Creating and Using Learning
Profiles in the Classroom
Kenosha Unified School District
Technology Camp
Pam Black
June 21, 2010
Presentation Goals
•Bring background and prior knowledge to
the conscious level
• Gather information about our own learning
profiles and how they impact our instruction
• Learn techniques for assessing our
students’ learning profiles in relationship to
our instruction and the use of technology
•Change the way instructional planning is
done
•Take us out of our comfort zone.
What is a Learning Profiles?
A multi-faceted picture
of how a
Person
thinks and learns
Learning Profiles
Frames for understanding how students learn and
process information
Learning style is the natural way a person:
Takes in information
Processes information through the senses
Remembers information
Approaches learning
Sharing Learning Styles
Activity #1
Sharing Learning Styles
Activity #1—Honoring All
Beach Balls
Puppies
•Concrete/random
•Abstract/random
•Accommodator
•Diverger
•Self-expressive
•Interpersonal
•dynamic
•Imaginative
Microscopes
Clipboards
•Abstract/sequential
•Concrete/sequential
•Assimilator
•Converger
•Understanding
•Mastery
•Analytical
•Commonsense
Learning Profiles
Frames for understanding how students
learn and process information

Learning style:
Beach Ball…Clipboard…Microscope…Puppy
Sharing Learning Styles
Activity #2
Visual
Visual
Tactile/Kinesthetic
Auditory
Visual Learners
Generally think in terms of pictures.
Remember things best by seeing
something written.
Prefers to see things written down in a handout,
text or on the overhead.
Find maps, graphs, charts, and other
visual learning tools to be extremely
effective.
Auditory Learners
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Learn best by listening and talking
aloud.
Typically notice and remember sounds.
Good at remembering things that they
hear.
Good with words and language.
Often read to themselves as they study.
Often distracted by noise and sounds.
Tactile Learners
 Remember what they DO, what
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they experience with their hands
or bodies (movement and touch).
Enjoy using tools or lessons
which involve active/practical
participation.
Can remember how to do things
after they've done them once
(motor memory).
Have good motor coordination.
Tactile/Kinesthetic Learners
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Typically learn best by doing.
Naturally good at physical activities like
sports and dance.
Enjoy learning through hands-on methods.
Typically like how-to guides and action-adventure
stories.
Might pace while on the phone or take breaks from
studying to get up and
move around.
Some kinesthetic learners seem
fidgety, having a hard time sitting
still in class.
Learning Profiles
Frames for understanding how students
learn and process information

Learning style:
Beach Ball…Clipboard…Microscope…Puppy
Visual...Auditory…Tactile…Kinesthetic
 Multiple Intelligences
The Whole Learner
Multiple Views
Learning Styles
Multiple Intelligences
Process oriented-seeks to see
Cognitive Model– seeks to
how a person processes information describe how a person uses their
through the senses.
intelligence to solve problems and
create products
Auditory Learners
Verbal/Linguistic
Visual Learners
Logical/mathematical
Tactile learners
Interpersonal
Kinesthetic Learners
Tactile/Kinesthetic learners
Musical/rhythimic
Intrapersonal
Visual/spatial
Bodily/kinesthetic
naturalist
Multiple Intelligences:
How are you smart?
Working alone, self-paced, individual
projects, metacognitive thinking
Sharing, cooperating,
relating, brainstorming,
interviewing
People
Smart
Self
Word
Smart
Smart
Outdoors learning,
classifying, noticing
patterns in the world
Numbers
&patterns
Logic Smart
Nature
Smart
Reading, writing, speaking, &
listening
Picture Smart
Music
Smart
Rhythm, melody, patterned sound,
song, dance
Body Smart
Graphic
images&
organizers,
color and art
Touch, movement,
manipulatives
Multiple Intelligences:
Activity #3

How are you intelligent?

What is your unique profile?
Learning Profiles
Frames for understanding how students
What makes up a learning
learn and process information
profile?
Learning style:
Beach Ball…Clipboard…Microscope…Puppy
Visual...Auditory…Tactile…Kinesthetic
•Multiple Intelligences:
Verbal/linguistic…Logical/mathematical…Interpersonal…Intrapersonal
…Visual/spatial…Musical/rhythmic…Bodily/kinesthetic…Naturalist
•Lateral Dominance
Lateral Dominance Profiles
Learning Equation
(Eye + Ears + Hands + Feet) + Brain = Learning
sensing organs + processing organ = learning
Lateral Dominance Profiles
Activity #4
Learning Equation
(Eye + Ears + Hands + Feet) + Brain = Learning
sensing organs + processing organ = learning
Lateral Dominance Profiles
Why look at lateral dominance profiles?
1.
2.
3.
4.
Identifies the learning path of least resistance.
When under stress or learning new information the
learning path of least resistance is best.
Other pathways may not be accessible.
Organization of learners in the classroom.
--Visual in front
--Auditory in next row (right ear dominants on left
side/left ear dominants on right side.)
--Gestalt fully in back with manipulatives.
Learning Profiles
Frames for understanding how students
What makes up a learning
learn and process information
profile?
Learning style:
Beach Ball…Clipboard…Microscope…Puppy
Visual...Auditory…Tactile…Kinesthetic
•Multiple Intelligences:
Verbal/linguistic…Logical/mathematical…Interpersonal…Intrapersonal
…Visual/spatial…Musical/rhythmic…Bodily/kinesthetic…Naturalist
•Lateral Dominance
Eye…Ear…Hand…Foot…Brain
•Other critical factors
Other critical factors that are part
of a learning profile
GENDER
…processing of information
…language
…space
…movement
…hearing
…inter/intrapersonal
…emotion
Other critical factors that are part
of a learning profile
RACE and Culture
 Eye contact
 Verbalization
 Community or Individual
 Focus on Education
 Relevance of Curriculum
 Relationships
What are Learning Profiles?
Frames for understanding how students
What makes up a learning
learn and process information
profile?
Learning style:
Beach Ball…Clipboard…Microscope…Puppy
Visual...Auditory…Tactile…Kinesthetic
•Multiple Intelligences:
Verbal/linguistic…Logical/mathematical…Interpersonal…Intrapersonal
…Visual/spatial…Musical/rhythmic…Bodily/kinesthetic…Naturalist
•Lateral Dominance
Eye…Ear…Hand…Foot…Brain
•Other Critical Factors
Gender…Race….Culture
Learning Profiles in the Classroom
Know Your Learners
And
Yourself
Rubric for knowing the learners
in your classroom
Non-use
Beginning
Routine
Refined
No attempts
made to
Identify the
uniqueness of
learners
Students’
learning
profiles—
learning styles,
multiple
intelligences
and learning
preferences are
explored
Provides a variety of
assessment and
instructional
practices to
routinely respect
student learning
profiles
Allow students
uniqueness to drive
instructional practices.
Using Learning Profiles in the
Classroom
Step I
Discover and know your own learning style and multiple intelligence strengths:

Review your learning style multiple intelligences and lateral dominance
screenings
 Go deeper:
http://www.berghuis.co.nz/abiator/lsi/lsiframe.html
1. Take the Learning Styles Test I and II
2. Take the Multiple Intelligence Assessment
3. Explore the information provided on your learning style,
multiple intelligence strengths and dominance factors.
4. Explore your gender, racial and culturally impacted learning
factors.
 Discover your students learning profiles—learning styles and/or multiple
intelligences and/or lateral dominances.
 Take into account the other critical factors—gender, race and culture
Learning Profiles in the Classroom
A Step Further:
Connecting to Technology
Why use learning profiles in the classroom?
Tapping into the routes for learning promotes
efficient and effective learning for students.
 Helping students understand their modes of
learning that work best for them ensures lifetime
learning.
 Offering options allows each learner to find a good
learning fit in the classroom
Tomlinson, 2001
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Implement Strategies that Support Learning
Differences for all:
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No one technology is suited for all students and all
curriculum.
Auditory learners are the only students who excel in lecture
based learning.
Add alternatives to current assignments
Use all the technology you have been introduced to in this
class and more students will be more successful.
Using Computers to tap into Visual-AuditoryTactile/Kinesthetic learning styles
Visual
Easy access to pictures,
images, graphic
organizers, mind-maps,
concept maps, videos.
Encourages artistic
expression
Access to world of
words
 Word processing
Clip art
 Inspirations
 Power Point
 U Tube
 Email
Auditory
Tactile/Kinesthetic
Communicate with
people around the
world about ideas
Free translation
software allows for
dialogue around
the world.
Listening to
music—period
music.
Textbooks on
the web
Skype
Audio and video
taping
Touching the keyboard helps
input and remember the
information.
Use of body activity
(force/sense of touch)—
Document Camera—
input/demonstrate
students' written work.
Tutorials on the web.
Using the mouse/keyboard
accesses the
kinesthetic/tactile receptors
in the brain
Students using flip charts
Active Expression
Other Technology that taps into
multiple learning styles
Animation programs—visual, kinesthetic
 Digital cameras—kinesthetic and visual
 Promethium boards—kinesthetic, visual
and auditory
 Multimedia (combine video, sound, text,
graphics)—engages all learning style.
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Lesson Planning
for Student Engagement
Differentiation
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Lesson provides several learning options (different paths to learning)
which help students take in information and make sense of concepts
and skills.
Access to a variety of materials which target different learning
preferences/reading abilities.
Activities that target auditory, visual and kinesthetic learners
Stations for inquiry-based, independent learning activities
Create activities that vary in level of complexity and degree of abstract
thinking required.
Flexible grouping to group and regroup students based on factors
including content, ability and assessment results.
Choice of projects that reflect a variety of learning styles and interests
Multiple ways to demonstrate what they know.
Active participants in setting their own educational goals, managing
learning and assess their own progress.
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Creating and using learning profiles in the classroom