This document is an individual student profile for Sarah Crume that outlines her philosophy of education and goals as a graduate professional. Her goals focus on treating students as individuals through differentiated instruction and Universal Design for Learning to engage diverse learners. She believes performance-based assessments and technology projects can motivate students. Sarah also aims to create a flexible classroom environment that inspires learning and collaboration.

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RUNNINGHEAD: INDIVIDUAL STUDENT PROFILE
Individual Student Profile
Sarah Crume
American College of Education

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INDIVIDUAL STUDENT PROFILE
Introduction
As a graduate professional, I have many goals in regards to my vision of learning and
teaching to diverse learners, and my intent to positively spread my philosophies of education. I
believe that students should be treated as individuals within the classroom; we can be utilizing
differentiated instruction and Universal Design for Learning (UDL) to motivate and engage our
students. We can assess students through performance-based tasks and technology related
projects. And finally, we can create a classroom atmosphere of flexibility and kindness that
inspires true learning and collaboration within our classrooms.
Philosophy and Goals – Differentiated Instruction and UDL
By focusing on culturally responsive teaching, and utilizing Universal Design for
Learning (UDL) within the classroom to connect to all students and their preferred learning
styles, I believe that teachers have an opportunity to increase test scores, positive feelings toward
school in general, and engagement with their teachers. Through the implementation of UDL,
teachers can create “flexible learning environments that reduce learning barriers and support the
needs of all learners” (Morra & Reynolds, 2010, p. 43). By utilizing differentiation within the
classroom, we can capture our students’ attention, we can maintain their motivation throughout
the lesson, and increase their satisfaction with the lesson, with the class, and, most importantly,
with themselves. Differentiation is key in connecting to our diverse student bodies within the
classroom; “Diversity does not simply mean differences of race or ethnicity but includes the
cultural experiences that children bring to school, including language, beliefs, values, norms,
family configuration, socioeconomic status, gender, special needs, home and community
backgrounds, and learning styles” (Lee, 2010, p.25). By understanding that all students are

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INDIVIDUAL STUDENT PROFILE
unique individuals, I can better connect to them by using differentiation within my lesson plans,
thus assisting their learning by understanding who they are as people and as learners. UDL
applies the following four principles to ensure that all students have access to the curriculum:
multiple means of representation, multiple means of action and expression, multiple means of
engagement, and multiple means of assessment (Brand, Favazza, & Dalton, 2012). Again,
through this differentiation in our instruction, we can connect to all of our students and allow
them the freedom to connect to the lesson on their terms, allowing them to become more
motivated and connect to the material. Differentiation also includes using culturally relevant
mediums to focus on various real-world issues that appeal to different students. For example, we
may look at poems, raps, memoirs, and YouTube videos. Because of the variety, students
become engaged with the material. Feger (2006) states that students struggling with reading
and/or language, are far more interested in the material (and therefore, the learning), when they
are engaged with culturally relevant texts.
Philosophy and Goals – Performance-based Tasks and Technology RelatedProjects
Students should be challenged through lessons, but also be motivated to
collaborate with others, think critically about the tasks, and feel connected to the assessment of
their knowledge. By using performance-based tasks and technology within the classroom,
teachers can facilitate these results within their classroom. Technology and performance-based
tasks should be woven into curriculum and classes in order to prepare our students for the “real
world” as far as globalization, and communication. Through the utilization of technology with
our students, Kelley (2013) says that we can connect to the 21 century framework by appealing
to the four C’s: creativity, critical thinking, communication, and collaboration. Teachers can
make lessons more engaging by using more multicultural texts and videos, and we can create

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INDIVIDUAL STUDENT PROFILE
assessments that truly challenge and inspire our students by having them use technology. By
incorporating technology into lessons and assessments, we can build students’ experiences with
“deep media, reading mash-ups, chaotic experiences, immersive games, interactive storytelling,
genre-mash, and participatory media” which are all strategies that are “associated with fluid
environments and transmedia worlds” (Lamb & Johnson, 2010, p. 65). A fluid learning
environment is one that teachers need to acknowledge as a certainty for our global world. There
is no one size fits all aspect to education, so performance-based assignments and assessments are
essential to finding out if our students have mastered a skill. For example, Biancarosa & Snow
(2006) recommend using a variety of avenues to connect to students; “The use of such tools as
graphic organizers, prompted outlines, structured reviews, guided discussions, and other
instructional tactics that will modify and enhance the curriculum content in ways that promote its
understanding and mastery have been shown to greatly enhance student performance—for all
students in academically diverse classes, not just students who are struggling” (p. 15). By
utilizing different techniques and performances to have students show what they know, or how
they connect to the lesson, teachers are more effective in reaching their students and truly
impacting their learning.
Philosophy and Goals – Classroom Environment
As teachers, we need to create an environment that will assist us in the goal to “produce
literate citizens who are prepared to compete in the global economy and who have the skills to
pursue their own learning well beyond high school” (Biancarosa, & Snow, 2006, p. 9). I’m very
passionate about creating a classroom environment that is flexible, welcoming, and encouraging
for my students to feel comfortable and confident in. This type of atmosphere is what will lead to
the best learning, motivation, and collaboration for students. “Research has identified the

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INDIVIDUAL STUDENT PROFILE
teacher-student relationship as particularly influential on student beliefs and behaviors in terms
of schooling” (Wooley, Strutchens, Gilbert, & Martin, 2010, p. 43). As teachers, it is so
important that we not only place value upon the strategies and outcomes of our lessons, but on
the relationships that we form with our students and the connection we encourage. Motivation
and engagement are extremely connected and, as Martin and Dowson (2009) state, “high-quality
interpersonal relationships” are key in young people developing motivation and engagement.
Interpersonal relationships that are formed within the classroom environment, such as the
student-teacher relationship, are also a large factor in the connections between engagement and
learning. As Palmer (1997) discusses, being an excellent teacher means that the teacher has true
self-awareness. He states, “knowing myself is as crucial to good teaching as knowing my
students and my subject” (Palmer, 1997, p. 15). This self-awareness makes it possible for
teachers to create an environment that is comfortable and inviting for students. As we enhance
our understanding of ourselves, and our ability to work with the vast diversity that is within the
classroom, we will become more equipped with the skills needed to create a positive learning
environment to promote learning and engagement.
Conclusion
My goal as a graduate professional are based on the rich diversity of students within a
classroom. My intent is to positively spread my philosophies of education; I believe that students
should be treated as individuals within the classroom, and that teachers can truly connect, on a
deeper level, to our students. In order to do that, we can be utilize differentiated instruction and
Universal Design for Learning (UDL) to motivate and engage our students. We can create
lessons and assess students through performance-based tasks and technology related projects.

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INDIVIDUAL STUDENT PROFILE
And finally, we can create a classroom atmosphere of flexibility and kindness that inspires true
learning and collaboration within our classrooms.

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References
Biancarosa, C., & Snow, C. E. (2006). Reading next – A vision for action and research in middle and
high school literacy: A report to the Carnegie Corporation of New York (2nd ed.). Washington,
D.C.: Alliance for Excellent Education. Retrieved from http://all4ed.org/reports-
factsheets/reading-next-a-vision-for-action-and-research-in-middle-and-high-school-literacy/
Brand, S., Favazza, A. E., & Dalton, E. M. (2012). Universal design for learning: A blueprint for success
for all learners. Kappa Delta Pi Record, 48(3), 134-139.
Feger, M. (2006). “I want to read”: How culturally relevant texts increase student engagement in
reading. Multicultural Education, 13(3), 18-19.
Kelley, T. (2013). STL guiding the 21st century thinker. Technology and Engineering Teacher, 73(4),
18-23.
Lamb, A., & Johnson, L. (2010). Divergent convergence part 2: Teaching and learning in a transmedia
world. Teacher Librarian, 38(1), 64-69.
Lee, S. (2010). Reflect on your history: An early childhood education teacher examines her
biases. Multicultural Education, 17(4), 25-30.
Martin, A. J., & Dowson, M. (2009). Interpersonal relationships, motivation, engagement, and
achievement: Yields for theory, current issues, and educational practice. Review of Educational
Research, 79(1), 327-365.
Morra, T., & Reynolds, J. (2010). Universal design for learning: Application for technology-enhanced
learning. Inquiry, 15(1), 43-51.
Palmer, P. J. (1997). The heart of a teacher. Change, 15-21
Wooley, M. E., Strutchens, M. E., Gilbert, M. C., & Martin, W. Gary. (2010). Mathematics success of
black middle school students: Direct and indirect effects of teacher expectations and reform
practices. The Negro Educational Review, 61(1-4), 41-59.