Portrait of a Learner

Table of Content

o
o
o
o
o
o

Physical Description made through observation

What does she look like?
How does she dress?
How coordinated is she?
How do they use the materials shes provided?
How developed is their use of language?
What do they choose to do in a free choice setting?

Social Development made through observation & artifacts

o How does she behave during routines
o How does she behave with others?
o How does she interact with adults?
o What role does she typically play in a social setting?
Developmental Learning made with observation, piaget tests
& teacher interview
o Developed cognitive power
o How long does she actually work on or think about
something?
o How easily is she distracted/ how likely is she to give up?
o How well does she perform academically compared with
peers
o How well does she work independently/ follow directions
Theoretical Considerations made through observations &
artifacts
o Specific learning styles that will help address this learner.
o Examples of lesson plans that would work best for this
learner
o 1st grade Reading Standard
o 1st grade Math Standard
o 1st grade Science Standard
o Piaget Tests

o Theories and theorist with the best approach for this

learner

o What does she look like?

She is a young kindergarten girl. Shes tall, blonde fair skin tone, with
blue eyes. Her hair is either in a french braid, pulled half back, or in a
pony tail.
o How does she dress?
Her Mother dresses her in mostly pink and purple. She informed me that
those colors are her favorite. She wears either cute dresses or jeans and
a cute top.
o How coordinated is she?
I was able to observe this childs coordination in a classroom room setting,
while walking to lunch/bathroom, and during music class. The first thing
you should know is that this child is very shy. While walking to lunch and
to the bathroom she keeps to herself. With that said I can tell you that is
really interesting to see this child in music class, she opens up and dances
along with the other children. It isnt until she notices someone watching
her that she stops dancing. In this particular instance the teacher called
on her because she won a prize that day. All the attention was faced
towards her and it wasnt until she noticed that no one was watching her
and she continued to dance
o How do they use the materials shes provided?
She loves to color (a picture is provided that she colored) the teacher has
crayon boxes on each table. While coloring she picks out all the colors
she is going to use, colors with them and then places them back into the
box.

o How developed is their use of language?

The little girl is very shy; it takes some time for new acquaintances to have
more than short answer response conversations with this child.
o What do they choose to do in a free choice setting?
In the mornings when the students first come into class, the teacher has
several options for the children to work on while waiting for other
students. The teacher typically provides a reading, coloring, or worksheet
option. This child always chooses to color every morning. She loves to
color. said her teacher.

o How does she behave during routines?

As long as the teacher provides activities to where this little girl can work
alone, she works great. She follows directions and is normally the first one
finished. However, I observed the teacher split the class into groups; she was
placed into a group that consisted of two little boys, and three little girls
including herself. As the other children continued to work and discusses the
book with the parapro helping with the group, she sat there quiet, watching
her class mates engage.
o How does she behave with others?
When she is around other classmates she typically keeps to herself but is
very interested in watching and listening to her peers, she just doesnt
participate.
o How does she interact with adults?
When it comes to her relationship with adults she is different. Adults that she
is used to having encounters with she is very loving towards and will have
conversations with. If you are a new acquaintance, she is very shy. She will
answer questions that you ask her but it is normally just a short response. I
was around this child twice a week for about a month. We would work on
activities one on one in class, by the time I we were finished, and she had
warmed up to me a little but was still shy. The teacher, who she has a friendly
relationship with, said that it wasnt until half way through the school year
that she finally opened up to her. Her teacher also told me that she is really

attached to her mother and gets upset when her mother leaves from dropping
her off in the mornings. I felt like this was probably a typical reaction
considering that she is a kindergarten student.
o What role does she typically play in a social setting?
The social setting that I observed this child in other than in her classroom
was in music class. She is a little more active in this setting verse in the
classroom. The music teacher had the students get into a circle and they
would all sing a song and dance to the beat. She would watch the other kids
and you could see the excitement on her face as she danced along. As long as
there isnt any attention on her she will continue to dance and be active. Then
back in the classroom she goes returns to her desk and continues to keep to
herself.

o Developed cognitive power

I was able to observe her cognitive skills by using a couple of Piagetain
observational tools. 1. Conservation of solids 2. Conservation of liquids
These were very helpful tools in evaluating her cognitive development.
(See pictures for more information)
o How long does she actually work on or think about something?
When given an assignment, for example the picture that she colored for me
one morning while she was waiting for the rest of the class to get to school.
She worked very fast and diligently to complete the drawing. It didnt take
her long to complete a task but if you go back and read the directions, she
missed a step. I feel that if she would slow down while trying to complete a
task, she wouldnt make careless errors. In addition, I observed her
working on a math worksheet that the teacher had the class complete. She
was the last one at her table to complete the worksheet and the teacher
had to keep reminding her to stay on task. As I watched her she would
stop and watch the other kids working or either stares off into space. The
teacher informed me that math was her weakest subject. I felt that she

wasnt as engaged because maybe she didnt understand the worksheet.

The teacher asked me to take her outside and work with here one on one
with blocks to help her with her five tables. She understood the material
perfectly; she just didnt enjoy completing the math worksheet.
o How easily is she distracted/ how likely is she to give up?
She is very easily distracted. She enjoys watching her classmates talk or
work on assignments. If she is bored or not interested in the subject, she
will day dream or color on whatever she is working on at the time. I
watched this several times when the teacher would have lectured based
lessons. The lessons were never really long, just basically instructional
because the class was kindergarten. Still she wouldnt be engaged she
would draw or day dream. I asked the teacher how likely she was to give
up on something if she could resolve the problem, her teachers response
was, she will easily give up and get frustrated, I know that she knows the
material but if something throws her off, like the number 14 when trying
to count to 20, she will stop and tell you she doesnt know whats next
when I have witnessed her count to 20 several times before.

o How well does she perform academically compared with peers

There was two ways that I was able to observe this, 1. The Piaget Test 2.
Interviewed her teacher Mrs. Marsh
1. The Piaget Test
I interviewed the little girl first with the task conservation of solid
amounts She was in stage one the preoperational stage because she made
the observation that although they were both balls of playdough that
equaled the same amount, once I changed the shape of the playdough,
they were no longer the same amount. I also interviewed another little boy
who the teacher considers an advanced learner, He was in stage 3 the
concrete operations because he was able to explain why they clay was the
same amount no matter what shape or form they were in.
2. Interview with the teacher
The teacher informed me that she is a little below average. She based this
off of the amount of sight words she had memorized (the state requires
that kindergarten student know so many before they are moved to the next
grade. This information was also based off of the reading group she is in.
The teacher places each student into a separate group for reading based
off of their skills. She is in the lower group that receives additional help.
Mrs, Marsh said that within her group she is making the most progress
compared to the other students receiving additional help. Also the teacher
referred back to her struggle with math. She believes that math isnt as
hard for her as she thinks; she just lets small frustrations distract her
from what she thinks she knows.

o How well does she work independently/ follow directions

This student would actually prefer to work alone. I have watched Mrs.
Marsh allow the class to work with a friend; she still continues to do her
work alone. She works well, but Mrs. Marsh said that she always has to
repeat the assignments directions for her because most of the time when
she explains the directions the first time, she isnt paying attention.

Conservation of Solid Amounts

Purpose: To determine whether or not a child is conserving solid amounts.
Materials: 2 pieces of clay of equal size (2 colors may be used)
Procedures: Prepare two pieces of clay, each containing the same amount. Roll them into balls of
equal size. For convenience during the discussion with the child, you may use two colors of clay, red
and blue for example. Ask the child if there is the same amount of blue clay is there is red clay. Let
the child make adjustments in the balls if necessary to convince the child. Next deform the piece of
red clay by rolling it into a snake. Ask the child if there is more clay in the ball, more clay in the
snake, or the same amount in each. Recognizing that the amount of the solid remains constant
indicates solid amount conservation ability. Be sure to ask the child to explain why he/she answered
in the way he/she did.
Stage 1: The child does not conserve. The child states that amounts of clay are different after one
ball is deformed.
Stage 2: The child conserves but only by trial and error. The child may be guided to the correct
answer by redoing the task.
Stage 3: The child answers correctly and immediately. The child can explain why the amounts are
still the same.
Stage 1 = Preoperational
Stage 2 = Transition between Preoperational and Concrete Operations
Stage 3 = Concrete Operations
First I handed the child the playdough and asked her to separate the playdough into two even parts. I
assisted in making them even circles. I made sure that she agreed that they were both even. Next I
took one ball of playdough and rolled it out into a shape of a snake. I then asked the little girl if the ball
and the snake were even. She replied no, and then I asked her if it was still the same about of
playdough. She answered no, and then I asked her to explain. Her response was that it wasnt even
because one was in the shape of a ball and the other was a longer piece in the shape of a snake. We
preformed this task for a second time and the results and answers remained the same.
Stage 1: The child does not conserve. The child states that amounts of clay are different after one ball
is deformed.
Stage 1 = Preoperational
I then preformed the same task with another young boy in the class that the teacher considers a very
advance learner. I asked the same questions and he was able to distinguish that just because the
playdough changed shape it did not change in amount.

Conservation of Liquid
Purpose: To determine whether or not a child is conserving liquid amounts.
Materials: 2 containers of identical size, 1 container that is taller and thinner and the first two but
holds the same amount, water, food coloring (optional)
Procedure: Pour the same amount of water into two containers of equal size. For convenience you
may color the water in one container. Ask the child if the containers have the same amount of liquid.
If the child wishes, allow him/her to adjust the water levels. After the child agrees that the amounts
are the same, pour one of the liquids into a taller, thinner container and ask if there is more colored
water or more clear water or if the amounts are still the same. A report that the amounts are still
equal shows that the child conserves liquid amounts. Be sure to ask the child to explain why he/she
believes as he/she does.
Stage 1: The child does not conserve. The child states that the amounts of liquid are different when
one is poured into a different shaped container.
Stage 2: The child conserves but only by trial and error. The child may be guided to the correct
answer by redoing the task.
Stage 3: The child answers correctly and immediately. The child can explain why the amounts are
still the same.
Stage 1 = Preoperational
Stage 2 = Transition between Preoperational and Concrete Operations
Stage 3 = Concrete Operations
I preformed this task with the little girl. I first pour the colored water into 2 glasses of the same size
and shape. I asked the girl if they held equal amounts of water and she said yes, then I pour colored
water from one of the smaller cups into a taller cup and asked her if the cups now held the same
amount of water, she said no. I asked her why not and she replied that the bigger cup had less water
in it than the smaller cup because the water levels did not equal. So then we preformed the task a
second time. I asked her the same questions but this time I let her pour all the water. She then
realized that even though the cups were different, they still contained the same amount of water.
Stage 2: The child conserves but only by trial and error. The child may be guided to the correct
answer by redoing the task.
Stage 2 = Transition between Preoperational and Concrete Operations
(the only difference is that I did not guide the child to the correct answer I just simply let her measure
the water herself)

o Specific learning styles that will help address this learner.

Learning styles for this child are
Kinesthetic Intelligence
Visual- spatial Intelligence
Intrapersonal Intelligence

~ These are based off of my observationshere are some

examples of why.
Kinesthetic Intelligence is when a person learns better through
movement. When an individual can manually performed a task they
are able to better understand how that certain tasks works or how
its preformed.
This particular child enjoys coloring and drawing, when
understanding math, she better understands when she can
manually add something or subtract it away. She is more engaged
when she is out of her desk, moving, and physically touching
something.
Visual- Spatial Intelligence enables a person to perceive external
and internal imagery, to recreate, transform, or modify images, to
navigate oneself and objects through space.
This little girl loves to draw and color. She is brilliant at recognizing
and drawing different shapes. When we were working on math and
putting blocks into different groups of fives, she was able to
distinguish whether the group consisted of five or less by just
comparing the sets.
Intrapersonal Intelligence includes thoughts and feelings, activities
that an intrapersonal student thrives in are normally self- directed,
independent work, an opportunity to imagine, and quiet time and
private settings.

This child is very intrapersonal. She always prefers to work alone.

Here seat in class in on the edge of the classroom furthest away
from all the other students.

The teacher Mrs. Marsh informed me that this child would pass
kindergarten and move to the first grade
I have created several different assignments that I feel would help
this particular child on first grade standard requirements.
o 1st grade Reading Standard
o 1st grade Math Standard

1st grade Reading Standard.

ELACC1RL4: Identify words and phrases in stories or
poems that suggest feelings or appeal to the senses.

Lesson Plan:
To begin read the book called The Five Senses by Sally Hewitt
Then discuss all the different senses and let the child distinguish which sense
is being used.
Then have the child create a poem.

This activity will address her kinesthetic learning style. She will be able to read
the book and then create a poem that relates back to The Five Senses. This
particular learner really enjoys coloring and being creative. I feel like this activity
will keep her engaged as well as help her learn her senses.

Lesson Plan
Construct a poem that will describe all the senses such as,

I see

I feel

I taste

I hear

I smell

The theme could be a certain fruit for example and the whole
poem need to be consist of this fruits color, the way it smells,
taste etc.

Let the child be creative. Here is an example of a completed poem.

1st grade Math Standard

MCC1.OA.7 understand the meaning of the equal sign, and determine if

equations involving addition and subtraction are true or false. For example,
which of the following equations are true and which are false? 6 = 6, 7 = 8 1,
5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
Lesson Plan:
Create Flash cards that have several different addition and subtraction
problems that equal all the numbers from 1-20.
Once the child has a general understanding of the flash cards then grab a
trash can and ball up several pieces of scrap paper.
The game is It takes 20 to win
Each time the child answers the question to the flash card whether its addition
or subtraction, she then has to come up with a way to get the same number
but by using the opposite skill.
For example: You show a flash card the is 8+2=10
The child must then give you a problem that equals 10 but by using
subtraction such as, 12-2= 10.
If she gets the answer right, then she gets to try to ring the trash can. If she
gets it wrong then the parent or teacher gets to try to ring the trash. First to 20
points wins.
You can also add math equations to the flash card pile and have the child
answer true or false. If she answers correct, then she gets to throw and if she
isnt then the parent or teacher gets to shoot.
This activity will address both the Kinesthetic and visual spatial learners. The
kinesthetic by being active in responding to the flash cards and the visual spatial
by trying to ring the paper in the trash can.

Theories and theorist with the best approach

for this learner
In a broad aspect I feel that any theorist with the belief of multiple
intelligence approach to teaching young children would be
beneficial for this particular learner. I believe that she needs to be
in an active environment where the school setting is based upon
her certain learning styles. A theorist such as Howard Garner, who
was an American developmental physiologist and was known for
his theory of multiple intelligence.
Lev Vygotsky theory suggests that social interaction leads to a
continuous change in a childs thoughts and behavior. He believes
that development depends on interaction with other people.
These interactions provide tools that can help a child form their
own cognitive ideas. Vygotsky believed that social interaction will
lead to ongoing changes in a child's thought and behavior. I
realize that his theory is different from her intrapersonal learning
style but as she develops I feel like it would be good to expose her
to different learning styles and if they are not appropriate for her
learning needs then the teacher can focus on what truly works
best for her. This approach would be experimental but I would be
interested to see how her learning styles develop as she

continues to.

Intrapersonal Activity
Mrs. Marsh informed me that this child was very hard to get to
know because she is so shy, it wasnt until half way through the
school year that the child began to open up to her.
I feel like this would be a great activity to help a future teacher
gain a better understanding of this child. Then on the back allow
her to draw a self portrait og herself and that would make it more
interesting and fun for the student as well.