Personal Learning Profile

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School

Brock University *

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Course

1P31

Subject

Psychology

Date

Feb 20, 2024

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pdf

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Uploaded by ChancellorSnowOpossum50

1 Personal Learning Profile ADED 1P31: Learning for Success Cadance Humphrys 7133680 Nadia Qureshi Friday February 9th, 2024

2 Learning identity is described as an individual's perceptions, attitudes, values, and self-awareness related to the learning process (Deweck, 1999). As a learner, it is important to consider your reason for learning. I learn because of school, but also because I have set specific goals for myself to reach. Goals are defined as requiring action to finish or complete (Session 2, Qureshi, 2024). These goals that I have set for myself include finishing school and hopefully becoming a teacher one day. This is a part of my ongoing learning identity. As described in Session 2, learning identity is fluid, it is ongoing with doors of opportunities opening all the time (Session 2, Qureshi, 2024). My learning identity has shifted and changed throughout my life as a lifelong learner, and it will continue to grow and change as my goals shift as I get older. My learning identity has become more profound for me as I learn more about my habits, goals, values, and attitudes towards learning. My strengths as a learner resonate with the visual type of learning. However, after educating myself on learning styles and realizing that they only limit your ability to practice multiple types of learning styles, I am working on developing my skills in various types of learning to grow these skills. Dr. Marshik (2015) discussed how learning styles do not enhance learning. For example, I used to be in French immersion, I commonly would prefer to learn visually, rather than auditory or hands-on. This is because I was more comfortable with reading, my reading skills in French were far better than my auditory or hands-on skills in French. I would commonly disengage myself from learning when the task required anything other than reading, especially speaking French with peers. Now that I am educating myself about learning styles, I am currently trying to fix these issues by broadening my learning styles and practicing many different ways to learn. As a future educator, I will be able to practice this in my classroom by providing many different forms to learn and ensuring that children are not too comfortable

3 with one specific type of learning. Paivio (1986) discussed how we rarely learn in a single form, and foundations such as dual coding engage information in multiple forms. Which is how we should be learning, rather than choosing one way to learning, and sticking with it. Overall, I see myself as a learner who is continuing to grow and develop different skills. I am growing as a learner to help benefit my future students. Finally, I am setting goals to achieve for myself, and my future self as a lifelong learner. According to the “Morningness Eveningness Questionnaire – Are you a Night Owl or a Morning Lark?” by Horne et al., (1976) questionnaire, I am a moderately morning type. My score was 59. Where the moderately morning type cut-off was 59-69. I feel that I was not surprised by these results. I have always been taught that if you do not get up early, then you are not productive. I always make sure that I am being productive on weekdays because I will stress myself out and think that I have so much work to do when I don’t. It is a bad habit, and I am working on fixing this about myself and prioritizing sleep. This self-assessment is important to me because I never focused on my sleeping habits in university. I keep my schedule packed with many activities on top of school. I have 2 jobs that add to at least 25 hours a week, volunteer at my old high school coaching, I also am an all-star cheerleader. On top of my social life, and family life, there are many aspects of my life and the last thing I focus on is my sleep. I have no choice but to be a morning person because I have so many different tasks to complete throughout the day, I need to get up early to complete all the tasks. This adds to my learning experience because I can acknowledge how busy my schedule is, and ensure that I am planning time for sleep, and organizing my time accordingly to complete assignments, and finish tasks. It is a good thing that I resonate with an early morning lifestyle so I can complete tasks.

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4 By bringing this new information into my learning identity, I will be able to organize time more effectively. Session 3 discussed how managing time effectively will help not let assignments, or commitments slip away with busy schedules. Using a backward design is effective for planning. This involves identifying what needs to be done to reach short-term goals, then breaking the goals down into smaller tasks, and finally planning these tasks by priority (Session 3, Qureshi, 2024). This design is useful to prioritize the goals being set and to ensure they are getting done by priority. I will be using this in my educational career because I feel that it will be useful to prioritize what tasks need to be done. Currently, I have a whiteboard in my room with each class written down. Underneath, I have what is due within that week so nothing slips through. I also have a calendar with every class, assignment, and due dates color-coated with each class to stay organized. I feel that this is also important for my educational learning career to stay organized and on top of my school assignments. After completing this course, I would define success as being able to complete many types of goals and skills that we have been learning about throughout this course. For example, being able to complete work promptly, being able to organize my schedules, recognizing my learning and study habits, and being able to recognize my learning style. Adult learning contributed new ideas and theories that I can use for my future. It is helpful to put a reason behind the ways I learn, or when my motivation is low or high. For example, motivation is extremely important for my educational career, I need to be able to complete my work promptly and ensure I am keeping up with my studies. This class helped me understand the differences between intrinsic and extrinsic motivation in adults. Ryan and Deci (1985) described the Self-Determination theory and the two types of motivation for why we do specific activities.

5 Intrinsic motivation would be the desire to do something because it is fun, while extrinsic motivation is doing something because you are gaining something out of it. I find that in my educational career, I do school work and activities out of extrinsic motivation because I am gaining a degree eventually. But it is nice to know that my type of motivation is what is getting me my degree. I feel like everything I am learning in this course will be useful for me to use as a lifelong learner, and also to teach my own students when I am a student. I will always need to identify my motivation, organization, and learning habits so it is useful to be able to label everything and know that I am progressing as a learner. I appreciate everything being taught in this course and I hope that when I am a teacher I will be able to teach these skills, habits, and theories to my students so they can acknowledge their learning abilities as well.

6 References: Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. Berlin: Springer Science & Business Media. https://doi.org/10.1007/978-1-4899-2271-7 Dweck, C. S. (1999). Self-Theories: Their Role in Motivation, Personality and Development. Philadelphia, PA: Psychology Press. Horne, J. A., & Ostberg, O. (1976). A self-assessment questionnaire to determine morningness-eveningness in human circadian rhythms. International Journal of chronobiology , 4 (2), 97–110. Marshik, Tesia. (2015). Learning Styles & the importance of critical self-reflection. TEDxUWLaCrosse. Paivio, A. (1986). Mental representations: A dual-coding approach. New York: Oxford University Press. Qureshi, Nadia. (2024). Establishing your Learning Values, Session 2. Brock University. Qureshi, Nadia. (2024). Personal Approach to Productivity, Session 3. Brock University.

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