DAY 1 – SESSION ONE
Social Practice Model
Handouts
SP0 Programme
SP1 People Bingo sheet and Case Studies
SP2 Learning Styles 1
SP3 Learning Styles Mindmap
SP4 Learning Styles 3
SP5 Iceberg
SP6 Seven Principles for Literacy Provision
SP7 Developing Learners knowledge, skills and understanding.
SP8. Activity Sheet
SP9a Skills, Knowledge and Understanding Diagram 1
SP9b Skills, Knowledge and Understanding Diagram 2
SP9c Complex Capabilities and SKU
SP9d Using an electronic till
SP10 Examples of integrated learning
Reflection / Action Plan
1
Handout SP0
PROGRAMME
Session 1 Wednesday, 1 October
General principles and approaches
Reading – theories, teaching approaches and practical strategies
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principles of adult literacies learning and teaching
adult literacy and numeracy curriculum – skills, knowledge and
understanding
reading for different purposes
our own and other theories about reading and how these relate to
supporting literacy learners
approaches for supporting adults in becoming confident and competent
readers
Session 2 Wednesday, 8 October
Writing - theories, teaching approaches and practical strategies
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our own and other theories about writing and how these relate to
supporting literacy learners
a variety of strategies for working on writing with adults
approaches to spelling, punctuation and handwriting
an example of good integrated practice
Session 3 Wednesday, 15 October
Numeracy and Assessment
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numeracy practices
effective strategies to enable adults to become competent and
critical users of numeracy
Assessment – approaches and practical examples
Wednesday, 5 November 9.30-12.00noon
at CLAN Resource Base, Edinburgh University Settlement,
ICT and Resources
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Handout SP1
BINGO – Task Sheet 1
Learning Preferences
Likes to study
on a sofa, on
the floor, or
the bed and not
on a hard chair
next to a table
Likes to work
with other
people who are
at the same
stage of learning
as themselves
Has to chew
Likes to work
early in the
morning
Likes to know
exactly what
they have to do
Prefers to have
music, the radio
or TV on
Prefers to know
the whole
picture of what
they are going
to study before
looking at any
of the details
Likes to be able
to talk to
others while
they learn
Likes to move
around
Starts more
than one task at
a time and goes
from one to the
other before
finishing one
Likes to start
right in without
thinking too
much about
what they are
going to do
Needs to touch
and hold
something when
they’re learning
Finds it difficult
to concentrate if
they feel cold
Does their best
work after 11pm
Doodles and
writes while
they’re listening
Has to have
very bright
light
Find a person who can answer ‘yes’ for each statement about how he/she
learns and write their name in the box.
When you have a line shout, ‘Bingo!’.
3
Vicky
Vicky is 19. She left school with no qualifications. Her self-esteem and
confidence were very low.
Over the past 12 months, however, she has been attending a communitybased literacy group, to work on her handwriting and spelling. Her
confidence has been improving and she has just gained a basic certificate
in IT. She also had a poem published in the partnership’s newsletter.
Vicky sometimes helps her uncle with his carpentry business. She is very
skilled at cutting wood and putting together window frames. After
attending an open day at her local college, Vicky is thrilled to have been
accepted onto Carpentry and Joinery Stage 1.
However, she is terrified of the maths involved in the course. She asks
her tutor if she can leave her writing and spelling for now and
concentrate on numeracy.
TASK
Imagine you are Vicky’s tutor.
1. Spend 5 minutes identifying the numeracy Vicky might need on a
beginners’ carpentry course.
2. Now, look at the wheel and identify which sections you and Vicky
might want to think about, bringing in communication skills, IT,
problem solving and any other relevant sections of the wheel.
(Either mark on the wheel with drywipe pens or use the magnetic
wheels and/or post-its.)
Ask yourself some questions:
What was that like to do?
Was the wheel helpful?
Were there any surprises?
Has it raised any questions?
4
Harry
Harry is a pensioner. He used to work in the shipyards and never
had any problems with numbers. However – for the first time in his life –
he thinks he is losing control of his finances, and in particular his energy
bill.
In the past year, Harry’s energy bill has rocketed. A man at the door
tricked him into signing up with a new company even though Harry didn’t
really understand the deal. He is still flummoxed by the fact that he
buys his gas from an electricity company!
Harry finds the bill impossible to understand. The writing is small and
the calculations are complicated. When he rang the company to ask for
help, they told him he could save money paying by direct debit. Harry is
terrified about signing over his bank details.
The helpline also suggested that he keep track of his energy usage by
registering with their website.
Harry seems overwhelmed and becomes quite emotional when he talks
about it.
TASK
Imagine you are Harry’s tutor.
1. Spend 5 minutes identifying the numeracy Harry might need to
understand his bill.
2. Now, look at the wheel and identify which sections you and Harry
might want to think about, bringing in communication skills, IT,
problem solving and any other relevant sections of the wheel.
(Either mark on the wheel with drywipe pens or use the magnetic
wheels and/or post-its.)
Ask yourself some questions:
What was that like to do?
Was the wheel helpful?
Were there any surprises?
Has it raised any questions?
5
Tahir
Tahir is in his early twenties. He works in a record shop and is okay with
numbers when he’s working the till or checking orders. However, he
struggles when he has to do ‘sums’ on paper.
Recently, his mum’s health has deteriorated. She has bad arthritis and
her diabetes is getting worse. It’s important that she takes her
medication at the right time of day, but she gets confused and often
forgets.
The community nurse has given Tahir careful written instructions about
the medication but he is terrified of getting the dosage wrong and
harming his mum. He has tried writing out timetables for the tablets, but
he gets confused. He would like to make up table on the computer but he
doesn’t have the right skills.
He’s embarrassed of asking the nurse to go through it with him again in
case she thinks he’s stupid.
TASK
Imagine you are Tahir’s tutor.
1. Spend 5 minutes identifying the numeracy Tahir might need to
cope with his mum’s medication.
2. Now, look at the wheel and identify which sections you and Tahir
might want to think about, bringing in communication skills, IT,
problem solving and any other relevant sections of the wheel.
(Either mark on the wheel with drywipe pens or use the magnetic
wheels and/or post-its.)
Ask yourself some questions:
What was that like to do?
Was the wheel helpful?
Were there any surprises?
Has it raised any questions?
6
Handout SP2
Learning Styles 1
All learners, especially those with dyslexia, will benefit from knowing how they
prefer to learn and how to extend their learning strategies. However a learning
style should not be viewed as a fixed trait, rather learners need to use their
strengths and build on weaknesses.
“Kolb’s idea is rather that the development of each learning style comes in a
dialectical adaptation to experience. The ‘ideal learner’, far from favouring one
particular style, would develop a balance … and therefore would master all four
learning styles as appropriate.” 1
Popularly, three main learning styles are identified: through seeing things
(visual), hearing them (auditory), or through the sense of touch or body
movement (tactile / kinesthetic).
Other models include
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Kolb’s four styles - concrete experience, abstract conceptualisation,
active experimentation or reflective observation.
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Honey and Mumford’s approach identifying four types of learners: the
activist; the reflector; the pragmatist or the theorist.
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Gardner’s more recent Multiple Intelligences Inventory identifying eight
styles but emphasising that learners will have strengths in several styles
and will differ in their ability to move between styles.
The web sites below cover all of these models:
http://www.vark-learn.com/english/index.asp
This site has a questionnaire with 13 multiple choice questions about responses
to situations, plus help sheets with advice for learners based on their preferred
learning style.
http://www.wou.edu/provost/aalc/learning/BarschLS_Inventory.html
This site uses a short 25 statement test to help students assess their learning
style. It then has a set of tips for each type of learner and advice on the
importance of broadening your range of preferred learning strategies.
1
K. Tusting and D. Barton (2003) Models of adult learning: a literature review p28 (referring to
David Kolb’s four learning styles) National Research and Development Centre for adult literacy and
numeracy London 2003
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http://www.chaminade.org/inspire/learnstl.htm
This site uses a simple chart to help learners determine their learning style;
learners need to read the list of situations and then answer the questions to see
how they would respond to each situation to identify themselves as primarily
visual, auditory or kinesthetic learners.
http://www.ldpride.net/learning_style.html
A site which offers a learning styles quiz with 30 statements to judge yourself
against on a 4 point scale: very little like me, a little like me; like me or a lot like
me.
http://www.ldrc.ca/projects/miinventory/miinventory.php?eightstyles=1
These pages on the Eight Styles of Learning and Multiple Intelligence Inventory
are part of an extensive site, provided by the Learning Disabilities Resource
Centre. A more complex and flexible model is provided, with lots of information
and exercises to help learners become “experts” on their own styles and
abilities. You will need time to explore it. N.B. You need to register but use of
the site is free.
www.mathemagic.org/styles/index.html
This site takes a different approach, based on the idea of theorists, reflectors,
pragmatists and activists. Using a simple cartoon style quiz, it identifies the
respondent’s preferred strategy and explains their characteristics and
weaknesses. Although the cartoon style may not appeal to all, this quiz provides
a light hearted means of introducing the idea of learning styles.
References:
Gardner, Howard (1993). Frames of Mind: The Theory of Multiple Intelligences
(10th Anniversary Edition). NY: Basic Books.
Honey, P. & Mumford, A. (1982) Manual of Learning Styles London: P. Honey.
Kolb, D (1984) Experiential Learning: Experience as the Source of Learning and
Development New Jersey: Prentice Hall
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Handout SP3
9
Handout SP4
Learning Styles 2
Visual
•
underline using highlighters and coloured pencils
•
find textbooks with diagrams and images
•
make mindmaps, spiders, use colour coding, pictures, symbols
•
use coloured paper
Kinesthetic
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Classify using post its, highlighters
•
Reduce to main principles
•
make it concrete with visits and real life materials
•
Use examples to help with abstract ideas
Auditory
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Use verbal mnemonics
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Acrostics & acronyms 'buried under robbie's granny's house'
(for 'burgh')
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Rules e.g. "i before e, except after c"
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Discuss and share with others
•
use music as trigger
•
Link words to a story, use rhyme and rhythm
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Dramatise, play charades and verbal games
Read /Write
•
use handouts with a clear layout: main points, bulleted items, ideas
in groupings according to purpose
•
write notes with lists, headings, definitions
•
organise and sequence with cut up text and post-its
•
look for books with info in sentences, turn diagrams into
statements
•
"Hands on" approach with tasks
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Handout SP5
Iceberg
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Handout SP6
From the Literacy in the Community Pack (LIC-PAC)
Seven Principles for Literacy Provision
For the Learning Programme
1. Promoting self determination
2. Developing an understanding of literacies
3. recognising and respecting difference and diversity
For the Organisation
4. Promoting participation
5. Developing equitable, inclusive and anti-discriminatory
practice
6. Developing informed practice
7. Drawing on Partnerships
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Handout SP7
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15
from the Literacies in the Community pack, Guide to Tutoring and Guidance, P17
– 20 City of Edinburgh Council, 2000
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Handout SP8
ACTIVITY SHEET
What does Literacy mean for the learners?
Stage One
Watch the Big Plus Video (5mins).
As you watch, make a note of:
1. Why do learners come along to Provision? (Motivations)
2. What do they get from it? (Outcomes)
3. What do they say makes the provision work for them? (Key
features of Literacy)
Stage Two
Discuss your answers in your small group. Each group will be given one of
the questions to focus on. Chart up your key points for others to look at,
under “Motivations”, “Outcomes” or “Key Features”.
Stage Three
Discuss the following:
1. What do you think Literacy means for Deaf/deaf students?
2. What do we need to think about when working with Deaf/deaf
students who wish to improve their reading, writing and numbers?
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Handout SP9a
UNDERSTANDING
literacy and numeracy
activities
SKILLS
KNOWLEDGE
Why does the idea of complex capabilities involving SKU
matter if you are going to be a tutor?
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Handout SP9b
UNDERSTANDING
RESPONSES
RELATIONSHIPS
WRITER-READER
PURPOSE
Reading or writing
EMAILS
SOCIAL RELATIONS/POWER/POLITICS
SKILLS
KNOWLEDGE
RECOGNISING LETTERS
+ SYMBOLS
(NUMBERS)
LAYOUT
CONVENTIONS
OPENINGS
CLOSINGS
CONTENT
VARIETYMORE SPOKEN/INFORMAL
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Handout SP9c
Complex Capabilities and SKU
e.g. reading and/ or writing a letter
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You can build on the SKU the learner has in this and other areas
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You become aware of all that is involved in the task
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You can use this knowledge to break a task into achievable steps
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You don’t just concentrate on the skill aspect (being able to
read but not read between the lines) you understand the
writer’s point of view and the writer’s purpose which may be to
persuade pr misinform as well as inform
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being able to write a nicely laid out correctly spelled letter
which isn’t effective does not get the result the writer wants
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you realise how interrelated they are – when you are breaking a
learning task into small steps you aren’t working through all the
skills or all the knowledge first, you are working on all 3 at the
same time.
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it is appropriate for all learners and “levels” therefore is useful
for planning and dealing with mixed ability teaching situations in
groups – all can work on the same theme or topic or text but at
their own level to their own interests and needs.
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Handout SP9d
UNDERSTANDING
experience of being a customer and how you would like to be treated
knowing what to when you have made a mistake
estimation
payment methods
money – including place value in decimal system
only scan once per item
multiple products – can scan once
discount vouchers
payment methods available
convert numbers to spoken
euros
SKILLS
Manual dexterity /Hand eye coordination
Recognise numbers on a keyboard
Recognise numbers on barcodes
Basic Numeracy skills
Recognising words/ reading Literacy skills for cards
Vouchers
Give change / count change/ different combinations of change
Voiding
Changing till rolls
Use of credit and debit cards on cash register
Memory
People skills, communication skills
Customer relations
Using an electronic till
KNOWLEDGE
Coins and currency
Prices
Different credit cards and vouchers – knowing which are acceptable
Signatures of cards
When to accept cheques
When to change a till roll
Products (fruit etc)
Codes for prices
Numbers
Colour coding
Which part of the label to scan
Till layout
When cash back can be given
Special offers/ discount vouchers
Rules and regulations (cigarettes and alcohol
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Handout SP10
Examples of integrated learning
• driving theory test courses with
literacies support for young people
• cooking, eating, football and literacy
and numeracy
• Sports coaching training and SQA
Communication certificate
• College students on electricians’
courses getting support with maths
• Energy saving and numeracy /
Creative Writing and literacy
• ICT and literacies/numeracy
learning
• parents in Family learning groups
devising maths games for kids
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Reflection / Action Diary
Something I can use
or adapt in my work
Notes
Action Plan:
How I will take this
Forward
Something I can use
or adapt in my work
Notes
Action Plan:
How I will take this
Forward
Something I can use
or adapt in my work
Notes
Action Plan:
How I will take this
Forward
23