Building Capability – Language Literacy and Numeracy – 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?• A disappointment that you experienced… or, one thing you’d like

to see done differently today…• What are you looking forward to today?

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)

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

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

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

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

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

Oral Communication

Two main aspects:

•Speaking (expressive language)

•Listening (receptive language)

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

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

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?

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.

What do we need to start?

What do we need to stop?

What do we need to do differently?

Stakeholders Potential concerns WIIFM Strategies

ChampionsWho How Support Required

Change Management Strategies

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?

Reflection

How I am feeling at the end of today…

Further information available on

www.skills.sa.gov.au