Integrating Literacy Guidelines for Vocational and Workplace Trainers

Transcription

1 Integrating Literacy Guidelines fr Vcatinal and Wrkplace Trainers Updated

2 Backgrund What is literacy? Literacy invlves listening and speaking, reading, writing, numeracy and using everyday technlgy t cmmunicate and handle infrmatin. It includes mre than the technical skills f cmmunicatin: it als has persnal, scial and ecnmic dimensins. Literacy wrk starts with the needs and gals f the individual. Literacy increases the pprtunity fr individuals and cmmunities t reflect critically n experience, explre new pssibilities and initiate change. What is integrating literacy? Integrating literacy int vcatinal training and educatin means designing and delivering curses that help all participants t learn the cre cntent f the curse, by: - eliminating unnecessary literacy barriers t participatin and learning - helping participants learn the essential language, literacy and numeracy fr the curse r jb. In 2009 NALA published a study f a vcatinal educatin and training centre called Literacy-friendly Further Educatin and Training. It explres the ptential fr a whle rganisatin apprach t integrating language and literacy in further educatin and training in Ireland. The main messages are available here: Why integrate literacy int wrkplace r vcatinal training? Integrating literacy makes yur curse mre inclusive, by giving equal access and pprtunities t peple wh may have literacy difficulties; increases the effectiveness f the curse by vercming literacy barriers t learning the cre cntent; 2

3 increases participants mtivatin and ability t cmplete the curse; increases participants cnfidence and skill in literacy, by prviding a meaningful purpse and cntext t use it; and increases cnfidence and mtivatin t cntinue in educatin and training. Integrating literacy is abut making yur teaching and training mre effective fr everyne n the curse. Aims f integrating literacy Integrating literacy int vcatinal training has tw aims. The main ne is reduce unnecessary literacy barriers s that participants have a fair chance t learn the cntent f the curse itself, and t shw what they knw and can d. The secnd ne is t help raise cnfidence and skill in literacy. Literacy awareness Learning and thinking abut adult literacy issues is an imprtant first step in develping a respectful and effective apprach t integrating literacy int yur training prgramme. It s useful t cnsider - the causes f literacy difficulties experienced by adults and yung peple; - the pssible effects n the persn, bth f the literacy difficulties themselves and f the stigma created by prejudiced r ill-infrmed respnses; - the pssible effects n the persn frm their experience f initial schling, where their learning strengths may nt have been identified r affirmed; - what literacy is: the knwledge and skills invlved as well as the scial and emtinal dimensins. 3

4 Where can I learn mre abut integrating literacy? 1. Literacy Integratin Awareness Training is available frm NALA. This is a ne day prgramme. It aims t give an verview f adult literacy issues, and t explre hw vcatinal and wrkplace trainers can: - reduce literacy barriers t access, participatin and learning in the cre skill r subject; and by ding s - cntribute t develping participants skills and cnfidence in literacy. Tpics cvered include: What is literacy? Causes and effects f literacy difficulties Hw d literacy issues affect participants n vcatinal training curses? What des this mean fr the trainer/facilitatr? What is integrating literacy and hw d we knw it wrks? Designing and delivering literacy-aware training curses: an intrductin t practical appraches. 2. NUI Maynth ffer the Certificate Curse in Integrating Literacy. This is a 16-day curse which is accredited at Level 7 in the Natinal Framewrk f Qualificatins. The curse cntent fcuses n building literacy int teaching and training practice. It includes the fllwing tpics: Cntext fr literacy wrk: * Literacy awareness: causes and effects f literacy difficulties * Philsphies f adult learning * Tutr - learner relatinship * Hw adults and yung peple learn Practical appraches t integrating literacy * integrated sessin planning and assessment * reading, writing, spelling, numeracy * using and designing integrated materials * Multiple Intelligences * Specific Learning Difficulties, including dyslexia * Grup wrk and teambuilding. 4

5 Integrating Literacy Guidelines fr Vcatinal and Wrkplace Trainers The fllwing guidelines are fr vcatinal and wrkplace trainers wh are delivering very shrt curses frm a few hurs t a few days - and wh therefre have limited time and scpe fr helping participants develp literacy skills. The emphasis here therefre is n reducing literacy barriers t participatin n the curse, and n prviding successful learning experiences. The 8 guidelines are: 1. Identify the key language, reading, writing and numeracy demands f yur curse 2. Identify which f the literacy activities are essential elements f yur curse 3. Use a variety f methds that dn t rely slely n reading and writing 4. Identify participants prir knwledge and experience 5. Integrate language supprt and develpment 6. Integrate supprt with reading 7. Integrate supprt with writing 8. Knw where participants can get further infrmatin and supprt n further learning 1. Identify the key language, reading, writing and numeracy demands f yur curse As a trainer fcusing n a particular skill r subject, it can be easy t take fr granted the range f literacy activities invlved. The first step in integrating literacy supprt int yur curse, is t ntice thse and think abut them. Fr each tpic r skill that yu teach, ask yurself: What reading d yu ask participants t d? D yu use handuts, Pwerpint slides? D participants need t read frm a flipchart r whitebard? 5

6 What language key wrds and cncepts - d yu use n the curse, that might be new r unfamiliar t sme participants? What maths cncepts, knwledge r skills are invlved? Fr example, are there charts, tables, r graphs in handuts r verheads r n flipchart? In discussing yur tpic, are there references t per centages r prprtins r fractins? Are participants asked t measure, calculate, estimate? What writing if any will yu ask participants t d? Once yu realise what literacy is invlved in the teaching and learning activities, yu can make realistic plans abut hw t help participants with thse, and/r yu might decide t intrduce sme alternative methds. If yur curse aims t equip participants with knwledge and skills fr a specific jb, identify the specific language, reading, writing and maths assciated with that. Plan t assist participants with thse. This may invlve cmmunicating with wrkplace supervisrs and with literacy experts t identify the cre literacy skills invlved in the jb. 2. Identify which f the literacy activities are essential elements f yur curse Sme f the literacy yu have identified in step 1 might be essential t the tpic r skill r jb that yur curse fcuses n. Others might nt be essential, and might be mre abut the kinds f teaching and learning activities used. Being clear n this will help yu t fcus yur supprt n the specific types f literacy participants need as part f the cre tpic r jb. 6

7 3. Use a variety f methds that dn t rely slely n reading and writing The main suggestin here is t cnsider alternatives t text t reading and writing. If yur usual way f teaching a particular pint n yur curse is by reading thrugh a handut r Pwerpint presentatin, perhaps yu culd try ne r tw ther methds. Handuts and Pwerpint can be very effective. The pint isn t necessarily t d withut them just t add ther methds that dn t depend n peple being cmfrtable with reading. We all learn differently, and usually each f us learns best when we try mre than ne way t learn smething. Use a variety f methds t help peple learn yur curse cntent. One way t plan this is t think VAK Visual, Auditry, Kinaesthetic. Visual methds and materials include using clur-cding f ntes in handuts and n whitebard r flipchart using mind-maps f key cncepts/tpics, using images mre than wrds shwing DVDs t illustrate the pint creating graphics r cartn-strips t illustrate pints n flipchart r whitebard, rather than wrds using phtgraphs, charts and maps and a range f visual aids t trigger discussin r illustrate learning pints asking participants t create their wn images r cllages t represent what they have learnt, using art r phtgraphy r cmputers Auditry methds and materials include giving a talk n the tpic using music and sng either in the backgrund fr sme activities, r t illustrate a particular pint using rhyme r rap: fr example, ask participants t wrk in pairs r threes t make their wn shrt rhyme r rap summarising the key pints f a tpic 7

8 Kinaesthetic methds include encuraging participants t illustrate the cncept r tpic by making 3D mdels using dance r mime r mvement making a grup sculpture : participants pse tgether t frm an image that represents the pint they want t cmmunicate Remember: VAK is just ne way f remembering t use a variety f methds. Remember t t mix and match. Fr example, if a grup makes a grup sculpture t illustrate a pint, that can be phtgraphed and pssibly used later as a visual reminder f that pint. Using a variety f methds desn t mean that yu have t present yur tpic in a way that yu yurself are uncmfrtable with. It means trying t add just ne r tw new methds t yur wn tlkit. 4. Identify participants prir knwledge and experience When intrducing a tpic, identify participants prir knwledge and experience f it. Ask participants t share what they already knw abut it. This can be in: a brief whle-grup discussin, r whle-grup wrdstrm, r small grupwrk, where participants share their knwledge and create a knwledge map n the tpic. The knwledge maps frm each grup can cmbine t give a picture f the whle grup s knwledge and experience f this tpic. This helps the participants and yu fcus n the tpic in a way that builds n what they already knw, and that respects and draws n their experience. 8

9 5. Integrate language supprt and develpment Teach the essential terminlgy and cncepts In steps 1 and 2 yu identified the key terminlgy and cncepts assciated with yur curse. It is likely that sme participants may nt be familiar with these. Make a pint f ensuring participants get t knw the language they need fr the curse, jb r vcatinal area. Explain t participants that it is imprtant t spend sme time getting t knw the new wrds that they ll meet n this curse. These are part and parcel f the subject r trade r area f knwledge. Explain new terminlgy when yu intrduce it fr the first time. Check that participants understand it. When making a presentatin r giving a talk n a tpic, display the key wrds n whitebard r verhead r flipchart sheets s that yu can refer t them and explain them as they arise. Prepare a glssary f key wrds. Include the wrd, its meaning, and if pssible an illustratin r example t help make it clear. This can be a useful reference fr participants bth during and after the curse. Give participants varied pprtunities t use the new terminlgy, by encuraging fcussed discussin in pairs r small grups as well as in the whle grup. Encurage participants t explain key wrds and cncepts t each ther. Ask participants t prepare shrt presentatins t the whle grup, using the key wrds and demnstrating their understanding f the cncepts. Ding this in pairs wuld give participants mre pprtunity t hear and use the new terminlgy and t check ut its meaning. 9

10 Team quizzes are useful and enjyable ways t hear and use the new terminlgy and t get t understand the cncepts. Individually, r in pairs r teams, ask participants t make an image r a cartn r a 3D mdel r a stry r a rhyme r a mind map t explain imprtant new terms r cncepts. Participants culd als create their wn dictinary r glssary f terms. Encurage and facilitate participants t ask questins. Smetimes, individuals can be shy abut asking questins in a grup, r saying that they dn t understand smething. It can be useful t set a shrt task after yu have cvered a particular tpic: ask participants t talk abut it in pairs r small grups with the aim f bringing at least ne questin back t the grup. Remind them t include questins abut any wrds r cncepts they might want clarified. Giving a talk There are sme pints t keep in mind when giving a talk t the grup: Remember that many peple find it difficult t fllw a talk. This is especially the case fr peple wh may have dyslexia r sme language prcessing difficulties. It is helpful t prvide a structure that helps participants settle in and t be able t listen usefully and cmfrtably t what yu have t say. Intrduce the tpic in a hlistic way. That means starting with a very brief summary f the whle picture, fllwed by naming the specific pints within it that yu will be cvering. Say rughly hw lng yu will be speaking fr. Knwing what t expect helps participants t settle in t active listening. Explain any new r key wrds as described abve. 10

11 Stp after each main pint, t briefly summarise it and check fr questins befre mving n. It might be useful (depending n the length f yur presentatin) t ask participants t buzz in tw s r three s t summarise the pint r ask fr clarificatin befre yu mve n. At the end, summarise as yu did at the start: the whle picture and the main learning pints, and invite questins/discussin. 6. Integrate supprt with reading As mentined abve, try t use methds that dn t slely rely n reading handuts r Pwerpint. Hwever, this desn t mean aviding reading activities altgether! Overheads and flipchart ntes and handuts are useful aids and reminders fr participants. They are als cmmnly used in educatin and training and it is useful fr participants t learn hw t use them effectively. Here are a few suggestins fr things t keep in mind when using reading activities n yur curse: Review yur verheads/pwerpint presentatin t make them easier t read Use very little text Use images that will clearly illustrate the tpic r will trigger an interest in it r questins abut it When using graphs r tables r maps, d nt assume that participants will be able t read and understand them: explain them clearly when yu get t that pint If relevant, use sme DVD slides t prvide variety and mvement and an alternative vice and lk t reinfrce key pints and maintain interest Keep it simple! 11

12 When using the flipchart r whitebard Dn t vercrwd the bard r the page with wrds Write just the main pints and the key wrds n the chart r bard Use spidergrams & mind maps ccasinally as alternatives t lists f wrds Use picture-stries, stick-images/cartns ccasinally as alternatives t r alngside key wrds Review yur handuts and re-design them if necessary s that they are easier t read. Use a clear, easy-t-read fnt size (minimum pint 12) Use gd spacing between lines and between paragraphs Use headings and sub-headings t break up the text and guide the reader thrugh the main pints Include pictures r graphics when and if they will help the reader understand the key pints. Take care t avid graphics that might distract frm r cnfuse key pints Use clur if pssible t highlight r distinguish particular pints Include a clear definitin f any terminlgy that might be new t participants When distributing a handut, help participants t get ready t read it. Many peple can find it difficult t read r really fllw a handut, especially when they re in a classrm situatin. Put participants at their ease, and give them a structure t make their way easily thrugh the handut. Intrduce the handut hlistically by saying what its verall purpse r cntent is. Pint ut the main heading which usually indicates the main verall purpse and cntent f the handut. 12

13 Ask participants t say what they already knw abut this tpic, s that they can apprach the reading with sme active questins in mind. State the main parts f the verall cntent. Pint ut any subheadings that may indicate thse. Smetimes handuts that yu haven t prepared yurself can have graphics that can cnfuse rather than clarify. Pint ut any f these and explain what they are. If there are charts r graphs remember these might be difficult fr sme peple t read: explain what they are illustrating. Finally and as always explain any wrds that may be new r unfamiliar t participants. 7. Integrate supprt with writing Many peple wh have few if any prblems with reading, are anxius abut writing especially in a classrm situatin. Here are sme suggestins: Prvide alternatives t written activities where pssible: participants can recrd infrmatin in different ways (such as tape recrding r in graphic frm), and participants can demnstrate what they knw in a variety f ways (such as verbal presentatin, rle play, simulatin). When asking participants t d writing activities: Keep writing activities shrt. Fr participants wh aren t used t it, handwriting can be very stressful physically and mentally. We use a particular set f muscles when we handwrite, and if these are ut f practice they can be very quickly strained. (Try writing fr ten minutes r mre with the hand yu dn t usually write with, t get a sense f this). 13

14 Prvide templates f any essential written tasks. These templates, r framewrks, are handuts where a lt f the text is already there and where participants need t insert key wrds r phrases. Prvide mdels f crrectly cmpleted frms r reprts r assignments. Whenever pssible when it desn t invlve individual assignments r assessments - encurage cllabrative rather than individual writing. Ask participants t wrk in pairs r in small grups where everyne cntributes t cmpsing the cntent but ne persn acts as the scribe r writer. If resurces allw, encurage participants t chse whether t handwrite r wrd-prcess their written wrk. Make it easier fr participants t take ntes during the sessin by Prviding handuts summarising the key pints f any talk r presentatin, and a handuts summarising the key pints frm the sessin as a whle Put key wrds and imprtant pints n the bard r flipchart: dn t vercrwd with unimprtant wrds Use simple diagrams and mind-maps t summarise pints n the bard Encurage participants t decide which type f nte-taking t use: e.g. mind-maps, graphic, r lists f main pints. Explain t participants hw imprtant r unimprtant spelling and punctuatin are in any given written task. There may be times when perfect spelling is required, fr example. But ften all that s needed is fr the written piece t be understandable. Perfect spelling and punctuatin aren t always needed fr that. If yur rle includes reading and respnding t participants written wrk, remember t: Cmment n the cntent f the assignment first and mainly, giving apprpriate feedback n that. 14

15 Only cmment n aspects f the presentatin, such as spelling, layut, punctuatin, if they are necessary fr the persn t succeed n yur curse. 8. Knw where participants can get further infrmatin and supprt n further learning Yu are nt a literacy tutr r an educatinal guidance cunsellr. Yur main rle is t deliver yur curse in a way that helps participants learn what it is yur curse ffers. Hwever, in prviding a successful experience f learning, it s likely yur curse will have encuraged at least sme participants t think psitively abut further learning pprtunities. Here are sme suggestins n what yu can d t supprt participants wh may wish t imprve their literacy and/r engage in further educatin and training. Find ut abut the lcal Adult Literacy Services (run by the lcal Educatin and Training Bard frmerly the VEC). At a minimum, have their cntact details available in case any participants ask yu fr infrmatin and advice n develping their reading, writing r basic maths. Yu can get cntact details n Yu can then get mre detailed infrmatin frm yur lcal ETB adult literacy service. Cnsider vlunteering as an adult literacy tutr. ETB Adult Literacy Services lcally run tutr training curses, usually in September each year. The curse is usually 20 hurs delivered ne evening per week. Then if suitable yu will be matched with a student wh yu will wrk with in the centre n a ne-t-ne fr 2 hurs a week. Yu will be making a valuable cntributin t the cmmunity and t yur student, as well as getting t knw and learning frm adult literacy students. This is prbably the best way t increase yur understanding f adult literacy issues and yur ability t deliver yur wn curse effectively and inclusively. 15

16 Find ut abut where adults can get infrmatin and advice n ther educatin and training pprtunities. Fr example, learn abut what s available frm the Adult Educatin and Guidance Service and Educatin and Training Bard. See Appendix 1 fr infrmatin n ETB Adult Literacy Services and fr cntact details f Adult Educatin and Guidance Services. By having sme cntact details and basic infrmatin t hand, yu will be able t give these t participants n yur curse wh might want t cnsider prgressin ptins in educatin and training. Whle-rganisatin apprach t integrating literacy These guidelines prvide sme suggestins fr individual wrkplace r vcatinal trainers. Usually, these trainers prvide curses in a particular wrkplace, cmpany r netwrk f cmpanies, r in a particular educatin and training centre. The vcatinal trainers can make a great cntributin t develping participants cnfidence and skill in literacy, and their self-belief and mtivatin t take n new learning challenges. Hwever, there is f curse a limit t what an individual trainer can d, in a shrt time and withut supprt, t help participants deal with the verall literacy demands f the particular wrkplace r f the particular educatin and training centre. That is a brader challenge that requires a whle-rganisatin strategy and plan. NALA advcates a whle-rganisatin apprach t integrating literacy, and has published guidelines n this fr: Businesses and ther rganisatins Right frm the start: A guide t supprting staff and cnnecting with custmers, NALA, An Emplyers Guide t Basic Skills at Wrk, NALA,

17 Further educatin and training centres Integrating Literacy: Guidelines fr further educatin and training centres, NALA, NALA als prvides a cnsultancy and n-site supprt service t rganisatins wh wish t develp inclusive literacy plicies and prcedures. Fr further infrmatin please cntact Bláthnaid Ní Chinnéide, Integrating Literacy C-rdinatr (fr educatin and training rganisatins) Direct Line: bnichinneide@nala.ie Helen Ryan, Plicy Officer (with respnsibility fr wrkplace basic educatin) Direct Line: hryan@nala.ie Natinal Adult Literacy Agency (NALA) Sandfrd Ldge Sandfrd Clse Ranelagh Dublin 6 Telephne: general Fax: Website: Fllw us n facebk at: Twitter 17

18 Appendix 1 Surces f infrmatin and advice n adult literacy services and n further educatin and training ptins fr adults ETB Adult Literacy Services There are 16 Educatin and Training Bards (frmerly 33 VECs) in Ireland. Cuntrywide, they prvide ver 126 adult literacy centres at lcal level. These are managed by Adult Literacy Organisers (ALOs). Each adult literacy centre ffers bth individual and grup tuitin. ETBs als run wrkplace literacy and family literacy prgrammes. Cntact details fr lcal adult literacy centres can be fund here: Adult Educatinal Guidance Initiative The Adult Educatinal Guidance Initiative cnsists f 38 guidance prjects thrughut the cuntry with the aim f prviding a quality adult educatinal guidance service t participants in VTOS, literacy and ther adult and cmmunity educatin prgrammes natinwide. Fr further infrmatin n the Adult Educatinal Guidance Initiative, cntact: Jennifer McKenzie Natinal C-rdinatr Natinal Centre fr Guidance in Educatin 1st Flr 42/43 Prussia Street Dublin 7 Tel: /6 Fax: