Learning and Skills Council Skills for Life Quality Initiative 200506

1

• Learning and Skills Council Skills for Life
  Quality Initiative 2005-06
• Approaches to Skills for Life for vocational
  teachers
• Day 3

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Aim

• To enable vocational teachers to support the
  development of the language, literacy and
  numeracyskills needed by learners in vocational
  training.

0.1.1 (1)
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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.

0.1.1 (2)
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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.

01.1 (3)
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Minimum core

• The aim of the minimum core is to equip all
  trainee
• teachers to develop inclusive approaches to
• addressing the language, literacy, and numeracy
• needs of their learners.

02.3
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Summary of issues

• Some needs are similar to those of native
  speakers of
• English, for example
• technical vocabulary
• writing in a specific style for a specific
  purpose
• restricted knowledge of English
  vocabulary/grammar
• use of everyday, idiomatic/colloquial language
• difficulty expressing themselves in both speaking
  and writing
• learning a new script
• lack of insider cultural knowledge
• accurate use and understanding of stress and
  intonation.
• continued

04.2 (1)
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Summary of issues (continued)

• Possible strengths or transferable skills of
  bilingual
• learners
• knowledge of another language
• often knowledge of standard English grammar
  through earlier learning
• high level of literacy in other languages
• previous experience in vocational area
• often highly numerate.

04.2 (2)
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Which text type?

• Instructions
• Description
• Report
• Letter
• Narrative

05.2
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Text structure

• Texts that share a similar purpose share a
  similar structure.

05.4
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Why take notes?

• Helps writing
• helps ideas flow
• helps planning you can see what info you have
• assists organisation you can rearrange and
  renumber notes in a different order
• helps you get started

• Useful record
• 1. of important points for future use
• 2. of where the information
• comes from

WHY TAKE NOTES?

• Helps understanding
• if you focus on selecting info to note
• 2. if you think through where everything fits

• Helps memory
• summarising things briefly helps long term
  memory
• the act of writing helps motormemory
• pattern notes can be more memorable visually

• Helps exam revision
• material is well organised
• more info is already in
• memory

06.2
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Vocabulary development

• Vocabulary development is essential for learners
  to succeed on their chosen vocational course.

08.2
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Word grouping
Equipment
Patterns of working
Spelling patterns
Grammar parts ofspeech
Notes for bilingual learners
battery blade wing nut cylinder cable
removing cleaning rinsing replacing
sharpen tighten positivenegative
Imperative verbs check replace sharpen instal
l   Adjectives missing damagedweak
Use of imperative for instructions used in
manuals   Use a model and talk through the
process (also useful for kinaesthetic and tactile
learners)
08.4
13
Summary of teaching vocabulary

• Always teach in meaningful contexts.
• Make context relevant and real.
• Limit the number of new terms.
• Use a variety of learning styles.
• Recycle teaching in various ways to aid memory
  and to assist various learning styles.
• Group / order according to category.
• Practise use of key terms and definitions.
• Have dictionaries available for learners.
• Pre-teach vocabulary.
• Ask learners to predict meaning.

08.6