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Building Capability â€“ Language Literacy and Numeracy â€“ 2012 Program - Session 2. Sue James and Helen Bowen. Session 1 - Reflection. What did you view differently as a result of the first session? What, if anything, have you implemented over the past fortnight?
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Sue James and Helen Bowen
What did you view differently as a result of the first session?
What, if anything, have you implemented over the past fortnight?
A disappointment that you experienced… or, one thing you’d like to see done differently today…
What are you looking forward to today?
Skills Check Activity
Work in pairs: Develop an initial LLN skills assessment tool suitable for a group of your learners (30 mins)
ACSF Domains of Communication and Text Types Activity
Using the ACSF Workplace and Employment &/or Education and Training domains identify what might be required of your learners in:
Their current or future workplace
The learning environment.
Choose a ‘text type’.
Strategies for VET practitioners: Eight Learning Principles
Multi sense learning
Active learning – learning by doing
Primacy and recency
Practice and repetition
Break instruction into ‘chunks’
Use scaffolding techniques
Use visuals - reduce listening time for learners from Language Backgrounds Other Than English (LBOTE)
Repeat opportunities for skill practice
Utilise the knowledge, skills and experience of learners
Use summary sheets of ‘steps’ – checklist for learners.
Pairs or group work can support learners.
Transfer or generalise skills – apply solutions from one situation to another.
Provide on going support.
Plan your writing – Who? Why? What? How much?
Your choice of language – use everyday words, simplify technical terms or explain them.
The design of your document – white space, headings, short sentences and paragraphs, visuals, lowercase letters,
HYGIENE - hygiene
Use open questions to encourage trainees to explain how they arrive at an answer or solution to a problem.
‘Scaffolding’ can be applied to training oral communication skills.
The scaffold can be a ‘script' giving the trainee examples of what to say or ask in a routine situation. This can often be organised under a series of ‘wh-’ questions:
No More Excuses identifies
LLN skill levels are an issue in Australian workplaces
RTO role is significant in addressing issues
Integrated delivery of LLN is optimal – most training enterprises resist it.
Humans resist change – natural reaction of creatures of habit.
What do we need to start doing?
What do we need to stop doing?
What do we need to do differently?
Key stakeholders in change process.
What the resistance might ‘look like’. How the impact might be reduced or eliminated (WIIFM).
What resources you need? eg data? information?
Champions and how you can support them.
The many faces of LLN in the training environment
In pairs discuss your individual cases studies (5 mins each):
What was the situation?
How did you handle it?
What were the outcomes?
What would you like to do differently - if anything?
How I am feeling at the end of today…