The document describes assessments conducted on two students, Child A and Child B, to learn more about their learning styles and interests in order to develop individualized plans. Child A prefers independent work but gets frustrated easily, while Child B is mute and communicates only through writing. The teacher plans to find engaging projects for Child A and establish written communication with Child B to help her speak.
The document describes assessments conducted on two students, Child A and Child B, to learn more about their learning styles and interests in order to develop individualized plans. Child A prefers independent work but gets frustrated easily, while Child B is mute and communicates only through writing. The teacher plans to find engaging projects for Child A and establish written communication with Child B to help her speak.
The document describes assessments conducted on two students, Child A and Child B, to learn more about their learning styles and interests in order to develop individualized plans. Child A prefers independent work but gets frustrated easily, while Child B is mute and communicates only through writing. The teacher plans to find engaging projects for Child A and establish written communication with Child B to help her speak.
The document describes assessments conducted on two students, Child A and Child B, to learn more about their learning styles and interests in order to develop individualized plans. Child A prefers independent work but gets frustrated easily, while Child B is mute and communicates only through writing. The teacher plans to find engaging projects for Child A and establish written communication with Child B to help her speak.
( I-earning Profile Questbnnaire: How Do You Lke to karq Student Interest Inventory 6 Anecdotal Records
I administered these three
assessnrents to
leamnnre abott Child A.
\*(
The frst assessrnent was a Larning Profle Questiornraire. This assessnrent gave me an idea oflrow Child A likes to barn I learned that Child A likes to work alone at his desk, but he abo eqiop working with other students in grorps or pairs.
I aho learned
that this
chih thinks or.ilside the box becarse he created his only cohnrn ofanswers. Instead of a ']les" or a 'bo," he wanted to create a cohnrur for "sonrtinres." He say that lre sonretinrs lftes to work hard to inpress his teachers and parents, and he sorrrctimes works hard on$ for himself This assessnrnt showed rre that when Child A gets frusfated, he sonrtinrs gives W onhb assignnrnts- He sorrctinrs tkes to barnby rnoving and doing.
The second assessnrent was a Sh.ldent Interest lnventory. From this assessnpnt
tlnt Chfld A
I bamed
has 5 sblings. He is the second to youngest. He really er{oys reading; soccer,
and lacrosse. His frvorife book is V[ay of
Kings.His fivorite food
is
piza.His fivorite
kmgirr Dragors. Ifhe had one wish it would be that he didn't have any honpwork. This telb np that even thouglr he is gifted, he does not really e4joy band is
chsswork. His fivorite thing aborr school is recess, which is another indbator that he does not enjoy doing chsswork and assignrrnnts.
I have noticed that Child A conrcs hte
to school every Wednesday when I ampresent. He walks in ard distacts the class from tlreirwork. He is veryprotective ofhis things. Onhb desk, he has written'Do not sit here," and 'Do not touctL" He does not lfte people rrrssing with his thin5. He gets abng fiirly well with other students, b$ at recess he sie alone and reads. I have noticed that Child A woub rnrch rather read than do anything else. He seerrs verybored with his school work because he is gifted, ard aheady knows rmst of the rnaterial being taugfr. He frequently frrds wap to be distacting. For exanpb, he willnske animalnobes. He conpletes all ofhis assignrrrents neat$ and correctly, btf it rsually takes him nuch The ttrird assesstrrcnt I used was arrecdotalrecords.
longer than the rest ofthe class. My rrentor teacher says this is because he is a
perfectionist and will not twn anything in urless it is as close to perfect as he can get it.
My focus for Child A would be to fnd an assigmnent or project ttrat will enhance his learning and keep him challenged and engaged. \D ,Ctt Throudt these assessrrpnts I have harned a bt about Chro A that I can use to heS rne create a planto challenge and nptivate
him \b '+V
The first thing I would do is talk to him about what he would hke to harn nnre about based on his interests. I know he loves to read, and likes sports. He rnay want
to research nlore on a specific player or sport.
. .
I will ask for his irpu on project ideas that he will find interesting. Together we would conrc W with an interesting idea for a project. We will design a rubrb together, and set a tinrc limit for when he needs to be finished. We will corne W with clear eryectations that will challenge him and keep him engaged. He will be allowed to work on this project whenever he has free tinre.
As the teacher, I will provi<le my scafolding when needed, but the assignnrnt will be rrnstly independent. I feel this would really challenge Child A, and keep himmoving forward.
Uluo
Creded by Ms. Mariely Sanchez
www.sanchezclass.com
HOW TO
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child B: Iraming Profile Questiomaire: How Do You Lfte to I-eam, Shrdent Interest Inventory AnecdotalRecords 6 {F
administered the sanp tlnee assessrpnts to leam
rpre
abors Child
B.
\6
frst assessnrent was a karningProfib Questionnaire. This assessnrcnt gave me an
idea ofhow Chib B hkes to bam She studies best when it is qubt, but she can ignore orfrside noise iftlrere is any. She likes to work at her tabb or desk. She sala she likes to work hard to inpress her teachers and parents, and she also hkes to work hard for herself She says *rat she doesn't ahrays finish all ofher work if she beconres frustrated. She likes The
to have exact insffuctions on how to finish an assignrrrnt. She hkes to have a set tinre franre for finishing an assignnrnt. She did not answer the questions that asked her if she
tkes to work alone or ingotps.
The second assessnrnt was a Strdent Interest Inventory.
I leamed that Child B has two
sblings. One is an older brother, and one is her twin sister. She hkes to play outside. She
tkes softball, rnountainbfting and pbyingwithher friends. Her fivorite book is
George's Marvelous Magicinn. Her frvorite rmvie bsagna. She wants school to be shorter, which tells
'rs
rrr
Frozen, and her fivorite food is
slre does not eqioy beng at school
The third assessnpnt I used was anecdotal records. ChiH B b very interesting to observe
becawe she does not talk. She chooses to be nnrte. She willnot talk with any adults. There is onb one gnl in the chss who I have seen her talk to. She will not even nnke gestures
or shake her head. She does well on assignnrnts, and finishes her work. She speaks with trer twin sister, and her nvin speaks, btd she refuses to. My nrentor teacher has erylained
that she has a rougfr horne life that may conftbrse to why she chooses not to talk.
My focus for Child B b to heS trer conrrunicate tlnou$r writing and then eventually connunicate by speaking. Through these assessnpnts
child B.
I have learned things tfnt rnay he$
nre to create a plan
6'{
f", \6,fl
. . . .
The
fist
thiag I
wouh do is write her a letter. I willwrif
a frbrdly htter so I can
beginto bujH trstwifhthe shrdeft. Ne& I wouH ask her to write rre back. Hopefirlty sh wrll choose to respond. The next step wouh be to fiyto talk to lrer inperson I wouh invite her trrin sbter, and th strdent that she talks with in class. I think this wouH be$ her to ftel cornfortable enougfu to reqpod.
If
she chooses not to speak,
I wilt contirnr worki4g on the written responses.
6AA
I i
nterest lnvento Name:
\I
Today's Date:
Birh Date:
Brothers and Sisters:
eg",
Name: Name:
Age:
Name:
Age:
Name:
Age:
Name:
Age:
4\ i\\
Specialfriends:
what I like to do most at home: V
\.\\
.L
-t ''rt, [t
These are myfavorite hobbies:
\ rrtt
Singer:
",r\i
,i
,\1
_[!
lf I had one wish, it would be:
School would be better if:
This is what my teacher did last year that I liked the most:
This is what my teacher did last year that I liked the least:
