1. Student #1
1.1. Learning Profile: Olivia is a kinesthetic learner in the speech emergent stage.
1.1.1. Have students form and construct sentences out of pre-printed words to help give a visual and hands on approach to sentence structure.
1.1.2. Create charts or mind-maps for words that express ideas precisely and concisely instead of using limited vocabulary they are really comfortable with.
1.1.3. Having students act out sentences like charades or just asking students while seated to act out or sound out a specific word. (i.e. show me your saddest face, guess Olivia's action.
1.2. Interests: She loves music and especially a new album her favorite group released. Loves movies and playing games on her cell phone.
1.3. Readiness: Olivia enjoys class and brings energy to lessons however, if she doesn't understand and doesn't follow the lesson she can become a distraction to other students.
1.3.1. In class I often ask Olivia to help hand out papers, ask questions that can involve music or to gather supplies for her team.
2. Student #2
2.1. Learning Profile: Ashley is an auditory learning in the intermidiate fluency stage.
2.1.1. For Ashley it is important that she hears important information several times. I often ask students to translate a word or sentence. Then ask them to spell the word while I write it on the board. This helps auditory learners like Ashley to hear the spelling and to better retain the information.
2.1.2. To accommodate both kinesthetic and auditory learners like Olivia and Ashley I incorporate as many videos in class as possible. Often asking questions about the video before, during or after.
2.2. Interests: Ashley enjoys being the top in her class so she attends private school at nights. She loves to spend time with her family and their new puppy.
2.3. Readiness: Ashley always comes to class prepared and ready to learn. She loves to answer questions that others can't but doesn't seem to get as excited as other students when we play games or have creative activities.
2.3.1. I often think of Ashley as my secret weapon. When no other students can translate or when I am going to tell a story I have her translate. She can often feel challenged because I ask her to explain or translate before I ask my Korean coteacher.