Meeting a group of proficiency learners for the first time can be a bit of a shock.
The overall profile of the learning group can seem quite distinct to First or Advanced groups in some ways. To help us explore these differences, we’re going to employ a bit of learning design theory and create learner personas.
While learner profiles are made up of observations and real information about a group of students, learner personas are a small number of made-up characters who might represent such a group. Their stories can help us get a real sense of a learners’ overall wants, needs and learning preferences at a quick glance.
If you’re totally new to teaching proficiency, the following could help you prepare for the kind of students you may be teaching. If you’re currently teaching or have already taught a proficiency group, how true do these characters seem to be in your experience?
Learner personas
Clever Clara
Age: 19
Occupation: Studying computer science
About: Clara is highly intelligent. She presents herself as someone who is both brainy and incredibly curious. This enthusiasm for learning is mixed together with a socially awkward manner. She is eager, kind and still working out her place in the world.
High-achieving Helena
Age: 34
Occupation: High-level civil servant
About: Helena attends class primarily because she enjoys the intellectual workout. She immediately demonstrates excellent control of language when she speaks, but is so used to being right that she struggles to acknowledge her blind spots. Her presence can feel a little imposing.
Tired Takeshi
Age: 28
Occupation: Secondary school teacher
About: Takeshi is both time-poor and commitment-poor. He feels a little exhausted with English in general. He has a friendly manner and seems happy to be there, but doesn’t seem super motivated to focus on the details in the way he perhaps needs to.
Next up: why are they learning?