Learning Profiles:
Differentiated Instruction for Diverse Learners

The cornerstone of CDL’s professional development programs, Learning Profiles brings neuroscience to the classroom. The program aims to increase achievement for all students and to reduce the number of students referred to special education.

What will you get? In-depth, research-based instruction on the technical and practical aspects of the components of the learning process and instructional strategies and tactics for teaching diverse learners that are practical for every classroom.

Educators learn how to account for the needs of all students.
An array of skills and strategies to diagnose and respond to multiple learning factors and situations is developed.
Educators learn how to engage students more completely in learning and create learner-centered classrooms.
Instruction includes the use of case studies.

First, emphasis is placed on understanding your learners: who they are and how they learn, and how emotions and behavior affect learning. Then, the six components of the learning process are examined:

ATTENTION - Information on the components of attention, the identification of specific attention challenges, and specific strategies for intervention will be discussed. Participants will explore the technical and practical aspects of attention and leave with a booklet of information and strategies, and an assessment tool for gathering data on attention skills.

MEMORY - Information on the components of memory, the identification of specific memory challenges, and specific strategies for intervention will be discussed. Participants will explore the technical and practical aspects of memory and leave with a booklet of information and strategies, and an assessment tool for gathering data on memory skills.

LANGUAGE - Information on the components of language, the identification of specific language challenges, and specific strategies for intervention will be discussed. Participants will explore the technical and practical aspects of language and leave with a booklet of information and strategies, and an assessment tool for gathering data on language skills.

HIGHER ORDER THINKING - Information on the many components of higher order thinking, the identification of specific higher order thinking challenges, and specific strategies for intervention will be discussed. Participants will explore the technical and practical aspects of higher order thinking and leave with a booklet of information and strategies, and an assessment tool for gathering data on higher order thinking skills.

ORGANIZATION - Information on simultaneous/spatial and successive/sequential processing and ordering (organization), the identification of specific challenges, and specific strategies for intervention will be discussed. Participants will explore the technical and practical aspects of organization and leave with a booklet of information and strategies, and an assessment tool for gathering data on organization skills.

GRAPHOMOTOR - Information on the motorical aspects of graphomotor (handwriting) skills, the identification of specific graphomotor challenges, and specific strategies for intervention will be discussed. Participants will explore the technical and practical aspects of graphomotor skills and leave with a booklet of information and strategies, and an assessment tool for gathering data on graphomotor skills.

This program is approved by the
National Association of Social Workers (Provider#886461040)
for continuing education contact hours.

View CDL's professional development calendar to find on when these sessions will be offered.

Feedback on the Learning Profiles program:

Carol Otillio, a veteran teacher of 30+ years
Kathy Riedlinger, principal of Lusher Charter School which serves students in kindergarten through grade eight
Mary Laurie, former principal of Woodson Middle School and now principal of O. Perry Walker High School, both inner city schools

Presenters:

Alice Thomas, M.Ed.
Alice Thomas is the founder, President and CEO of the Center for Development and Learning (CDL). A career educator for 30+ years, Alice has been a teacher, counselor, and intervention specialist in inner city, suburban and rural public schools in Texas, Mississippi and Louisiana. She has delivered hundreds of seminars on learning and teaching to public, parochial and private school administrators and teachers both nationally and internationally, and has presented at national conferences. She has served as a co-instructor for graduate level courses. She is co-creator of the Learning Profiles professional development program. She is lead author of the Right from Birth and Going to School parent training curricula. Additionally, Alice is the author of numerous articles on teaching and learning and is editor of the four PLAIN TALK summit proceedings and CDL's quarterly newsletter. In 1991 she completed a fellowship at the Clinical Center for the Study of Development and Learning at the University of North Carolina Medical School, Chapel Hill. She is a 2005 graduate of the National Staff Development Academy and has completed training in Language Essentials for Teachers of Reading and Spelling (LETRS). Alice recently began doctoral studies in change leadership at the Ontario Institute for Studies in Education at the University of Toronto. She has served on the boards of several local and national education organizations.

Glenda Thorne, Ph.D.
Glenda Thorne is the Vice President of Clinical Services of the CDL. She is a licensed psychologist in the State of Louisiana and has conducted psychological, psychoeducational and neurodevelopmental evaluations of children and young adults for over 20 years. She specializes in learning and Attention-Deficit Disorders and their associated social, emotional and behavioral problems. A national workshop presenter, she has conducted numerous continuing education seminars on neurodevelopment, dyslexia and other reading disorders and Attention-Deficit Disorders for mental health professionals, educators and speech-language pathologists. Dr. Thorne has taught undergraduate and graduate courses at two Louisiana universities. She has been employed by the public school system, where she conducted evaluations, consultations and teacher inservices. Dr. Thorne is the lead author of the Behavioral, Academic and Neurodevelopmental Survey, a clinical data gathering system for teachers, parents and students. She is the co-creator of the Learning Profiles professional development program. She is co-author of the Right from Birth parent training curriculum, and the author of many articles on learning and teaching. She earned a doctoral degree in psychology from Louisiana State University, and in 1991 completed a fellowship at the University of North Carolina Medical School, Chapel Hill. She completed training in Language Essentials for Teachers of Reading and Spelling. She is a 2005 graduate of the National Staff Development Academy.