Blog Entires, Individual Student & Class Learning Profile, Day 4 and 6

Day 4: September 13, 2023

Individual Student Profile:

Student Profile: Muneera J

Demographic Information:

• Age: 10 years and 7 months

• Grade: 5

• Gender: Female

• Ethnicity: M

• Nationality: Qatari

• Bilingual (English & Arabic), English is the primary language used at school.

Learning Styles: Muneera is a visual and kinesthetic learner. She comprehends information better when it is presented with visuals, such as diagrams, pictures, or videos. She also benefits from hands-on activities and interactive experiences that allow her to engage with the subject matter physically.

Academic Level (Reading Level): Muneera's reading level is currently assessed at Level D, 160L, which corresponds to a lower elementary reading level. She requires additional support and interventions to reach grade-level reading proficiency.

Behavioral Self-Regulation Abilities: Muneera has been diagnosed with ADHD (Attention-Deficit/Hyperactivity Disorder). She takes medication for ADHD every morning, which helps her focus during the school day. However, it's important to note that she tends to become sleepy towards the end of the day due to the medication.

Health Issues or Disabilities: Muneera has ADHD, which can impact her attention span and impulse control. It's crucial to provide her with a supportive learning environment and strategies to manage her symptoms effectively.

Learning Engagement Preferences: Muneera enjoys working in groups and thrives when paired with a reading partner. Collaborative learning activities motivate her, and she actively participates when given opportunities to work with peers. Her interests include subjects that involve hands-on activities and creative projects.

Technology Preferences: Muneera is comfortable using technology as a learning tool. She feels at ease using her device to work on assignments that are differentiated based on her level. She also uses headphones for some assignments, which helps her focus and stay engaged.

Parent/Guardian Engagement: Muneera's parents are engaged in her education. I have met with her  previous teacher, the learning support teacher and have discussed developing an individualized plan to support her. 

Learning Environment Preferences: Muneera benefits from a structured and organized learning environment. Minimizing distractions and providing clear instructions helps her maintain focus. She may also benefit from occasional movement breaks to prevent restlessness.

Ability to Reflect, Use Feedback, and Academic Self-Awareness: Muneera is in the process of developing her ability to reflect on her learning and use feedback effectively. With guidance and support, she can become more self-aware of her strengths and areas for improvement, which will contribute to her academic growth.

Other Significant Notes:

• Muneera is generally quiet and well-behaved in class.

• The collaborative and group-oriented learning approach has yielded positive results in her engagement and academic progress.

• Her performance on the Star Math Assessment indicates a need for urgent intervention, suggesting that targeted support in mathematics may be beneficial.

• The differentiated assignments provided to her based on her level and her use of headphones for some tasks are effective strategies to support her learning.

Day 6: September 15, 2023

Class Learning Profile for Grade 5 Girls at a Gender-Separated School

Demographic Information:

• Number of Students: 19

• Gender: All girls

• Grade: 5

• Age: 10-11

• Nationality: 18 Qatari students, 1 student from Pakistan

• ADHD Diagnosis: 1 student

• Parental Involvement: Not all parents are actively involved

• Caregivers: Most students work with nannies

• Behavior Issues: No behavior issues reported

Learning Styles:

• Relatively quiet

• Tend not to share much personal information

• Prefer working in groups

Academic Level:

• Reading Assessment (Fountas and Pinell):

• 59% of students scored on or above the Benchmark Level

• 41% of students scored below the Benchmark Level

• Math Assessment (STAR Math):

• 4 students need urgent intervention

• 8 students require intervention

• 2 students are on watch

• 4 students are at or above the benchmark

Behavioral Self-Regulation Abilities:

• No significant issues reported

Significant Health Issues or Disabilities:

• 1 student diagnosed with ADHD

Learning Engagement Preferences:

• Prefer working in groups, indicating a collaborative learning style

• May thrive in cooperative learning environments

• Comfortable using devices as a learning tool

Technology Preferences:

• Comfortable using devices as a learning tool, suggesting a readiness for technology-integrated lessons

Parent/Guardian Engagement:

• Not all parents are actively involved, suggesting a need for increased communication and outreach to engage parents in their child's education.

Learning Environment Preferences:

• Prefer group work and collaborative learning environments

• May benefit from opportunities for peer interaction and discussion

Ability to Reflect, Use Feedback, and Academic Self-Awareness:

• While there is no specific information provided, the preference for group work and collaboration suggests that these students may have opportunities to reflect and learn from their peers.

Additional Considerations:

• Tailoring instruction to accommodate group work and collaborative learning will likely enhance engagement and academic performance.

• Given the diverse academic levels in reading and math, differentiation strategies should be employed to meet the needs of both struggling and advanced learners.

• The presence of one student with ADHD may require accommodations or support strategies to ensure her success in the classroom.

• Encouraging peer interactions and group work aligns with their preferences and can help develop social and collaborative skills.

Creating a classroom environment that promotes collaboration, differentiated instruction, and technology integration will likely be key to fostering the success of this group of grade 5 girls.

September 15, 2023

Applying Your Learning

Reviewing the Class Learning Profile for Grade 5 Girls, I've identified several potential barriers to learning that I should keep in mind when planning my unit on "Fundamentals of Reading Fiction and Making Meaning" for my grade 5 class:

• In my class, 41% of students scored below the Benchmark Level in reading, indicating a range of reading abilities.
• One of my students has ADHD, which may affect her attention and focus during our lessons.
• Not all parents are actively involved in their child's education, which may impact the level of support students receive at home.
• While my students enjoy working in groups, this preference might not always align with my instructional approach.
• My students are comfortable using devices, but there may be varying levels of digital literacy.
• My students tend to be relatively quiet and may not readily share personal information or questions.
• While there are no significant behavioral issues reported, students' self-regulation skills may vary.

Understanding these potential barriers will help me tailor my teaching strategies and lesson plans to create an inclusive and effective learning environment for my grade 5 girls.