See Introduction Letter

who am i?


My name is Cameron and I am in Grade 7.  I enjoy playing sports, watching sports, listening to music, walking or hiking.  I’m good at Baseball

WHAT ARE MY ACADEMIC PREFERENCES?

The subjects I enjoy most are
  • English / Language Arts, History, Art, Music
     The subjects I enjoy least are
    • Math, Science, Technology

      I understand information better by
      • watching a video or presentation

      I prefer to demonstrate my understanding
      • with tests that include multiple choice and short answers
      • by making something with my hands
      • in person in front of a small group of classmates
      • one on one discussion with my teachers

      what are my areas for academic growth?

      Academic skills that are challenging for me are

      MATH OPERATIONS

      READING COMPREHENSION

      WRITTEN EXPRESSION
      5/6
      7/8

      what motivates me?

      I am MOTIVATED EXTRINSICALLY to learn

      This means that I may be learning or doing school work to get praise or some kind of reward like higher grades or a gift.

      how do i learn best?

      The ways I am smart are
      • PICTURE SMART so I may learn best with images, charts, and videos.
      • PEOPLE SMART so I may be good at understanding and getting along with people.
      • BODILY-KINESTHETIC ways so I may have good hand-eye co-ordination, balance and speed with body.

      what helps me learn?

      Learning was easier for me when

      • I used physical tools to stay focused (ie. fidget toys, chairs)
      • I had extra time to complete tests and assignments or took tests over several days

      *

      what are my learning strengths?

      My strongest learning skills are
      • SUSTAINED ATTENTION which means that I may have the ability to stay focused and attentive for a long period of time.
      • TASK INITIATION which means I may prefer to get tasks done and out of the way
      • PRIORITIZATION which means I may be able to figure out the best order to complete things
      • ORGANIZATION which means that I may prefer to keep things in order or tidy
      • FLEXIBILITY which means that I can adapt well to changes
      • GOAL DIRECTED which means I like to set goals to achieve for myself
      • RESPONSE INHIBITION which means I may be able to think before I act
      • TEAMWORK which means I may be good at working with others in team or group settings.
      • INDEPENDENCE which means that I may be able to work on my own with little supervision needed.
      • LEADERSHIP which means that I may enjoy being a leaders in group activities.
      • CURIOSITY which means that I may ask alot of questions to understand information well
      • PHYSICAL which means that it may be easier for me to learn when I am able to be more active.
      • CREATIVE which means that it may be easier for me to learn through creative methods like art or music
      • VISUAL MEMORY which means I may be able to easily remember things that I have visually seen.

      what are my learning opportunities?

      Learning skills most challenging for me are

      • WORKING MEMORY which means it may be difficult for me to remember information I recently recalled.
      • AUDITORY MEMORY which means it might be difficult for me to process information that I hear orally, remember it and recall it.
      What are my goals?

      I would like to become more focused OR less anxious in school

      • by taking notes while listening in class.

      The strategy I will use is MANIPULATIVES: Use concrete materials, images and representational models to solve math problems or understand complex concepts

      I would like to work on this once a week and complete it by April 30, 2024.

      Oral Expression

      strategies that may help me and my classmates

      Select the strategies that may work best for you
      1. NOISE CANCELING HEADPHONES: Wear noise canceling headphones to minimize distractions and block out classroom noise.
      2. RELAXATION: Engage in calming, relaxation techniques when transitioning between classes.
      3. BREAK CARDS: Request breaks as needed using break cards as an alternate means of communication.
      4. FIDGET ITEMS: Use fidget items to help with focussing and listening to the teacher.
      5. VISUAL STORIES: Create visual stories through a chain of images or items that need to be remembered.
      6. STRATEGIC SEATING: Sit in a specific area of the class to minimize distractions and build relationships with a variety of students.
      7. ALTERNATIVE TEST FORMATS: Have the option of creating a video, audio file or podcast in place of some written assignments and tests.
      8. MOVEMENT BREAKS: Take short 5 minute walks in the hallway to regain focus.
      9. STRETCHING MOVEMENT: Engage in stretching or movement activities periodically in class.
      10. TEST-TAKING OPTIONS: Participate in more short quizzes and assignments with less weighting to reduce anxiety of test taking.

      TEACHER INTRODUCTION

      Cameron recently completed a holistic screening to identify their academic strengths, needs, interests and learning preferences. This screening examined core Math and Language Arts skills aligned with the provincial curriculum as well as executive functioning skills which may be impacting Cameron’s learning. The curriculum based skills include math operations, reading fluency, reading and listening comprehension, oral and written expression. The results of the screening generated this highly tailored learning plan with evidence-based strategies to support Cameron’s individual needs. The strategies are derived from the principles of universal design for learning (UDL) so they can be implemented to support the entire class as well.

      The goal of this learning plan is for you to learn about Cameron‘s strengths and needs directly from Cameron. We believe this collaborative approach between teachers and students will not only benefit Cameron but may also save time for you in identifying students’ needs and designing effective instructional strategies. 

      If you find the information from this learning plan helpful, you can set up a teacher account with Study Smart. A teacher account will enable you to obtain learning plans for all students in your class; and a class profile which is a snapshot of the content within each of the learning plans. You will also have access to detailed lesson plans aligned with the UDL strategies in the learning plans. If you have any questions about this screening approach or would like to set up a teacher account, go to www.studysmart.ca or contact us at info@studysmart.ca.

      Thank you for supporting Cameron.

      Study Smart Inc.

      PDF