Encourage and model articulation of interests/needs/strengths to inform future learning
Example: A teacher provides his learners with a “Reflection Binder.” At the end of each day, they reflect on their work, identifying what worked well for them, what they struggled with and what support they need.
Offer tools to help learners identify their own interests, strengths, needs and preferences (e. g., interest inventories, checklists, reflection exercises)
Example: Over the course of six weeks (beginning at the start of the school year or when a new learner arrives), teachers and learners complete several inventories to identify learning drivers and gaps.
Establish a culture that encourages learners to actively share their feelings and experiences while learning
Example: A teacher creates a system of small book clubs and public share-outs during independent reading time that helps the community of learners share their excitement for books.
Provide learners with a systematic method (e.g., learner profiles) for documenting learning needs and preferences
Example: A teacher uses a platform for learners to regularly update their interests, needs and strengths in focus areas to inform conferences, interventions and/or upcoming lesson plan design.
Guide learners to generate questions that lead to further curiosity and/or self-directed learning
Example: A teacher does a KWI (Know, Wonder, Interest) chart to have learners share what they know, wonder and are interested in regarding a theme.