Learning Profile and Learning Plan Assignment (Elementary)

EDUC 450 Student Name:

Julie Degner (10076363)

Fictitious Student Name: Martin Keaton

Grade: 5

Diversity: Learning disability (Attention deficit hyperactivity disorder)

Code 54: Learning disability

LEARNER PROFILE:
Learning Style
-Kinesthetic learner
-Performing physical activities during class
time
-Making models
-Performing experiments
-Physically manipulating materials
-Acting out lessons and stories
-Moving around the classroom while talking
Learner Strengths
-Succeeds with daily routines put in place by
his teachers and parents
-Strong arguing and oral skills in debate and
discussion situations
-Bilingual
-Excellent word decoding skills
-Extensive knowledge of computers
-Good acting abilities
-Great athletic skills
-Good socialization skills
-Excellent artistic skills
-Learns games and physical activities very
quickly
-Energetic
-Good manipulative skills
-Hands on learner
-Competitive
-Good leader in the classroom
-Quick to accept challenges
-Very creative

Interests/Sparks
-Playing video games
-Watching television
-Playing soccer and hockey
-Acting in school plays and skits
-Talking to friends through online gaming
-Building models and structures in science
-Hands on learning through the use of
manipulatives
Learner Needs
-Difficulty concentrating for long periods of
time and becoming engaged with the content
-Easily distracted by external factors, such as
fellow classmates or electronic devices
-Difficulty keeping track of assignments
-Has a hard time with concentrating on
independent projects and papers
-Difficulty paying attention to teachers and
fellow students during discussions
-Difficulty adapting to change
-Has poor short-term memory
-Tends to skim over readings and struggles
with comprehension as a result
-Difficulty with editing and checking work
-Exhibits some outbursts of inappropriate
behavior in the classroom, such as talking over
the teacher during lessons and being extremely
restless.
-Some instances of fatigue in the classroom
due to stimulant medication

-Extremely attentive to tasks that they find

interesting or engaging

-Difficulty comprehending instructions due to

ELL accommodations and attention issues
-Difficulty relating to some students because of
cultural difference

LEARNING PLAN:
Environmental Implications:
-During independent work periods, Martin requires a separate, quiet study area in order to avoid
external distractions, such as conversations with those around him or access to the internet.
However, it must also be ensured that this space is only used for quiet work time, and is not used
constantly. This will ensure that Martin is not turned against the study area or refuses to work
there.
-The space Martin works in should be free of any electronic devices, such as computers, iPods,
or phones, unless they are being used for studying or homework.
-Martins area should also have plenty of free space in order to encourage him to move around
while he is thinking and talking about his projects with a mentor or teacher.
-Martin should have access to a calendar or schedule in his work space that shows him his
upcoming week at all times. This will help him to plan ahead and become more organized with
his workload.
-During class time, Martin should have a desk that is close to the teacher at all times, in order to
ensure that constant monitoring is possible.
-Martins supplies should be in organized places around the classroom so that he has easy access
to them at all times and understands the layout of the classroom.
-There should be a clear list at the front of the room stating the rules of the class, such as keep
hands and feet to yourself or treat others as you want to be treated.
-If possible, there should be some key words printed clearly at the front of the room to
accommodate Michaels ELL.
Instructional Implications:
-Clear and explicit instructions should be provided to Martin at all times to ensure that he
understands the task he is to complete. It may be necessary that they be repeated several times to
accommodate his short attention span and ELL accommodations.
-Teachers should create lessons that cater to Martins interests. Examples might include Martins
cultural background, computers, or drama. These topics should allow him to get engaged in the
content and ready to learn.
-If Martin does not respond well to a specific assignment, teachers should be flexible in the
format of the project and sometimes allow Martin to choose how he wants to present it. This may
involve the use of technology in the classroom, such as laptops or video cameras. There also may
be certain times when Martin should be allowed to select the subject of his project in order to
encourage engagement.
-During lessons, it is important that Martin stays alert and engaged. This can be accomplished
through the use of manipulatives or physical activities during class time to encourage hands on

learning. The manipulatives may also help to develop some English skills.
-Although some group work is necessary for the development of social skills, Martin should be
encouraged to work on independent projects to increase his attention span, develop his
organizational skills, and work on his English.
-It is best to teach Martin in periods of about 20 or 30 minutes in order to encourage him to pay
attention during that entire period of time. After he masters paying attention for a specific time
period, the time may be increased steadily to increase his attention span over time. For each goal
he accomplishes, a reward may be earned. Rewards may include candies or small tokens, as well
as breaks of 5 to 10 minutes from lessons. This will give Martin incentive to pay attention during
class time and try his best at all times.
-It may also help Martin if teachers include physical activity during some of their lessons. This
will encourage Martin to participate and to become engaged in the material that is being taught
during a physical activity or game.
-Teachers should work with Martin to create daily routines so that he can better organize his time
and work. If a change is about to occur in the daily routine, or if a class is going to transition into
the next one, teachers should give Martin advance warning so that he can prepare himself for the
change.
-Teachers should keep in constant contact with Martins parents so that the behaviors and
routines that are being promoted in the classroom can also be promoted at home. Teachers should
also let parents know Martins progress, and encourage them to go over his upcoming
assignments and routines at home.
-Martin may require extended times for tests due to his attention problems and ELL
accommodations.
-Martin may require the use of visuals, such as videos or pictures, in order to promote his second
language skills. Cues such as these may form clearer connections between his first language and
English.
Social/Emotional Implications:
-Teachers should provide constant positive feedback to Martin in order to reinforce his good
behavior, self-esteem, and work habits. However, examples of poor behavior in the classroom
should also have consequences in order to discourage further disruptions in the future.
-The classroom rules should be repeated every day at the beginning of the year in order to
reinforce good behavior later on. If they are on a visual poster at the front of the room, Martin
will be able to see them at all times and behave better during group work periods. The posters
clear directions will also develop his English skills.
-Competitive games in the classroom may provide Martin with an incentive to try his best during
activities, as he likes to feel as though he has accomplished something. This will also encourage
positive social interactions with his fellow classmates.
-During small group and class discussions, teachers should ensure that Martin has a chance to
state his opinions and respond to the statements of others. Other students should also be
encouraged to respond to Martins arguments and provide positive feedback to him.
-Teachers should ensure that Martin gets his recess period every day in order to decrease his

fatigue levels from his medication. Physical activity will also benefit his learning upon his return
to the classroom, and encourage him to interact with other students outside of the classroom.
- Due to his tendency to learn in a kinesthetic manner, it may also help Martin if teachers include
physical activities in some of their lessons. This will encourage Martin to participate and to
become engaged in the material, as well as to interact with his fellow classmates in a social
setting.
-Skits should also be encouraged in the classroom in order to promote good relationships among
the students and to get Martin interested in the class material.
-If Martin is frustrated and acting out, teachers should give him a brief 5 minute break before
continuing the lesson. This may help him to calm down, rather than become more agitated by
continuing the lesson without a break.
-Give Martin opportunities to speak his first language in front of the class or during activities in
order to boost his confidence and promote his home culture. Perhaps there could be a series of
lessons in which his language is taught to the class and his culture is more fully explained. This
will help the other students to better relate to Martin and understand his culture.
References
Alberta Education. (2006). Focusing on success: teaching students with attention
deficit/hyperactivity disorder, grades 1-12. Edmonton, AB: Author. Retrieved from
https://education.alberta.ca/media/511987/focus.pdf
Alberta Education. (2010). Chapter 3: Developing learner profiles. In Alberta Education (Ed.),
Making a difference: Meeting diverse learning needs with differentiated instruction (pp.
23-44). Edmonton, AB: Author. Retrieved from
http://education.alberta.ca/media/1233960/6_ch3%20learner.pdf
Alberta Education. (2011b). What school administrators need to know about English language
learners and ESL programming. Retrieved from
http://education.alberta.ca/media/6550092/eslstudents.pdf

Alberta Education. (2012). Special education coding criteria. Edmonton, AB: Author. Retrieved
from http://education.alberta.ca/media/825847/spedcodingcriteria.pdf
DuPaul, G.J., Weyandt, L.L., & Janusis, G.M. (2011). ADHD in the classroom: Effective
intervention strategies. Theory into Practice, 50, 35-42.
doi:10.1080/00405841.2011.534935
Millichap, J.G. (2011). Attention deficit hyperactivity disorder handbook (2nd ed.). New York,
NY: Springer.