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E ffective strategies for motivating and engaging young LLN learners Tinyan Akin-Omoyajowo

E ffective strategies for motivating and engaging young LLN learners Tinyan Akin-Omoyajowo Barking & Dagenham College . 8th most deprived borough in London and ranks 9th among 354 authorities in England Among those of working age who are unemployed 44.5% lack any qualifications

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E ffective strategies for motivating and engaging young LLN learners Tinyan Akin-Omoyajowo

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  1. Effective strategies for motivating and engaging young LLN learners Tinyan Akin-Omoyajowo Barking & Dagenham College

  2. 8th most deprived borough in London and ranks 9th among 354 authorities in England • Among those of working age who are unemployed 44.5% lack any qualifications • 4th lowest in England for literacy and 2nd lowest for numeracy Barking and Dagenham- Background

  3. Too many learners with inadequate maths and English skills to succeed in life, work and their vocation courses • Lack of interest, poor attendance to programmes designed to help them improve or develop these skills – leading to poor retention and achievement • Low level engagement in lessons • Frustrated tutors trying to do a job Why we carried out the study:

  4. Uncover learners impassive attitudes and disengagement with LLN/ FS classes • Explore different models of promoting and delivering LLN/ FS and • Test out models and recommended effective promotional and delivery strategies Research Aim:

  5. A word from Sir Terry Leahy… “Companies are struggling to find skilled staff as thousands leave school with a poor grasp of the 3Rs. Low standards of literacy and numeracy among the young have left the economy exposed to competition from India and China”-Sir T. Leahy The national challenge:

  6. Before the study: • 1st year: vocational tutors taught, supported by the FS team • 2nd year: FS specialists taught • Result: • 1st year - achievement low; most tutors struggled to deliver • 2nd year - poor attendance & behaviour; low achievement

  7. 260 learners filled questionnaires • 50 learners were interviewed – formally and informally • 10 vocational and LLN tutor filled questionnaires • 3 workshops involving 3 vocational and 4 FS tutors The research methodology….

  8. Key findings …

  9. -Advertise development of FS at entry point and as integral part of qualification -Timetable lessons and tutors judiciously to promote positive image of FS - Proactively promote collaborative work ethics and sharing of good practice among staff - Develop learner-centred delivery and support system Key recommendations:

  10. Advertising LLN • Promoting collaboration • Open days, initial interviews, course handbooks and induction • FS & VT will now work together with training and opportunity/ time for collaboration • Cross-college centralised & relatively effective timetable • Reviewing SoW – for relevance; effective teaching, learning & support strategies being put in place THE STORY SO FAR… • Supporting Learners • Timetabling

  11. - Market development of FS on college website and during induction as integral part of main course - Continue to promote collaborative planning and delivery and give training as identified - Monitor how recommendations are being carried out in the different curriculum areas - Monitor effect of recommendations on teaching and learning experiences; attendance and retention Next steps:

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