1. Building Capability – Language Literacy and Numeracy – 2012 Program - Session 2 Sue James and Helen Bowen

2. 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? A disappointment that you experienced… or, one thing you’d like to see done differently today… What are you looking forward to today?

3. Initial Assessment/ Skills Check Activity Day 2 Session 2 Work in pairs: Develop an initial LLN skills assessment tool suitable for a group of your learners (30 mins)

4. 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’. Day 2 Session 3

5. Strategies for VET practitioners: Eight Learning Principles Multi sense learning Active learning – learning by doing Primacy and recency Feedback Reward Practice and repetition Meaningful material Holistic learning Day 2 Session 4

6. Language and Literacy Strategies to Support Learners 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

7. 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. Language and Literacy Strategies to Support Learners

8. Plain English – how do you make documents reader friendly? 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

9. Oral Communication Two main aspects: Speaking (expressive language) Listening (receptive language)

10. Pitch verbal instructions to the level of the trainees. Consideration must be given to aspects of speaking: Volume, tone, speed of speech. Look for feedback: Gestures and facial expressions often say more than words. Support spoken instruction with visuals Tips for Assisting Oral Communication Skill Development

11. 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: Who-What-When-Where-Why. Tips for Assisting Oral Communication Skill Development

12. Managing Change in your RTO 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. Question: What do we need to start doing? What do we need to stop doing? What do we need to do differently?

13. Managing Resistance Identify: 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.

14. What do we need to start? What do we need to stop? What do we need to do differently? StakeholdersPotential concernsWIIFM Strategies Champions WhoHowSupport Required Change Management Strategies

15. Activity: 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?

16. Reflection How I am feeling at the end of today…

17. Further information available on www.skills.sa.gov.au