Learner Profile Awareness Activities – Generated at Hoover-Meredith staff workshop, August 9, 2012
* note that almost all of these activities are adaptable to be used with any of the 10 Learner Profile traits
Trait
Risk Taker
Description of Activities
Notes
1. Entrance Activity: As students enter the classroom, the teacher models how to introduce
yourself. (Have eye contact, shake hands, etc.) Then students introduce self to at least one
other person in the class the same way.
2. Students will be risk-takers as they challenge themselves academically. Create risk-taker
schedule vs. safe schedule, discuss. Students then create their own risk-taker schedule for next
year.
3. Think of a risk-taker, either someone famous, historical, or someone they know personally,
living or dead. Students will present this person using one of the following formats: sing, act
out/pantomime, charades, draw, select a word(s) describing them, write an acrostic poem, etc.
4. Model how to apologize--what does it look like at home vs. school, etc. Role-play.
Submitted by –
Submitted by –
Knowledgeable Spatial
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Rhythmic
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Janette Gerdes, Sal
Aguirre, Becky
Meade, Amber
Davison, Jeff Jansen
Several sets of postcards are placed on each table.
Students are to group them how every they see fit
They determine the groupings
Students must justify the groupings
Rhythm cards are passed out to each group
Groups decide a way to translate that card into sound (ie. Clapping, stomping,
drums, sticks, etc)
Mathematical
 Students are given a bag of materials (i.e. straws, marshmallows, blocks, string, etc)
 Given a set of directions, they are to build a structure that shows their knowledge of
math terms ( right angles, parallel segments, trapezoids, etc)
Linguistics
 Students pick a topic out of a hat
 Students are given “think time” to present their side of the subject.
 3-5 min presentation
Lisa Fried, Pat
Jensen-Bock,
Bethany McDaniel,
Andrea Tate, Sherry
Ward
Inquirers
1.) Synonym and Antonym sort.
2.) Teacher provides words.
Words: ask, quest, question, wonder, investigate, explore, fact-finding, lazy, ignore, blowoff, ignorance, slacker
Inquiry
Synonyms:
Antonyms:
3.)
a.
b.
c.
i.
Analogies:
Teacher models what an analogy is and how figure it out.
Students solve analogies provided by teacher.
Differentiate by the following possibilities:
ELL – provide first lines of analogy and have groups or partners work together to create
second line. Students can use Inquiry Synonym and Antonym sort to help with the English
language.
ii. G/T – Remove synonym and antonym organizer and have partners create analogy
completely on their own.
Inquiry Visual Lesson
Have students work in partners or groups of three to create a symbol out of Play Dough to
represent the definition.
Inquiry Linguistic Lesson:
Students create an acrostic to define Inquiry.
I
n
q
Submitted by –
Sarah Hamilton,
Michelle LeBlanc,
John Lin, Kris
Stoebner, Connie
Kidman
u
i
r
y
Inquiry Rhythmic Lesson:
Students create a 30 second nursery rhythm or a rap to explain what Inquiry means.
Open-Minded
1. Brainstorm what is open-mindedness
a. Have students write on a piece of paper an example of open-mindedness
b. Make paper airplanes
c. Throw paper airplanes at target/basket.
d. Share the ideas
2. Role-playing
a. Have four (or more) statements that students will have a strong feeling about
i. I love Justin Bieber.
ii. School uniforms are a good idea.
iii. Cell phones are not allowed at school.
iv. Students should not be able to date in middle school.
b. In groups of 4 or 5 have students chose one of the statements (randomly)
c. Share their statements one at a time and rest of group respond in an open-minded
manner (could also adapt to show what NOT to do)
3. Optical Illusions
Submitted by –
Jillea Bueso, Laura
Messerly, Maribeth
Newman, Terry
Parrish, Cindy
Grandquist
a. Choose an optical illusion, such as:
b. Have students think about what they see and share in their group
c. Students will need to be open-minded to see the other perspective and to see that both
perspectives are valid.
d. * picture from http://kids.niehs.nih.gov/games/illusions/illusion_19.htm
e. There are more illusions at http://kids.niehs.nih.gov/games/illusions/index.htm
4. Mathematics –
a.
b. Present the geometric shape above.
c. Ask students to count the triangles
d. Students will use different strategies to count the triangles
Thinkers
Activity 1:
Hot Lava
visual/spatial small group activity
Equipment – carpet square, start line and end line
Give the students a task card with directions…
Students are to get there entire group from start line to end line using the carpet squares.
Someone’s body part must be touching each carpet square at all times (or you take the square
away).
Activity 2:
Mathematical
small group
Equipment: paper with 15 different sized squares on them and scissors and timer
Students are each given the paper and scissors; they will be given 1 minute a piece to cut out as
many squares as they can in the minute. After cutting, they will need to measure the total
length of the cuts they made.
Using the data, rank each participant in your group from fastest to slowest.
Graph your results.
Activity 3:
Rhythmic
Equipment: scratch paper and copy of Morse code
Each group picks a word (or use a word that relates to your topic of study). Use Morse code to
have students discover which word you are telling them.
Use a clap for dots and clap your thighs for dashes. Have students figure out the word from the
letters your presented.
Activity 4:
Linguistic
Equipment: 10 note cards per student
Students choose a backdrop to begin (they will draw this on each of their note cards). They are
then to draw a story to show a progression of time on their note cards (using the back drop
they have chosen). Mix up the note cards and switch them with a partner. The partner should
try to put the cards into the correct sequence.
Ex. The backdrop is the Meredith sign out front. The first card shows the sign with
students walking from the bus into the school. The next one might have a few “stragglers”
walking in tardy. The next one might have one adult in the picture. And so on, and so on… until
the last card has the sign with students walking to the bus on their way home.
Submitted by –
Alicia Andrews,
Diane Brummer,
Melissa Floyd, Caitlin
Pritchard, Tim Weida
Caring
Activity One: Flag Design
Directions:
You are to create a flag that must include the following three details:
1) A color that represents the trait of CARING. On a piece of paper, please include a
description of why you chose that color.
2) A symbol or drawing that reminds you of the word CARING.
3) An action word, phrase, quote, or synonym that describes the word CARING to you.
Activity Two: Original Skit
Directions: You are to create an original skit based on a situation provided.
(Some teachers may have pre-scripted scenarios already in a hat and allow the students to
draw randomly, while other teachers may feel comfortable giving up some of the control and
allow the kids to come up with their own situations where CARING would have to be visible.)
Example: A relative that you are close to is ill, sick, or possibly dying.
Activity Three: Acrostic
Directions: Create an acrostic using the name of a real or fictional person that you feel
personifies the word CARING. This person could be someone that you love, look up to, or
respect because they are a caring person. Each one of the letters has to be a word that
describes why this person is caring. Your words should tell us why you have chosen this person.
As you can see, you may use individual words or phrases to describe your trait using the
appropriate letters.
Compassionate
Attentive to others’ needs
Ready to help
Improve the lives of others
Nothing in return
Giving
SAVES LIVES
UNDERSTANDING
Submitted by –
Tam Bartlett, Jared
Cochran, Janet
Murillo, Judyth
Thompson
PROTECTS
EMPATHETIC
RESCUES
MINDFUL OF OTHERS
ALWAYS THERE
NEVER SAYS NO
Activity Four: Wordle
Directions: Brainstorm 10 words that you think of when you think of the word CARING or when
you think of a caring person. Go to the following site: http://www.wordle.net/create/ and
create a Wordle to present your words and phrases. Hint: the more you type that word in, the
bigger the word will be in your final Wordle. See example below for a teacher in our group
using words that describe herself.
These words could also be generated as a group or through a one-on-one interview. The
interview would force kids to be risk-takers and open-minded as they get to know each other in
this activity.
Communicator
Activity One
What is a poor communication? (Put on board)
Activity: Telephone (kinesthetic modality)
Activity Two Background knowledge of communication
Activity: Show students formal IB definition then have them create a student friendly definition.
Put it in your own words (Intrapersonal modality)
Activity Three Think/Pair/Share – compare/contrast two articles.
Activity: Have students pair up; each student one article; then they share/summarize article and
what they heard. (Intrapersonal modality)
Activity Four Audience Recognition – Formal/Informal
Activity: Student are given a real-life situation in which they have to communicate with two
different audiences; one formal (principal, boss, etc.) one informal – (friends) (verbal modality)
Submitted by –
Brad Grier, Jill
Dykstra, Nick
Jackson, O.J. Sinclair
Activity Five Wrap Up
Activity: Each student finds one example of good to bad communication. May use role play,
internet, etc.
Reflective
Activity One – 9th – 10th grade
Student and partner go back to Meredith to reflect on how Meredith has changed. They
can take photographs – The reflection should address; “What has changed?” “Why has it
changed?”
The reflection can be verbal – with visuals or written with poster/power point
Submitted by –
Karen Barnhizer, Pat
Cusmano, Holly
Meagher, Kirk
Stevens, Brian
Leibfried
Activity Two – Math Reflections
“When will I ever use this?”
Whole class/group compile list of careers. Provide a compiled list of careers to research career
choice to lead how math is used in that career.
Present by poster/power point. Write reflection on what you learned and how/if this
new information will affect your future (Math)
Activity Three – Rhythmic
Student picks a significant song relating to a life experience.
They can create their own words to the song and write a reflection
Share with groups
Activity Four – Linguistics
Olympics – You Tube video – interview anything related to area
Use the Inquiry Journal format – group discussion
Principled
Design Posters
Role play/skit
Catch and record examples
Interview people
Catch you be principled and displayed on board
Rewards
People in their lives – list-explain
Journal of examples
Biographies on principled people
Submitted by –
Janet McAtee, Gary
Morris, Louise
Ouimet, Dustin
Townsend, Deborah
Helt
Balanced
Activity One - Use an actual balance to weigh different materials. Narrow it in to items that are
close in weight.
Course specific- Gram weights vs pound weights – metric conversion or any items that can help
demonstrate
Activity Two- Rhythmic – have students actually get up and practice balancing. Balance beam,
walking a line, “Hokey Pokey” etc.
Activity Three – Linguistic
+ synonym. for student learning word
________________________
Specific things and deciding if they created a balanced classroom
Brainstorm a list of synonym for the learner profile trait. The teacher would generate an
antonym list. Place words of each list on a separate card. Use the cards to sort into two groups
– could scaffold with a graphic organizer
yes no ( t-chart)
Extension: Place on a continuum of the least to most in degree of intensity of the word
meaning.
Activity four – Visual/Spatial
Each student picks an adjective (5 maximum) to describe themselves. As student share their
word they have to find someone to balance that out.
How: Place items on wall to show how each term is balanced by another term.
Submitted by –
Jamie Karabias, B.J.
VanVleet, Kathy
Winger, Chris Knee