Class Profile Example
Class Profile Example | Class Profile Narrative | Class Profile Table | Line Graph (requires Acrobat Reader)

Class Profile Narrative

Thank you for the opportunity to meet with your Composition & Rhetoric (T-Th 9:30) class, Spring Semester, 2002. Enclosed is a breakdown of the class' LCI scores. I have sought to point out some of the key characteristics that make up this learning community. If I can be of further assistance, please call the Center.

Class Profile and Recommendations

The mean score of sequence for the class is 26.45. This is a class that, as a whole, will require a substantive syllabus, clear, complete directions, and few to no changes once assignments have been made. 15 of 20 students use sequence at the "Use First" level. As a consequence, you, as the professor will need to take your time giving careful step-by-step directions, repeating the directions, and allowing the students to double-check your expectations for the assignment. Providing samples of the work product you are seeking may help alleviate some of the students' frustration or anxiousness. Also notable is the fact that the class' mean score in precision is 23.2 with 6 students using precision at a "Use First" level and 11 using it at the lower range of "As Needed" and 3 students "Avoiding" this learning pattern. It can be assumed that as the course progresses you may be looking for a higher level of information and data than the students would naturally provide due to their lower levels of Precision.

As the instructional leader, you will want to do a thoughtful check of how clear and consistent you are with your directions for assignments and projects. These folks, overall, want a plan and want to hold to that plan. This is exacerbated by the fact that the class' mean score in confluence is 22.15 with 16 students using it at the middle or lowest range of "As Needed," a pattern you use at a "Use First" level. Most significant is the fact that the professor, using his confluence at the "Use First" level, could overwhelm his students with frequent changes in assignments and frequent improvisation.

In addition because you are a strong-willed learner and can use your combination to figure out how to do things, you will not find making the accommodations cited above always easy for you. You don't "need" directions to the same degree that your students do. In fact, with your 17 in Sequence and 31 in Confluence, you probably don't use directions as fervently as do your students. With your three "Use First" patterns, you are able to move among the patterns of precision, technical, and confluence without even recognizing upon one that you are drawing. You are able to problem-solve using your technical reasoning and confluence. Because only two of your students are strong-willed, your class as a whole may not appreciate how easily you move among your patterns. They may become frustrated if you use your confluence to make sudden changes or to redesign an assignment or learning task that you have surmised needs fine-tuning. With their overall level of sequence and their moderate to low use of use of confluence, they may feel frustrated with a necessary but too sudden change in a class activity or assignment.

I hope that this is helpful information to you. I would encourage your learning communities to plot their group members' LCI Scores and to work with an awareness of how their learning processes can support, encourage and challenge each other or how their combinations left un-discussed can take them down pathways of frustration and inefficiency.