Student Learning Profile

Student Name: Johnny Doe, age 5

Curriculum: Introduction to World Languages Novic.

Strengths Needs Interests and

Preferences

Is eager to learn. Needs work on Enjoys learning new

Recognition: Learns body pronunciation. words, prefers short
language and gestors Slowing down during and easy words.
Learning What fast. speaking could help.

Can get message Needs to work on Attempting to

Strategy: understood by using using more words. communicate is like a
gestors mixed with Relies a lot on body game he enjoys. Gets
Learning How words. language and gestors. very excited when
communication is
understood.

Wants to be able to Needs to use more Is very interested in

Affect: communicate with words. I happy and sharing what they know
everyone in the eager to learn but of their area with others
Learning Why classroom. Is a very once communication from other parts of the
social learner. happens they tend to world.
be happy with were it
is at.

Part 2

Traditional school learning has been about the curriculum being remembered and recited back
by learners. Universal Design for Learning is more: UDL takes into consideration that each
learner is different, and each path should be worked together in consideration of individual needs
(Post University, n.d.). While goals are mostly instructional, they can focus on academic, social-
emotional, or behavioral aspects of learning (Post University n.d.).

Educators used to create a plan and then each student had to adjust to that plan. With UDL,
educators still create a group plan but then they get to know each student and modify the plan for
each student's individual needs. Some students might have similar needs while others could be
unique. Changes could be little things, some students might be weak readers and need to have a
program that reads the context for them, others could have troubles learning from speech and
must have a video that shows what is going on or a transcript to read what is said instead. UDL is
some extra work for educators, as they must get to know each student and work with them in
achieving their goals. Yet once the learner gets going, they take an active part in their learning.
Being more involved in their education, learners have more motivation and choices in how their
education is presented. Perkins uses the metaphor of driving in references to education: students
sitting in the passenger seat learning passive might or might not be paying attention to driving,
those students that are learning behind the driver's seat are actively learning and paying more
attention to driving aka their education as they have control of where they are going (Perkins,
2009). Limitations and challenges can be tools available to the institution and polices in place.
While educators are the face of the system that students interact with, they are still bound by
rules and standards of where they work at. At the end of the day the students still need to meet
requirements put in place by those above their teachers.

References

Colorado Department of Education (CDE). 2020, Colorado Academic Standards Online

https://www.cde.state.co.us/apps/standards/10,21,22

Perkins, D. N. (2009). Making learning whole: How seven principles of teaching can transform
educaton. Jossey-Bass

Post University. (N.D.). Developing Instructional Goals: Universal Design for Learning
Instructional Model. https://post.blackboard.com