Download presentation
Presentation is loading. Please wait.
1
Embedding learning Teaching vulnerable learners and those on community orders or probation 1
2
Embedding Learning: starter activity
Why embed learning? What learning needs to be embedded? What is embedded learning? How can teachers embed learning successfully? As a starter activity, answer the questions on this slide. Embedding learning 2
3
Why embed learning? Learners prefer learning to be embedded (Martinez, 2002; Roberts et al, 2005) They are more motivated find learning easier in a work or practical context feel more confident/less stigmatised Embedding learning 3
4
What needs to be embedded?
Literacy and language Everyday mathematics Everyday ICT Study skills to support on-going learning These are sometimes called the ‘Minimum Core’: all learning and skills sector teachers are now formally responsible for supporting minimum core learning Embedding learning 4
5
What is embedded learning?
Vocational / life skills and knowledge Literacy, language, maths, ICT, and study skills Embedded learning and teaching Embedding learning 5
6
What is embedded learning?
‘Embedded teaching and learning combines the development of literacy, language and numeracy with vocational and other skills. The skills acquired provide learners with the confidence, competence and motivation necessary for them to succeed in qualifications, in life and in work.’ A Contextual Guide to Support Success in LLN Provision: Embedded Learning. DfES (QIA 2008) Embedding learning 6
7
There are three ways to support embedded learning
Embedding literacy/language, everyday maths and/or ICT in teaching and learning of the main subject Developing your students’ study skills Using feedback to support embedded learning Embedding learning 7
8
Planning to embed literacy, language, everyday maths and ICT
You do not have to be expert to support students’ embedded learning Think about your main curriculum: what elements of the minimum core does it naturally contain? Another way of thinking about this: What minimum core skills do your students need to learn their main curriculum effectively? Remember to build on your students’ existing skills as far as possible Embedding learning 8
9
Embedding learning in Life and Employability skills
Minimum core skills might include: Confident and clear speaking and listening Functional reading skills Functional writing skills Functional maths Functional ICT Study skills: planning, organisation, and timekeeping The appropriate balance of these will be different for each student, depending on their existing skills and their learning goals Embedding learning 9
10
Planning for embedded learning
There are three approaches you could use: Teaching some minimum core skills directly: adding specific elements of the minimum core into your lesson plans, separately from your main curriculum Teaching some of these skills at the same time as your main curriculum Focussing on these skills as part of feedback on classroom tasks and activities Embedding learning 10
11
Classroom activities for embedding learning
Projects, individual or collaborative Quizzes Evaluations Discussions Designing Problem solving Imagining Planning activities Comparing Budgeting Demonstrations Modelling Practical experiments Games Research tasks Case studies Note-taking, diary writing Debating Other? Embedding learning 11
12
Starter Activities You can use starter activities in a number of ways:
To provide productive activity for students who arrive early or on-time To start the lesson in a lively way that will motivate students To give a flavour of what is to come later in the lesson To model productive learning behaviour right from the start Embedding learning 12
13
Suggested Starter Activities
Learners work in pairs list the ways that teaching involves either Maths, English or ICT skills Learners discuss a question in groups of 5 or 6: eg ‘what level of qualification is necessary to work as a teacher?’ Learners make group contributions to a blog or wiki page via mobile phones, laptops, or in writing Learners swap homework assignments, and proof-read them for spelling mistakes, grammatical errors and typos Learners organise their notes and hand-outs in a folder Embedding learning 13
14
1. Literacy and language An effective way to support literacy and language learning is by giving constructive feedback on any writing tasks your students do as part of their learning One way of approaching this is to think about their writing at word, sentence, or text level In your feedback you focus on one or other of these levels at a time, so as not to confuse the learner. Aspects of literacy and language relating to each level are given on the next slide For more on literacy, please refer to the Literacy CPD session Embedding learning 14
15
Speaking and listening Word Handwriting
Level Writing Reading Speaking and listening Word Handwriting Sentence Word order Text Presentation skills Embedding learning 15
16
Speaking and listening Word Handwriting Spelling Phonics
Level Writing Reading Speaking and listening Word Handwriting Spelling Phonics Word recognition Word comprehension Pronunciation Vocabulary Sentence Word order Punctuation Use of tenses Understanding tenses Getting meaning from context Text Paragraphing Register Use of connectives Ordering information Understanding relevance Text comprehension Picking up detail Skimming Scanning Presentation skills Intonation Use of vocabulary Body language Embedding learning 16
17
Reflecting on literacy
How can we improve our learners’… vocabularies? spelling of key terms? punctuation? grammar (sentence level writing)? reading confidence? confidence producing written assignments (planning, drafting, paragraphing, lay-out, proofreading, editing)? confidence in speaking clearly? You will find some ideas on the next slides Embedding learning 17
18
…vocabularies Encourage (or require) students to keep A-to-Z vocabulary note books of key terms and definitions Have regular quizzes (oral or written, teacher or student led) of the meaning of key terms Get students to make posters of key terms and their definitions and post these around the classroom Encourage students to read as much as possible and to report back and recommend books Have a weekly or fortnightly slot where students quiz each other on new words they have found Widen your own use of vocabulary in your teaching and resources Embedding learning 18
19
…spelling of key terms Encourage or require students to keep spelling books where they record and practice the spelling of key terms (and have quizzes/create games to practice these) Have regular (if short) spelling strategies sessions where develop students’ repertoire of strategies Display these key terms around the classroom, getting students to make the displays if possible Embedding learning 19
20
…punctuation Make/get posters about the use of each punctuation mark and display Circle/code these as punctuation errors, but get learners to correct themselves- or peer correct Look at students’ work and use punctuation difficulties as the basis for group punctuation workshops Embedding learning 20
21
…grammar (sentence level writing)
Teach the term ‘Standard English’ and the potential differences between Standard English and other dialects of English Circle /code grammar errors, but get learners to correct themselves- or peer correct Look at students’ work and use Standard English grammar difficulties as the basis for group workshops Embedding learning 21
22
…speaking and listening
Realistic role plays: job interviews, making a complaint to a bank, call centre work Imaginative role plays: media interviews with people in the news, celebrities, etc Debates: get students to choose topics Drama: plays and poetry reading – build in performance evaluation by students Embedding learning 22
23
Activity: literacy and language
See Activity sheet, small group discussions on literacy and language Note, there are similar discussions on maths, ICT and Study Skills suggested below Select what is most important to your group and you can fit in to the available time for this session. If necessary, plan this for future discussions Embedding learning 23
24
2. Everyday maths Planning practical activities, eg timetables, fares, currency, baggage weight, shopping, bargain offers, comparing prices Measurements, proportions, enlargement, symmetry Angles, directions, orientation, maps Scale and ratios Budgeting, eg rent, gas, electricity, water, council tax, Christmas Using estimates Timelines – history Averages and percentages Wages and PAYE Sports statistics, league tables Statistics and numbers eg in the news Embedding learning 24
25
Everyday maths examples
Choose topics relevant to students, that they have reported as giving them difficulties. These could be: Estimating: eg amount of wood needed to make a cupboard Scaling: doubling the quantities in recipes Discounts and price comparisons: how much do you really save? Sharing out café or restaurant bills Calculating calories Betting odds: how much will you win or lose? Embedding learning 25
26
Activity: everyday maths
See Activity sheet, small group discussions on everyday maths Embedding learning 26
27
3. Everyday ICT Searching the web Attaching files to emails
Storing and accessing favourite sites Inserting pictures and video clips into documents Using DVDs and CDs Organising contacts in Outlook Using BBC iplayer Using Skype Using Youtube Using Facebook Using Twitter Organise classroom discussions about which of these are most important and the most useful Word-processing Sending s Reading and writing blogs Build on existing skills Using smartphones Embedding learning 27
28
Activity 3 See Activity sheet for small group discussions on everyday ICT Embedding learning 28
29
4. Study skills Reading and using written materials
Producing written assignments Note-taking (from classes or from writing) Folder/work organisation How can we develop these study skills? Embedding learning 29
30
Activity 4 See Activity sheet, small group discussions on study skills
Embedding learning 30
31
Reading and using written materials
Get students to think as widely as possible about what reading is or involves, perhaps making posters Encourage students to identify own strengths and areas for development; create personal action plans to address these Teach and review the terms skimming, scanning, close reading, summarising and note-taking and practice these using subject specific materials Embedding learning 31
32
Producing written assignments
Be explicit about the requirements of each written assignment Explore or teach steps to producing a piece of written work, emphasising that drafting, outlining, proofreading are important Encourage writing ‘buddies’ or other forms of collaborative pairings for peer support Look at examples of successful pieces of writing and explore what makes these successful Embedding learning 32
33
Note-taking Teach examples of different styles of note-taking (sentences, key words, diagrammatical...) Give examples of notes taken and ask students to evaluate the strengths and challenges of each Encourage students to experiment with different coloured pens, pencils, highlighters and ICT to ‘repackage’ their notes Embedding learning 33
34
Folder or work organisation
Show examples/models of organised folders Give direct instruction of how to organise work Discuss folder/work organisation in tutorials Embedding learning 34
35
Activity 5 Feedback activity – see Activity sheet. You will need to prepare for this before the session by bringing in some of your students’ work. Embedding learning 35
36
Guidelines for effective written feedback
Be selective: prioritise, don’t highlight everything Be specific: make precise points using examples Include both strengths and areas for development Think about word, sentence and text levels Using a marking code if appropriate Be developmental: link to future work Embedding learning 36
37
Activity 6 Please refer to Activity 6 – planning a teaching session
Alternatively, this could be a follow-on activity in your next CPD session Embedding learning 37
38
Activity 7: Evaluation & Plenary – rounding up the session
Please note the three most important points you have learned from this session, and how it will make a difference to your teaching in the future Identify and share specific areas of your own skills and knowledge that you want to develop, in relation to embedding the minimum core in your teaching Embedding learning 38
39
Materials in this CPD were devised by the following members of the Institute of Education:
Brian Creese (numeracy), Jay Derrick (assessment and embedding), Jane Hurry (motivation and exit strategies), Maria Kambouri (ICT), Irene Schwab (literacy) and John Vorhaus (continuing professional development and learner contexts) Helpful suggestions and comments were made by Joe Shamash and Olivia Varley-Winter at City & Guilds Centre for Skills Development. If you would like to contact us please Jane Hurry at Embedding learning 39
40
The CPD Framework An outline of the sessions Embedding learning 40
Similar presentations
