Unit 2 - Activity 2 (continued): Learner Self-Analysis Template

Learner Profile: Self-Analysis

Think of yourself as a learner, your aspirations and expectations from this course and fill out your own learner profile. Consider the profile below as an example. 

	Name: Barney Age: 45 Lives in Winnipeg. Has attended numerous different primary and secondary schools across Canada prior to taking university studies.
Education and Experience	Bachelor of Arts (Canada). Experienced language learner including French, Portuguese, and Russian.
Role and Responsibilities	Reflect on course work.  Collaborate on assignments. Meet deadlines. Ask questions when unsure. Expand PLN.
Digital Skills	Familiar with Microsoft office. Have been a avid user/consumer of various public and private online learning platforms.
Relevant Skills and Knowledge	Highly motivated learner. New to formal education themes and best practices.
Motivation and Desires	Looking for ESL volunteer opportunities for retirement.
Goals and Expectations	Seeking ncreased confidence with lesson planning and assessment. Eager to learn more about foreign cultures/languages. Hoping to travel and possibly teach abroad over coming years.
Obstacles to Success	Limited time constraints. Child at home. High stress job with long hours.
Unique Assets	Independent learner. Resourceful.

Analysis:

Having attended a variety of schools within the Canadian school system has benefited from seeing a variety of different teaching styles. At the same time, has likely experienced (and been frustrated by)  interrupted non-linear curriculum which varies across provinces like Ontario (grade 13) and Manitoba (grade 12). Reflecting on the education journey, I'm grateful to have experienced a variety of teachers who used pedagogic methods but most grateful to those (in my later secondary school years) who walked me back and helped me focus on "learning how to learn". This latter really emphasized androgogic methods and facilitative teaching. I now hold a general view that teachers are experts who have an ability to coach / guide via good questioning and demands for critical thinking supported by strong evidence. I've learned to be especially selective about my mentors and now see how learning can be exciting and boundless. 

Reference:

Scrivener, J. (2005). Learning Teaching: A guidebook for English language teacher. (2nd ed.). Oxford, UK: MacMillan Press.