Practitioner research and publication Sandra Varey October 2009

Background Trainee Skills for Life tutor PGCE Post-Compulsory Variety of teaching contexts Many training opportunities First experience of empirical research

Rationale I currently teach Adult Literacy within a college of further education. Lessons often take the format of three-hour workshops, with each student working to their own individual learning targets, as identified through the process of diagnostic assessment and stated in their Individual Learning Plans (ILPs). It is extremely important in the process of improving literacy skills that students work on aspects of literacy that are relevant to their own needs, set within a context that interests them. Unfortunately, however, this has resulted in students working in isolation and being solely reliant upon me, as the tutor, to help them. Through the Looking Glass, Vol. 1, No.1, January 2006, p.58

Participants and research design 8 learners in Adult Literacy workshop Entry level 3 – level 1 Questionnaire, interview and observation Intervention over four lessons When I implement my proposed intervention, will students: Enjoy talking about their work with other students? Feel they learn more by asking other students for help? Feel comfortable discussing their work with other learners? Have a more positive learning experience and feel more included? Feel more in control of their own work and learning?

Data analysis and findings Six emerging themes: Working independentlyInclusion Learning from each otherPeer relations FeelingsLanguage Some findings Learners enjoyed and benefited from the experience ‘Sometimes I wasn’t sure how to ask what I meant in my head’ ‘It made me think more about what to say before I actually said it’ Learners more able to get on with their work More enthusiastic about their work

Impact of publication More than ‘just an assignment’ Adult learners Teaching practice Professional identity Department College Personal interest in research National events: NRDC, RaPAL

Benefits More successful learning experience College success Empowering approach to CPD Positive approach to issues Record of own learning as a practitioner