Quality Improvement Agency (QIA) Skills for Life Quality Initiative - PowerPoint PPT Presentation

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Quality Improvement Agency (QIA) Skills for Life Quality Initiative

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Quality Improvement Agency (QIA) Skills for Life Quality Initiative Approaches to Skills for Life for vocational teachers Introductory one-day course – PowerPoint PPT presentation

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Title: Quality Improvement Agency (QIA) Skills for Life Quality Initiative


1
  • Quality Improvement Agency (QIA) Skills for
    Life Quality Initiative
  • Approaches to Skills for Life for vocational
    teachers
  • Introductory one-day course

2
  • The ability to read, write and speak in English
    and to use mathematics at a level necessary to
    function and progress at work and in society in
    general.
  • Basic Skills Agency definition of basic skills

Quotation 1
3
  • All teachers need to be confident in managing
    the literacy and numeracy skills expected of
    learners.
  • FENTO, Addressing language, literacy and numeracy
    needs in education and training defining the
    minimum core of teachers knowledge,
    understanding and personal skill, 2004

Quotation 2
4
  • Since 2000 it has been expected that initial
    teacher education programmes should equip all
    trainee teachers to develop inclusive approaches
    to addressing the language, literacy and numeracy
    needs of their learners.
  • FENTO referring to Tessa Blackstone, November
    2000 (p.2, Addressing language, literacy and
    numeracy needs in education and training
    defining the minimum core of teachers knowledge,
    understanding and personal skill) in DfEE
    document.

Quotation 3
5
  • Our work so far indicates that although many
    practitioners are aware of the Skills for Life
    strategy, they are not always sure how it applies
    to them. Many occupational specialists do not
    understand that addressing individual learning
    needs is their responsibility. There are still
    too many people who are saying this does not
    apply to us.
  • Pat Higgenbottom, ALI Inspection Manager, Basic
    Skills Bulletin, 2002

Quotation 4
6
  •  
  • Effective teachers put huge emphasis on
    rewarding their students with praise, attention
    and other encouragement. They set achievable
    tasks for all their students, and divide long
    tasks into a number of shorter tasks. This allows
    students to experience successful completion
    frequently.
  • Geoffrey Petty, Teaching Today

Quotation 5
7
  •  
  • We are what we repeatedly do. Excellence, then,
    is not an act, but a habit.
  • Aristotle (384-322 BC)

Quotation 6
8
  •  
  • Success is a journey, not a destination.
  • Ben Sweetland

Quotation 7
9
  •  
  • Learning starts with a belief in oneself.
  • Charles Handy, 1989

Quotation 8
10
  •  
  • You must eat the elephant one bite at a time.
  • Twi proverb

Quotation 9
11
  •  
  • If you think education is expensive, think of
    the cost of ignorance.
  • Unknown

Quotation 10
12
  •  
  • Basic and Key Skills are everybodys
    responsibility and will be inspected as such.
  • Integrating Key Skills, Literacy and Numeracy
    Good Practice Guide, DfES / LSDA Key Skills
    Support Programme, www.keyskillssupport.net

Quotation 11
13
  •  
  • Vocational tutors are sometimes unaware of just
    how difficult some of their texts are for their
    students.
  • Integrating Key Skills, Literacy and Numeracy
    Good Practice Guide, DfES / LSDA Key Skills
    Support Programme, www.keyskillssupport.net

Quotation 12
14
Objectives of the course
  • For all participants to
  • increase their awareness of language, literacy
    and numeracy needs
  • introduce participants to different models and
    definitions of embedded learning
  • explore approaches to teaching and learning that
    are inclusive of learners with language, literacy
    and numeracy needs
  • reflect on their own teaching styles.

02.1 (1)
15
Learning outcomes
  • By the end of this training, participants will
    have
  • acquired a heightened awareness of the language,
    literacy and numeracy needs of their learners and
    how to use this to inform their teaching of
    vocational subjects
  • examined ways of working that are inclusive of
    learners with language, literacy and numeracy
    needs
  • looked critically at their own teaching and
    highlighted some key strategies to include all
    learners.

02.1 (2)
16
The vocational teacher is key
  • Vocational teachers play a key role in motivating
    learners who may have language, literacy and
    numeracy (LLN) needs
  •  
  • This course aims to help you do this by raising
    your awareness and exploring a number of
    useful strategies

02.2
17
Terminology
  • Skills for Life?
  • A Government strategy to raise levels of
    Literacy, Language and Numeracy (LLN)
  • LLN has tended to replace the term basic
    skills.

03.2
18
Definitions of embedded LLN (1)
  • Embedded learning is where the host subject is
    the primary or equal learning goal along with
    Literacy, Language and Numeracy, but where the
    Literacy, Language and Numeracy is identified,
    taught and learned within the host subject and
    supports achievement of it.
  •  
  • Developing embedded literacy, language and
    numeracy supporting achievement
  • Jan Eldred/NIACE/ISBN 1 86201 219 9

03.3 (1)
19
Definitions of embedded LLN (2)
  • Embedded teaching and learning combines the
    development of Literacy, Language and Numeracy
    with vocational and other skills. The skills
    acquired provide learners with the confidence,
    competence and motivation necessary for them to
    succeed in qualifications, in life and in work.
  •  
  • DfES/NRDC 2004

03.3 (2)
20
Embedded key points
  • Develops LLN within vocational area
  • Draws on skills of vocational specialists and LLN
    specialists
  • Delivered in a variety of ways depending on
    budget, organisation, curriculum requirements and
    learner needs
  • Most effective where LLN skills are presented as
    essential to achievement of vocational goal

03.4
21
Embedded Models of embedding
  • Dual skilled one teacher
  • Integrated team teaching a team of teachers
    with complementary expertise working together,
    with the possible inclusion of an element of team
    teaching
  • Linked or contextualised LLN linked to the
    vocational area using contextualised materials
  • Other forms of active collaboration between
    teachers to support learners progress towards
    vocational and LLN goals

03.4
22
Embedded From embedded to discrete the
continuum from the learner perspective
  • Fully embedded or integrated  Learners
    experience their LLN development as an integral
    part of their vocational studies.
  • Mostly embedded  Learners mostly experience LLN
    development as an integral part of their
    vocational studies, but some aspects of their LLN
    development and vocational studies remain
    uncoordinated.
  • Partly embedded  Learners experience their LLN
    development and vocational studies as integrated
    to some degree / only in some aspects.
  • Separate vocational and LLN content  Learners
    experience their LLN development and vocational
    studies  as entirely, or almost entirely,
    separate. Any connections are made by the
    learners themselves.

03.4
23
Diagnostic assessment
  • Good diagnostic assessment of both strengths and
    areas for development is essential for learners
    to be able to develop their skills
  • Areas for LLN development should be includedin
    ILPs

06.4
24
Reluctant learners?
  1. Many learners with language, literacy and
    numeracy needs have previously experienced
    traditional teaching approaches without success.
  2. Many learners choose vocational subjects
    believing it will contain little language,
    literacy and numeracy.
  3. Vocational tutors understand that language,
    literacy and numeracy are necessary to achieve
    qualifications.
  4. Different approaches to developing language,
    literacy and numeracy can bring positive results.
  5. Understanding learner preferences is important
    for successful learning.

07.3
25
Language and learning the connections
  • Language for classroom interaction
  • Language to access subject knowledge
  • Language to develop subject skills
  • Language to prove achievement
  • Language to express individuality
  • Language for thinking, reasoning and
    understanding requirements and learner needs

09.4
26
Using plain English George Orwell
  • Never use a a long word where a short one will
    do.
  •  
  • Never use a foreign phrase, a scientific
    word, or a jargon word if you can think of an
    everyday English equivalent.
  •  
  • George Orwell (1946) Politics and the English
    Language.

10.3
27
Making materials accessible for learners
  • Important points to consider when
    writing/designing materials
  • Readability
  •  Language plain and simple English
  •  Shorter words and sentences
  • Layout/design including
  •  font type
  •  font size
  •  white space

10.4
28
Why identify underpinning LLN skills?
  • Why do we need to analyse the role of LLN in our
    courses?
  • What LLN skills do learners need to achieve
    success?
  • What LLN skills do learners need to progress to
    further training and employment?

12.2
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