on the task at hand. Once again the learner profile belongs to the learner and becomes their “road map” or “play list” used to drive their learning. Page one is an interest page, page two is a learning preference page, and page three is a data collection page. A fourth page could be a learning inventory page dedicated to learning style and personality type, or this could be a section embedded in the interest page.  

Learner Interest Page
The interest page would be referred to when learners have an opportunity to connect learning to a personal passion. This could speak to work from genius hour,  a 20% Project, a Capstone project, extended learning opportunities in a maker space to create something, a product for a mentorship or internship opportunity or any choice in project that is connected to a learner’s interest. Learners continuously visit their interest page when inspired or interested in new topics. A burning question, a personal ambition or a sudden interest in exploring something new, could all be a part of the learner interest page. Learners will feel validated and engaged in the learning process when they are able to track and refer to their interests or passions, at school and on a regular basis. We allow for learners to answer an essential question anyway they wanted in our course. At first learners were hesitant to get started, but once we encouraged them to refer to one of their interests or passions, they were off and running. (See blog Personalized Learning vs Differentiation)                                                          

Learner Preference Page (How I learn)
The learner preference page would be a tracking sheet for learners to reflect on how they prefer to learn. Within the personalized learning framework, learners have voice and choice in how they access, engage or express information. In our class we refer to these different choices as teacher seminar, direct instruction, and personal flex/independent (click on LEARNER PREFERENCE presentation link for clarification on this). Each class could have a different link on the preference page, and at the end of a class learners could make a tally next to the choice they made about their learning preference for the day as well as how the choice impacted their learning. Akthough the goal is to empower the learner, a teacher can go over this page periodically with a learner during a conference in order to discuss what a learner knows about how he/she learns.
How are learners expected to have voice and choice if they are not made aware of their learning process? Most teachers plan very effective lessons, but the learners are not thinking about how strategic the teacher is in helping them acquire information. For example, in many traditional classrooms, a teacher first provides direct instruction, then moves into group discussions or practice and finally a learner completes a task on their own. In the personalized learning framework, the teacher not only points out the different ways learners are accessing information, but also stops to ask learners to reflect upon which format was most beneficial to them and why. At the end of a lesson or class, learners can take out their learner profile, go to their preference page and document the impact their choice had on their learning.
We are aware that some learners will need more guidance with their decision making and learning preferences. There is always room to reflect and grow. Teachers can help learners monitor their choices by conferencing with them regularly. A learner who may have made a less effective choice in how to learn in one instance, could make a more strategic and fitting choice in the future.  We believe in providing a space for one to fail in order to set them up for a future revelation. After some period of tracking choices, a learner can reference this work and make informed decisions for when they need direct instruction, collaborative groups, or independent flex time. For example, a learner may note they need more direct instruction in Math Class, but in a Language Arts Class, they prefer collaborative groups.  Or, when the material is difficult or new information is involved, a learner may need direct instruction, whereas if the information is a review they may be more comfortable in choosing an independent flex in order to work at a faster pace. This page of the profile can evolve to be even more specific as well.  Consider this, a learner may be aware of a specific method of note taking they prefer. We have all learners experience and learn Cornell Notes, but if they can defend another style of note taking that works better for them, we allow them to use their preferred approach. Overall, a learner is thinking about and reflecting on how they learn best.

        

Data Collection Page
The data collection page would be an overall picture of academic progress. Again, each course could have a link for a document specific to the course standards. In our English Class, learners can link to a unit overview. The link leads to a document where learners set goals for each unit (based on standards) and reflect on them upon completion of the unit. The data collection page specific to English Class also had learners reflecting on their reading and writing processes, as well as the strategies and skills they used to analyze and grow as a learner. This page would be a great reference for advisory, homeroom teachers, or parents to monitor learner progress in school. Again, each teacher could design a data collection page that best suits their course, yet all the information is connected and easily accessible to learners without there being too much information on one document. 

The Importance of Reflection

Our job as educators is to expose kids to a variety of learning experiences with an emphasis on the learning process. When learners reflect each day not only on what they learn, but how they learn, they can begin to have more ownership and recognize themselves as active participants in their eduation. Reflection doesn't happen naturally for all learners. Educators need to model, practice, and provide feedback for reflection. Our learner profile allows for ongoing reflection while building one's capacity to learn. 

Talking to your learner about school!

Another school year is in full swing and the energy and excitement we feel around growing personalized learning is immense. We had some opportunities over the summer to learn from other incredible people in education blazing the trails of personalized learning.

We have been inspired by the national platform of powerful leader in education. People such as Tim Brown, Cassandra Erkens, Mike Mattos, and Dr. Anthony Muhammad as well as many others. Their voices have helped us grow and feel validated in this work. 

We have been energized and impressed by fellow educators in other states. Our new friends from Westside 66 in Omaha, Nebraska, Andrew Easton, Kristin Hogan, James Sides, Katie Sindt, and Mark Weichel have been instrumental in supporting teachers personalizing. They are highly knowledgeable individuals leading at the local level to expand personalized learning and prioritizing what is best for our kids in education! 
And here at home in Minnesota, Eastern Carver County schools are leading the charge with district wide personalized learning and standards based grading.  Presenting at their  personalized learning summit was a highlight of our summer.  

Each training, conference, networking meeting, observation/visit have been influential in shaping how we hope to mentor others in our new coaching/teaching role this school year.

Even with all of these great opportunities, some of the most meaningful things we have learned have come out of everyday conversations and interactions with a neighbor, a friend, a stranger in line at the store or at the park. Speaking with people about their current reality and experience within the education system has broadened our perspective and fed our motivation. Which is how this blog came to be.

One recent conversation with a friend only strengthened our why. Her kids were starting their school year and she was expressing how difficult it is to engage in conversations with her oldest child around her learning. She described homework "fights" and the loathsome feelings she has whenever she has to figure out what is going on in her child's education and how she can help. She wants to play an active role in her children's learning, but considering how brought her stress. I found myself feeling frustrated for her. Frustrated that she has to have homework battles with her 12 year old. Frustrated that talking about school, the place where her children spend most of their time in these formative years, gives her such distress. She felt some sense of relief when the principal at the school sent a letter asking parents to be less "helicopter" and allow their children to have more independence. The letter suggested that it's okay for kids to "fail". This friend then said, "So how do I talk to my kid about school?"

The foundation of this work is to empower individuals to take charge of their learning. For each individual to understand not only WHAT they are interested in learning, but HOW they learn. Enter the "learner profile". No, we aren't asking families to keep a file on how each child learns. What we're suggesting is when engaging with a child about school consider the elements of a learner profile. Instead of asking them to describe what their homework is for the evening, ask questions that get at a better understanding of THEIR learning process. Our working definition of a learner profile is as follows:

Learner Profile

Belongs to the learner.

• who they are as a whole
• express their aspirations and passions
• Used to set goals, reflect on learning and track learning preferences

Transformative “Road Map” or “Play List” used design learning.

I told my friend to start asking her child questions that would help the child start to identify who she is as a learner and how she navigates her path. Having these little interactions and conversations be it in the car at pick up or clearing dishes after dinner is motivating and empowering (see blog "The Learner's Voice"). I suggested she start asking questions that would help her daughter think about learning beyond the math worksheet she brought home.  We would not ask these questions all at once, just the ones that seem appropriate to the task at hand. 
 

Here are some questions that go beyond a homework sheet:

Interests:

What are some things you really like (personal passions)?

What hopes and aspirations do you have for the future?

Think about a personal goal you want to strive for in school/life? How will you meet your goal?

Are there some assignments or projects where you can fit your passions into your work? 

Preferences:

How do you like to get information?

Do you like when the teacher talks directly to the class?

Do you like to work with a partner or group?

Do you like to be given a task and work completely independently?

Do you like to have some one on one conference time with a teacher? A peer? 

Do you like to listen to a podcast or audio file?

Do you like to see a graphic or poster of content to learn?

Do you like to read plain text to learn a new concept?
Where do you sit in class?

"Life" data:

How much sleep do you think you need a night?

How much sleep are you getting?

Are you late to school?
How does being late impact your learning?

Are you on pace in your classes? 

If so why?

If not, where are you and how can I help you get back on pace?

What kinds of snacks/lunches help you have energy at school?

What are you eating for snack/lunch? Do you feel good and energetic after you eat at school?

Learning Strategies: 
What do you do when you are feeling frustrated or stuck?
How do you take notes? 
How do you document or keep track of what you have read (notes, post-its, book marks, don't have any...find some)?
How comfortable are you asking questions from the teacher? From peers?
How do you check for understanding of new material? 
How do you stay organized? How do you know what you need to work on?
How much effort are you putting in?  
How can your parents or other mentors support you in your learning?

We felt it might be helpful for other parents/teachers to consider how to begin entrusting a child/teen/young adult to approach their learning this new school year by taking a less typical approach to what they ask their kids about school. Even if it seems one is too young to really understand why it's important to think about these things, or if one seems too immature to understand the impact of personal reflection, it is still beneficial to engage her/him. Doing so can only strengthen learning. Having conversations about HOW one learns and setting goals around one's passions and aspirations will allow her/him to be much more prepared to "take the reins" when they are given more freedom/voice and choice in their learning. 

Once they get a taste of how incredible it is to have a say in their learning, their engagement in their education becomes will be much more considerable. In turn, they see more meaning and purpose in their schooling. Anyone can start asking any of these questions to a learner in order to trigger her/him to embrace and desire the opportunity to be at the center of creating learning pathways. Yes, maybe at first that homework sheet still does get completed. However, in time if you help your learner begin to take ownership beyond that worksheet, we believe those homework battles will be a thing of the past.