skillsworkshop Blog

A very functional royal wedding

2011-04-30T17:31:00.003+01:00

I'd forgotten how much I love Wordle.

Had a lovely 2 hour Entry Level (E1 through to E3) Functional Maths and English lesson earlier this week, based on the royal wedding. Objectives were to encourage the use of accurate positional vocabulary and to improve the use of clear (written and spoken) directions.

I hadn't met the group before (but they all knew each other well) so came up with the following starter to help me to remember all their names and help them improve their use of positional vocabulary.

I asked one student to introduce himself clearly and to then tell me where he was sitting in relation to another student. (I modelled this to the group first, using the rather advanced example of diagonally opposite which provoked quite a lot of discussion.)

So, for example, the student might say: "I'm Kamil."
Then, I would say: "Hello Kamil. Tell me where you are in relation to another person in the group."
Kamil might then say: "I'm sitting next to Mona."
Mona would then introduce herself (the repetition of her name helping me to remember it) and then describe her position in relation to to another student in the room.
...and so on round the entire group.

Wordle 1. Individual positional words used by students.

Interestingly, some students spontaneously offered to then reverse what they had said and describe the other student's position in relation to themselves. E.g. Molly is on my right. I am on Molly's left.

Whilst this was going on my LSA was typing all the positional words each student used into Wordle (he also copied and pasted them into a Word document for future use). When everyone had introduced themselves the create button was clicked and Wordle 1 appeared.

At that time I couldn't remember how to keep words together as phrases so Wordle 1 shows you all the individual positional words the students used.

Later, I remembered that to keep words together in Wordle you use a tilde ~ between related words. I edited the saved Word document accordingly and the resulting Wordle 2 shows the exact phrases students used.

Sounds simple but the students were enthralled with the Wordle. I've told them that I plan to repeat this activity several sessions later to check their learning and see if they are using a greater range of positional vocabulary. I particularly want to improve the accurate use of left and right in written and spoken directions.

I also successfully recited all their names (they insisted on testing me!) - no mean feat as my memory is terrible at the moment.

Wordle 2. Using tilde symbols to keep words together in phrases.

The nice thing is that the activity can be differentiated (by outcome) for all levels. Higher level students can use more advanced vocabulary such as adjacent or use angles and rotations in their descriptions. You could also ask students to estimate the distance they are sitting from another person.

If you like our Wordle design, we used: League Gothic font, a mostly horizontal layout with straighter edges and the organic carrot colour scheme!

In case you're wondering what all this has to do with the royal wedding: I used it as a lead in to watching two videos about the wedding route. Whilst watching these, students were asked to look out for and list famous London landmarks and we discussed how you can use landmarks to help clarify written or spoken directions.
Video 1: Royal wedding route in 40 seconds
Video 2: Google maps Royal wedding procession route in 3D

Landmarks spotted included Buckingham Palace, the London Eye and the Cenotaph (interesting spelling discussion on that one!).

I embedded the videos into the end of a very good Royal Wedding PPT I obtained from TES resources. At the start of the PPT all students were asked to write one correctly punctuated sentence about the royal wedding (on individual whiteboards). As a learning check, at the close of the PPT, they were asked to write two sentences about something new they had found out about the upcoming wedding. (More interesting discussion about Kate's head-ware in slide 2! I just couldn't remember the word "fascinator" but a savvy student put me right!)

Adapted from a TES resource - see main text for details.

We also took a short but successful diversion into family trees (yet another chance to use positional vocabulary) using a drag and drop Royal one (again from TES) on the Smartboard as an introduction. Students then had a quick go at drawing their own family trees on individual whiteboards.

This was followed by paired work: drawing routes to various destinations (canteen, library, reception, etc.) on a college map and then following their planned route around the college and writing accompanying directions. The writing frame we used was adapted from this one on skillsworkshop.org.

I also embedded a Google satellite map of the college into the PPT. This was a huge hit and great for students to annotate on the Smartboard. I will be making future use of this map when we do work on 2D and 3D shapes

In my next session - before I embark on my still unplanned simulation of the AV voting system - I will hand out anonymous typed-up-by-me copies of the directions written by the students (with the name of the destination omitted) to different pairs of students to test.

Functional Skills coverage and range statements covered in the session included:
Maths
Describe position (E1)
Extract, use & compare information from lists, tables, simple charts /graphs (E3)
Recognise and use 2D representations of 3D objects (L2)
Speaking, listening and communication
Communicate information so that the meaning is clear (E2)
Identify the main points of short explanations and instructions (E2)
Reading
Read and understand simple instructions and directions (E2)
Use organisational features to locate information (E3)
Writing
Use written words and phrases to present (and record) information. E1 (E2)
Construct simple (compound) sentences using full stops (correct upper/lower case). E1 (E2)
Sequence writing logically and clearly. (E3)

Easy read referendum resources

2011-04-19T15:54:00.002+01:00

Not sure exactly when it appeared but the easy read version of the Local Elections and Referendum booklet (see previous post) is now on the About my vote site. I didn't think they could improve on the original non-easy-read version yet they have!

There are additional pictures, diagrams and explanations and a very useful glossary for the 'difficult' words (marked in red in the text).

Separate easy read booklets for England, Scotland, Wales and Northern Ireland can be found here along with standard / large print / audio / BSL versions.

There's also a great series of Victor the Vote Counter videos which I am definitely going to use in my class on May 4th.

For further ideas please see the comments under my earlier post.

Referendum resources

2011-04-08T11:19:00.002+01:00

It's almost a year since a site contributor brought my attention to the easy-read guide to voting from the Electoral Commission.

Another new booklet has just been released on About my vote (an Electoral Commission sub-site). Local Elections and Referendum is a beautifully clear document that explains the AV (alternative vote) and the 'first past the post' systems.

Separate booklets for England, NI, Scotland and Wales can be downloaded from this page which also has links to large print and audio versions.

I like the way diagrams have been used to explain AV and it's got me thinking: "How can I simulate an AV voting system in my Foundation Functional maths/English class of 12 students?"

I haven't come up with anything concrete yet - not even sure what we would vote for (maybe something to do with changes students would like around college?).

Anyhow - the booklet looks useful as stimulus in both literacy, numeracy and life-skills classes.

There's also a note on this page that states "BSL and Easy Read formats will be available shortly". How they'll improve on the already-very-clear standard version will be interesting to see.

If you have any ideas on simulating an AV system in the classroom with Entry level learners, please share them by leaving a comment. Likewise if you use the booklet successfully for any other literacy or numeracy activity.

Hung parliament Venn diagram

2010-04-25T14:20:00.008+01:00

Just like buses the numeracy election resources now seem to be coming along in clusters. There's a great Venn diagram in the centre of today's IoS entitled 'Your guide to a hung parliament'. It even provides a guidance box which explains how to interpret the overlapping areas - and stipulates that 'you don't need a maths degree to understand the circles, triangles and bar charts on these pages'.

Sadly it's not available electronically (unless you're prepared to pay a subscription to pressdisplay) but, just like the resource in today's earlier post, it has great possibilities for mixed ability groups. Anything really, from recognising various 2D shapes through to interpreting the bar charts and the Venn diagram itself. Not to mention the literacy aspects such as prompting discussion, scanning a text to locate information, or reading and responding to a text.

How little vote do you need to become a PM?

2010-04-25T09:48:00.020+01:00

My earlier election-related posts focus on literacy resources. Ever since I have been on the look out for election resources that could be used in numeracy or functional maths lessons.

After much fruitless searching, and no time to make my own resources, I was about to give up until an email alert from the wonderful NCETM (National Centre for Excellence in the Teaching of Mathematics) community discussion board saved the day. A regular poster, Chris1974, has shared his presentation 'on how little vote do you need to become PM'. He goes on to say that 'It's really a maths modelling activity, but it throws up some interesting questions'.

It certainly does: I love it! Just wish I could try it out myself on some learners but I'm not teaching any Level 1-2 Maths at the moment. Actually, I think the presentation could be used at Entry level too. It's so clearly presented that Entry level learners could, for example, be given the task of counting the number of pink, green or orange votes on each of the ten constituency screens (perhaps designing and then using a suitable tally chart to do this) whilst higher level learners could focus on the modelling and percentage / fraction aspects of the presentation. However you choose to use the presentation it is bound to create much discussion.

Chris1974 has shared his presentation through Google documents (I'm not sure how this is done but it's very generous of him). If you click on the menu button at the bottom of the embedded screen above and then follow the blue 'election2010proportion' link next to the orange arrow you can view the presentation from the original source (rather than embedded in this blog post). You will then be able to access an 'action' button which allows you to download the resource as either a PDF or a PPT.

I occasionally participate on several of the NCETM discussion boards and I highly recommend that you take a look. It's a great place for stimulating discussion and sharing ideas. You will have to register with NCETM if you want to participate but anyone can view the threads on open discussion boards such as the Secondary Forum (where Chris1974's original post appeared) or the Maths Cafe (which is a great place to start).

I'll finish this post with a similar comment to the one I made in my post of April 18th: this resource is surely ideal for Functional Maths - as what can be more functional than understanding and participating in an election?

If you use this resource in your classes please share your ideas or observations by leaving a comment (or you can email me via http://www.skillsworkshop.org/). Likewise if you have created or discovered other maths election resources.

Polling station walk-through

2010-04-19T12:06:00.011+01:00

Since yesterday's post I have discovered another useful resource from the Electoral Commission - on a sub-site called 'About my vote'.

This time it's an animated visit to a polling station. Every step of the voting process is clearly explained and it takes account of differences in Scotland (where, for example, polling stations are called polling places) and Northern Ireland (where you are asked to show ID when you vote). My only criticism is that, because it was written in 2008, a circled date - Thu May 1st - on a calendar in one of the screens might cause some confusion.

The walk-through is bound to prompt discussion and would make a great introduction to any lesson about the 2010 election. If you use this resource in your classes please share your ideas or observations by leaving a comment (or you can email me via http://www.skillsworkshop.org/).

Easy-read guide to voting

2010-04-18T14:31:00.011+01:00

Many thanks to site contributor Kathy Crockford for drawing my attention to a really marvellous booklet available from The Electoral Commission. The 20 page 'simple guide to voting was designed specifically for people with disabilities or low literacy, but has proved very popular with many audiences'.

As Kathy says: 'It is really excellent – full of graphics, large print and simple language. Perfect – saves me having to re-invent the wheel!'

The booklet clearly explains how to vote, how to use postal and proxy votes, where you vote, and what happens afterwards. Three versions are available for England and Wales (available in English and Welsh), Northern Ireland, and Scotland.

In addition to the downloadable PDF, free hard copies can also be ordered. It really is a lovely document and I just wish I had time to come up with some specific ideas for using it in class. One thing's for sure: it makes a perfect text for Entry 2 and 3 Functional English. After all, what could be more functional than learning how to vote?

If you use this resource in your classes please share your teaching ideas by leaving a comment (or you can email me at http://www.skillsworkshop.org/).

Texting and spelling

2010-01-21T12:57:00.005Z

An article on page 16 of yesterday's Independent caught my eye.

http://www.independent.co.uk/news/education/education-news/children-who-text-are-best-spellers-1873163.html

Richard Garner reported that a study by the British Academy found that children who texted regularly were better spellers and had higher scores in verbal reasoning tests.

I found this news strangely uplifting and not really surprising. Although I did note, when following up details of the research on the Coventry University site, that the study involved only 63 children between the ages of 4 and 7. The Coventry University page also includes an interesting list of 'textisms' (I'd never come across this term before) that breaks the different forms of text message abbreviations into ten distinct categories. Fascinating stuff!

Further details about the research carried out by Dr Clare Wood can be found at http://www.coventry.ac.uk/latestnewsandevents/a/5695

LSIS Star Awards - thanks to all

2009-11-27T08:30:00.019Z

Wow! I am in complete shock and have had very little sleep. No official photographs yet but here's two taken before the awards ceremony last night at Old Billingsgate, London (a most amazing venue).

I'm pictured with my nominator and manager, Anne Haig Smith, and my 'personal guest' (my husband!).

All I can say at the moment is a big thank you to all of my site users - especially those of you that have contributed resources and made the site so successful. I couldn't have done it without you.

I'd also like to thank everyone at Abingdon and Witney College for their support, and, of course, the students whose individual learning needs inspired me to create many of the original site resources.

Thanks also to LSIS for putting on such a magnificent event and many congratulations to all the nominees who attended last night.
http://starawards.excellencegateway.org.uk/starwinners2009.html

Postscript 03/12/09

The offical photos are now on the Star Awards site

Here's one of them!

I am over the moon and the prize money will mean that, in time, you will notice some changes (for the better) on http://www.skillsworkshop.org/

Literacy help needed: reading comprehension progression from Entry 1 to Entry 2

2009-08-14T14:22:00.004+01:00

I have received the following request from a site user. If you can help please post a comment or, if you prefer, email maggie@skillsworkshop.org and I will forward any messages to Sarah.

Dear Maggie

I wondered if you could post this query on your blog. I would really value any advice or help that any of your blog readers could give me.

I am a literacy tutor for a fifteen year old boy. He had a serious head injury as a baby and has experienced learning difficulties. He is also partially sighted.

When I started working with him at age thirteen, he still really could not read (he could synthesise cvc words very slowly) but, following a strong synthetic phonics approach, he has made significant progress since.

He now has word decoding skills equivalent to approximately age 10 but his reading comprehension is less that this (maybe age 7-8 equivalence). I have been trying to do a lot of reading comprehension work with him using adult literacy resources (as obviously this is more akin to his interest levels and I am hoping that he will be able to slot into the adult literacy programme at his sixth form college next year).

He copes really well with comprehension at Entry Level 1 but struggles with Entry Level 2. There seems to be a big increase in the amount of text to be read at EL2 compared with EL1. He does have some memory problems and so finds it difficult to remember information from several
paragraphs at a time. (He can usually find the answer if I tell him which paragraph/sentence it is in.) He also finds scanning text really hard (not sure if this is because of his partial sight) and is reluctant to re-read entire texts to find answers, preferring to guess instead!

I'm wondering if anyone had any thoughts or ideas as to how I could help him to progress towards Entry 2 comprehension levels?

Thank you so much

Sarah

Help wanted re. ESOL job interview

2009-08-10T18:02:00.004+01:00

I have received a request from a site user who has an upcoming job interview. I am not sure how many basic skills / ESOL teachers will be reading this in the middle of August but have offered to share the question on this blog in the hope of receiving a range of teaching ideas / responses.

My gut feeling would be to use a Language Experience approach and, I guess, explain how this strategy could be used in the presentation – giving examples of teaching resources, activities, etc. However, I am not a qualified ESOL teacher and have only used this approach with Entry Level 1-2 literacy students.

The writer thinks they are expecting a PowerPoint presentation which will be followed by a panel interview.

If you have any ideas please share them by leaving a comment - or, if you prefer, email maggie@skillsworkshop.org and I will forward any messages to the site user.

Thank you.

Dear Maggie

I hope you don’t mind me e-mailing you but I hope you can give me some help or point me in the right direction. I’ve tried emailing some teaching forums and have had no replies or anything.

Basically, I’ve got an interview for an ESOL Lecturer position at a local FE college but they want me to do a presentation and this is something I’ve no experience of. Also, I don’t know how long or what format the presentation is supposed to take. Surely they aren’t expecting an all singing all dancing one?

The presentation question is "If you had one or more Level 2 students whose speaking skills were very good but whose reading and writing skills were a lot weaker, what strategies would you use to assist the students in bringing up those skills to Level 2?"

To me, this sounds like a question that could be asked during an interview so I’m not sure how I would go about doing a presentation on it. I’ve been teaching ESOL for 3 years in Liverpool and I have the experience for the job but the idea of a presentation has knocked me for six!

Any help or ideas would be greatly appreciated. Thanks a lot.

If the UK were a village of 100 people - or - How to embed adult numeracy / functional mathematics in vocational learning

2009-07-27T19:07:00.033+01:00

Little Britain - Portrait of the nation as a neighbourhood appeared in last week's Independent (July 21st) along with a set of 11 wonderful illustrations from Laurent Taubin.
One quick glance and I immediately earmarked the entire 'Independent Life' pullout as an addition to my small but select stack of saved newspapers.

My stack includes: last month's flu graphic from The Times - which I fear will be gravely old hat before term starts (but I still think it's a great resource!); several newspapers from 9/11, 7/7, New Year's Day 2000, etc. I used to cut out just the relevant sections of newspapers / magazines but have discovered that it's a better idea to save the entire document. This gives the text real-life credibility and students get a much better idea of its source / purpose.

Anyway, to return to the UK Village report: I'm convinced it will come in handy next term for teaching percentages, fractions, data handling and goodness-knows-what.

The report has come in for quite a bit of flack from Independent readers (see the comments below the online version). OK, so the statistics might not be the most reliable (you could discuss this with your students) but I still think there's a lot of mileage in them.

There's an abundance of obvious links with vocational courses (and probably quite a few not-so-obvious ones).

If Britain were a village of 100 people:

Seventy-eight of the villagers would have a passport.
The people of the village would have made 107 trips abroad, spending £60, 055 between them.

Leisure, Travel and Tourism

Fifty-five would have a driving licence.
There would be 56 motor vehicles in the village, including 44 cars and two motorbikes.
Of the 42 households in the village, 18 would have one car, 13 would have two or more cars and 10 would not have a car at all.

Motor Vehicles

If Britain were a village of 100 people, 17 of the villagers would smoke, of whom 11 would like to give up.
Nineteen adults and three children would be classified as obese (that is they would have a Body Mass Index of 30 or greater).
Sixteen men and eight women would usually exceed the Government's daily sensible drinking benchmark (3-4 units per day for men; 2-3 units a day for women).
Eight men and four women would have taken an illicit drug in the past year.
One person would have dementia.
The village would welcome one new baby this year. The baby would expect to live for 76 years and six months (if it was a boy), or 81 years and seven months (if it was a girl).

Health and Social Care

Five villagers would be employed in the food industry.
Three of the villagers would be vegetarians and a further five would be partly vegetarian.
Between them, the villagers would spend £2,955 a week on food and non-alcoholic drinks. They would spend £1,154 a week on food eaten outside the home, of which £355 would go towards alcohol.

Catering

(If you look hard enough you'll also find statistics related to media, sport, animal care, and business studies.)

OK. So, we've got the links to vocational topics there for possible embedded teaching. What next?

Well, I like the idea of using the UK Village as a general introduction to percentages. It clearly demonstrates that 'percentage' means out of one hundred.

Then there's the possibility of simplifying all those percentages / fractions (and thus demonstrate that fractions and percentages are just alternative ways of expressing the same number).

E.g. What fraction of villagers / Britons have a driving licence?
55% - 55/100 - 11/20

Or, how about working out the average cost of a trip abroad?

Or, creating a pie chart (in Excel) depicting the ethnicity of the village? (You'll need to read the report to get these stats).

Or, for Entry 3 Numeracy (which now includes percentages) you could get students to come up with their own 'fun' statistics based on one of the illustrations.

This brings me on to a (vaguely) related topic: Functional Maths standards.

I am rather mystified by some of the Functional Maths standards (admittedly still in draft format). As I've just mentioned, someone has seen fit to introduce percentages at Entry 3 in the new online adult numeracy core curriculum curriculum (you'll need to register with the Excellence Gateway to get access). This seems a sensible idea to me - after all, percentages are very commonplace and knowing that 50% = 1/2 seems like a suitable Entry 3 skill.

N2/E3.2 Recognise and use equivalent forms

Understand that equivalent fractions look different but have the same value, e.g. 5/10 = 1/2
Understand that when the top and bottom number of a fraction are the same, this is equivalent to 1
Understand common simple percentages in familiar context, e.g. 25% and 50%
Understand common fraction/decimal/percentage equivalencies, e.g. 1/2 and 1/4 are equivalent to 50% and 25% respectively

Activities and examples

Circle equivalent fractions in a list e.g. 1/2 5/10 50/100
Investigation - look for a pattern in fractions equivalent to 1/2 e.g. 2/4 3/6 4/8 5/10 10/20 50/100 Write more fractions equivalent to 1/2.
Circle fractions in a list equal to 1.
Recognise relationships in the context of measure, e.g. that 5mm is half a centimetre, 50cm is half a metre, 500g is half a kilo, 500ml is half a litre.
In the context of money, recognise that 50p is half of £1 and appears on the calculator as 0.5.
Use the table function in Word to split cells to make a fraction wall and demonstrate equivalent fractions

Online Adult Numeracy Curriculum, Entry 3 Numeracy - N2/E3.2. (You need to register with the Excellence Gateway to access this link)
http://www.excellencegateway.org.uk/172329

Interestingly, the Functional Maths standards seem to have gone the other way.The Amplified FS Standards make no mention of percentages until Level 1 where it briefly states:

Understand and use equivalencies between common fractions, decimals and percentages
• Read, write, order and compare common fractions, including mixed numbers, decimals with up to three decimal places and percentages. (p.66, Amplified Functional Skills Standards, Level 1 Maths)

Now I fully take on board the fact that

'The level of demand of mathematical activities increases when it is contextualised in 'real life' scenarios. For this reason, the mathematical skills and techniques that are expected to be utilised and applied in functional skills activities are slightly lower than the usual band equivalences in the national curriculum levels.' (p53, Amplified Functional Skills Standards)

but it still seems strange that percentages are not actually 'used' until Level 2 FS Maths where the standards state:

Understand and use equivalencies between fractions, decimals and percentages
• Understand that fractions, decimals and percentages are different ways of expressing the same thing.

Use fractions, decimals and percentages to order and compare amounts or quantities and to solve practical problems. For example, what decimal must I multiply by to find the cost after a reduction of 25%? Choose to use a fraction, decimal or percentage to work out VAT.
• Know how to change fractions to equivalent fractions with a common denominator.
• Identify equivalences between fractions, decimals and percentages.
• Evaluate one number as a fraction or percentage of another.
• Understand that quantities must be in the same units to evaluate and compare.

Add and subtract fractions; add, subtract, multiply and divide decimals and percentages
• Add and subtract using halves, thirds, quarters, fifths and tenths.
• Add, subtract, multiply and divide decimals up to three places and check answers in the context of measurements and money, for example a bill for £32.67 shared equally among three people.

(pp.70-71, Amplified Functional Skills Standards, Level 2 Maths)

Seems like a big jump to me? And not at all clear exactly what is expected at L1 and what at Level 2?

I'll finish with one more statistic from the UK village:

'One person in the village would be illiterate'.

I'm not going to get into a discussion about what 'illiterate' means. You'll have to read my post of last July, What is complete illiteracy?.

If you have any further idea on using the UK Village in embedded teaching do share! Likewise, if you have any ideas for using it in literacy classes.

Fabulous flu graphic in yesterday's Times

2009-06-13T15:48:00.022+01:00

This caught my eye yesterday (someone was reading it at the newspaper stand in Waitrose, Abingdon, and it looked so interesting I just had to buy the paper).

The good news is it is also available as a PDF file from the Times web site where you can also read the related report: 'Britain is braced for mass school closures in the autumn'.

It's ideal for displaying on an interactive whiteboard and also prints out very clearly onto an A4 sheet. There's so much to absorb that it's hard to know where to look first...

but remember the great thing about PDF files is that you can zoom into particular bits. Once you have got the area you want to see lined up in the window (see screenshot, below left) you can print just the 'current view' onto an A4 sheet to make an instant worksheet (see screenshot of the Adobe Acrobat print dialogue box below right - you can click on this screen shot to zoom in if needed).

Unfortunately a) it's almost the end of term and b) I'm teaching E1-2 at the moment so I don't think I'm going to get a chance to use the graphic in class. BUT if you do and want to share your ideas please leave a blog comment or email me via http://www.skillsworkshop.org/

Here's just a few starter ideas (for L1-L2) using the enlarged part of the graphic shown above:

Pictograms - look at the pictogram and read the surrounding text.

How many doses of flu vaccine does each syringe represent?
Why are there 12 syringes in the pictogram?
Explain why there are only 10 anti-viral drug icons.

For more ideas on using newspaper graphics in numeracy classes have a look at my Guardian Eyewitness - numeracy resource for film lovers post of last July.

Swine flu - literacy resources galore

2009-06-13T10:59:00.032+01:00

In light of yesterday's news about the now pandemic status of swine flu anything that helps to spread accurate information and advice can only be a good thing.

So, unsurprisingly, swine flu resources are very popular on skillsworkshop.org this month (overtaken only by the Susan Boyle and Diversity resources!).

The latest, a set of 10 L1-L2 multiple choice reading comprehension questions (contributed by Elaine Slingsby) based on the Official UK Government leaflet, will be added to the site later today. (See large picture, right).

A further two resources (pictures below left and middle) have been available for the past month. One gives general teaching ideas for using the official leaflet with E2-L1 readers (3600 downloads since May 5th) and the second, contributed by Pam Benfold (Victoria, Australia), is a set of web research questions for L1-L2 learners (2100 downloads since May 10th).

I have also been informed of a useful simplified version of the UK leaflet (picture, above right) which looks ideal for reading work with E1-E2 learners (please note this is an ‘unoffical translation’). It's on a fascinating site, Simply Understand, run by Corinne Pritchard whose aim in life is to get rid of 'gobblydegook and jargon'.

What's in a Name?

2009-06-07T16:47:00.006+01:00

A regular site user (thanks Ruth) has alerted me to the news that the DIUS (Department of Innovation, Universities and Skills) is no longer…

http://news.bbc.co.uk/go/em/fr/-/1/hi/education/8086233.stm

Further and higher education are now grouped with business under the new Department for Business, Innovation and Skills (headed by Lord Mandelson).

Ruth points out that just in this century the name has changed from the DfEE (Department for Education and Employment) to the DfES (Department for Education and Skills, 2001) to the DIUS (2007) and now to the DBIS. Previous to 1995 the name remained unchanged for 30 years (Department of Education and Science, 1964-1995).

She goes on to comment:
“The way it goes is: when it isn't working, change the name!”

Having just emerged from a year of heavy Harvard referencing (whilst studying for the Level 5 Numeracy Diploma) I have also noticed all these name changes. They were particularly evident in the references used in my first essay (The History and Developing Role of Mathematics / Numeracy) and my final presentation (Changes in the Mathematics / Numeracy Curriculum).

I will be sharing many of these references with site users later in the summer when I intend to set up a new section of Level 5 Numeracy links. These will mirror the existing Level 4-5 Literacy Links section I set up after my literacy studies in 2004-5.

Site down due to server problems - not available, not running ...

2009-06-06T16:53:00.004+01:00

Apologies to all site users but the site has been down all day. I have no idea when it will be available again but fingers crossed it will be up and running soon.
The problem is with my hosting company 4U Hosting (4UH Ltd) and is out of my control. It does happen occasionally although not normally for such a long period of time.
Please excuse the strange repetitive nature of my English but I am trying to include as many 'down' / 'not running' / 'unavailable' synonyms as possible in this post so that site users typing 'skillsworkshop down' or 'skillsworkshop not running' or 'skillsworkshop not working' will find this blog in their Google search results.
Please don't email me on my skillsworkshop.org email to tell me as that is down too! You can, however, send messages via this blog.

Practitioner research from LSDA Northern Ireland

2008-11-24T21:00:00.011Z

There's an absolutely fascinating collection of 'perspectives on engagement in learning' available from the RaPAL site.

I am engrossed in working for my Level 5 Numeracy Diploma but this document has made me think seriously and optimistically about literacy again - the first time for quite a while.

So far, I've only fully read one article (of nine) but will be attempting to get a hard copy so I can sneak some quick browses from the comfort of my armchair.

Ever on the look out for resources, my eye was drawn to the appendix of research paper 1, 'Exploring text messaging from the perspective of the young people who use it', (Pamela McDowell). I love the idea of 'translating' from one form of text to another. Just wish I had time to produce something like this for my group of teenage Entry Level literacy students - but the Numeracy Diploma keeps calling!

I then backtracked and read Pamela's paper. It is full of eye-opening facts including a list of situations when young people would consider switching their phones to 'silent'; 'off' does not seem to be an option except during air travel.

All nine papers are related to such everyday topics or real-life classroom situations. If you skim the contents page (click picture left for an enlargement) I guarantee you will get pulled in.

Each paper ingeniously concludes with comments and reflections from the author / researcher. These have convinced me that getting involved in action research is not as difficult as I thought. Maybe after the numeracy diploma?

Can't Read Can't Write - a review in Reflect

2008-11-24T19:40:00.006Z

I can't believe it's almost three months since I wrote about the July issue of Reflect magazine.

The latest October 08 issue arrived at my house last weekend: I was delighted to see and read Rachel O’Dowd’s review of the Channel 4 Can't Read Can't Write programme that upset and disturbed so many Skills for Life tutors over the summer. It's a well balanced and thoughtful critique and you can read it yourself as Reflect is available on line (pages 25-26) at the NRDC site.

I was also interested to discover that Linda Worden, one of Beadle's students in the C4 programme, now has her own web site through which she is available for 'appearances and interviews'. These include the recent National Skills for Life conference in Birmingham (and the one in York tomorrow).

If you missed the programme see my two earlier posts of July 10 08 and July 29 08 for some background.

Film industry numeracy resource - is it RICH or poor?

2008-09-29T08:57:00.027+01:00

I've now had a chance to try out the Guardian film industry pullout that I wrote about on July 22nd. If you keep reading you'll also be able to locate a new Level 2 place value worksheet that I created last week to accompany it (can also be used independently). However, due to embarking upon the Level 5 numeracy diploma, I've now decided it might not be as good as I thought it was!

Level 2 place value session
The main topic of my recent Level 2 session was large numbers (i.e. place value) and I began with one of my favourite 'large number' sites, David Levine's world population clock at http://www.ibiblio.org/lunarbin/worldpop which can be used as a prompt for all kinds of questioning and board work. I recommend pausing it by selecting today's date (or maybe one of your student's birth dates?) if you are going to ask students to translate the digits into words - otherwise the whirring last few digits can be very off-putting.

I also wanted (in order to tick the 'equality and diversity' box on the lesson plan) to use a more complicated population clock http://www.poodwaddle.com/worldclock.swf (different countries, statistics for males and females, etc.) but unfortunately the numbers were too small for clear display on the smartboard so I had to move swiftly on to the film industry poster.

It was obviously not my day for using the smartboard. Again, I had visibility problems: the PDF did not display as clearly as I had hoped and only the large graphics and figures were readable. Fortunately I had printed off an A3 version and we made do with a couple of A3 photocopies (and the original newspaper) shared around the class. (I'm lucky enough to have an old A3 printer at home; don't bother trying to print it on A4 - you won't be able to read it.)

Most of my questioning was based on interpreting the data in the large pie chart or on asking volunteers to write numbers on the poster as whole numbers (e.g. writing 54.2 billion as 54,200,000,000). At this stage, if your students require further input you might find the Level 2 place value chart useful. You can find it on the Level 2 number section of skillsworkshop.

I then used my new worksheet to check and consolidate individual skills. The PDF version is available here or you can click the picture left for a quick thumbnail preview (don't look for it on skillsworkshop as I haven't yet had time to list it - it will appear there during October).

Having now marked 14 worksheets I can report that, as suspected, the extension question caused the most difficulties. In most cases the initial subtraction was OK but there was a lot of difficulty translating the answer of 0.11bn to millions, the most common answer being 11 million rather than 110 million. Another unpopular question asked 'How are the actors listed?' (The answer was 'alphabetically').

However, I was pleasantly reassured by the grasp of maths terminology and symbols: descending and ascending order, greater than and less than - no problems!

Level 5 Numeracy Diploma
In an effort to balance up my numeracy and literacy teaching qualifications (currently weighted towards literacy) I've just started working towards the Level 5 Additional Diploma in Teaching Mathematics in the Lifelong Learning Sector (commonly known as an ADTLLS).

I've really enjoyed the first two sessions but the bad news (for me, not necessarily for you!) is that last week's learning has left me a little deflated. We were introduced to the RICH task concept and now I'm not at all happy with my film industry worksheet. You can read about rich mathematical tasks on the NRICH web site. To borrow another phrase from this site I think my worksheet needs HOTting up. HOTS is an acronym for high order thinking skills and again you can read more about it on NRICH.

However, despite my smartboard display problems I've decided that all is not lost. My introductory warm-up, firing questions and attempting to promote discussion based on the poster and the world population statistics, might not have been very RICH but I don't think it was excessively poor. There's no time left today to get into a discussion about what makes a task or resource RICH. However this thought is now always going to be in my head. The film industry resource is aimed at Level 2 but I'm also very interested in applying RICH and HOTS to my Entry 1 numeracy class. I feel that this may prove to be even more of a challenge.

And I haven't given up on the film poster yet: the original has been sent to the Resources Dept for A2 laminating and will be resurfacing later in the year for work on percentages and representing data.

The poster is still available on the Guardian site as a PDF file.

Worksheet Genius for instant Entry and preEntry resources

2008-09-14T14:00:00.027+01:00

I've just added a wonderful new link to the 'Other sites with printable resources' links page. This page lists about 200 sites that provide printable literacy and/or numeracy worksheets.

Worksheet Genius creates instant randomized worksheets. It's the work of a generous Midlands teacher, Simon Currigan, and all worksheets are completely free - no strings attached! Like Wordle, it's a Java based application - so you may need to speak nicely to your college IT staff and get Java installed on the machines you use in your office or classroom.

For Entry level spelling and phonics there are masses of word lists (or add your own) that can be used for flashcards, bingo games, word searches and much more. Other word lists cover common spelling rules such as -ed endings, take off the 'y', prefixes, etc.

The phonics sheets come with pictures - the clip art is aimed at children but most is also suitable for adults. If you don't like the clip-art/words that appear on your screen, simply click the 'Apply genius' button to make a brand new sheet. You can also create mixed up sentences, anagrams and really useful slide shows which are perfect for instant Look-Say-Cover-Write-Check work if you select the 'add a blank slide between each word' option. Note that the clip art can also be downloaded and used independently - very handy if you want to create your own linked materials.

The numeracy options are just as good. The abacus style place value sheet (top right) is one of my favourites and is earmarked for my Entry 2 numeracy group.

Again, each type of numeracy worksheet can be fully customised: clocks can be set from 1 hour to 1 minute intervals; subtraction can be horizontal or vertical, with or without carrying; and so on.

For preEntry milestone 8 you could use 'count and colour' (up to 12 items) or picture versions of adding on 1, 2 or 3.

Several options are also suitable beyond Entry level: percentages, division with or without remainders, long multiplication, etc.

If you have any specific ideas for using Worksheet Genius with you literacy and numeracy classes please leave your ideas as a blog comment or contact me by email via http://www.skillsworkshop.org/

I can't describe everything here so do please take a look.

Hilda Taba (part 2), Wordle, and numeracy

2008-09-06T16:31:00.058+01:00

In one of my earlier posts (Aug 16, 2008) on Wordle I said:

"I reckon this idea could be adapted for numeracy: sorting out maths vocabulary words; ranking measures in order of size; sorting measures into length, weight or capacity; sorting shapes (well, names of shapes) according to properties; etc."

Well, site-contributor Dave Norgate has speedily proved my point: he's created a set of numeracy Wordles that does everything I wished for and more! There are four Wordles in his resource – covering 2D shapes, maths vocabulary, odd and even numbers, and metric units. Dave has also very kindly provided fill-in charts for two word clouds: one provides a structure for straightforward sorting (maths vocabulary); the other demands sorting followed by ordering (metric units).

Linking this back to my previous discussion regarding Hilda Taba - you might like to think of a Wordle cloud as the collection of data (the first stage or strategy in her model) and Dave's blank charts as the next stage where data is organised so that students can visualise and attain concepts.

The number of ‘phases’ in each stage seems to have been extended since Taba’s work was published in 1971. It varies with each source that I look at (see references at the end this post). Here’s my attempt at a summary – but I make no claim to expertise in learning theory.

Stage 1 (three phases)
Concept formation – collecting data through class brainstorming (maybe into Wordle - see below!), individual lists, answers to questions, etc. 3 phases: list, group, label.

Stage 2
Attaining concepts - organising data using: whiteboard, smartboard, flip chart, fill-in tables, handout, Wordle (more on this below), etc.

Stage 3 (I’m not sure how many phases!)
Develop generalisations, compare, explain, apply principles (predicting).

Anyway – I must wander back to some practical uses of Wordle…

Of course you don’t have to start at Stage 1 - phase 1 (listing) to make use of Taba’s model. All the existing (as of Sept 6th 08) Wordle resources on www.skillsworkshop.org provide pre-collected data in a word cloud; the words or numbers in the cloud may also be partially grouped. Examples of these include (all kindly contributed by Dave N):
Sorting nouns and verbs (and then listing alphabetically)
Identifying misspelt words
Identifying 2D shapes
Sorting odd and even numbers

In all these cases you are starting at Taba’s Stage 1 - phase 2 or 3. However, you could (assuming you have a PC, data projector and Internet access to Wordle) collect the data live in-class and start at Stage 1 - phase 1.

This can be done through brainstorming and/or careful questioning. Before you start you’ll need a clear objective. What concept do you want students to grasp? It could be naming the properties of 2D shapes, distinguishing between odd and even numbers, recognising metric measures and selecting appropriate units, etc. The questioning is crucial if you want to avoid too many stray words or groups in your Wordle. You’ve got to get the balance right: to prevent a wild goose chase you'll need to elicit plenty of relevant data (words) that allow learners to make connections and ‘get’ (attain) the concept.

I recommend enlisting a willing student to type-in the words – or, even better, pass a wireless keyboard around. If accurate spelling is a prerequisite for your Wordle – get the students to type into a Word document (with spellchecker turned on) and then paste the list into Wordle at the end of the brainstorming session. This also keeps Wordle a secret until the last minute – assuming your students haven’t seen it before!

Now, a great feature of Wordle is that, when using it live, you can delete words one by one from your cloud by right-clicking on them. You can use this to facilitate Taba’s crucial middle stage 2 and whittle your data down to one group.

For example, if you were creating a cloud similar to Dave’s (right) you could firstly delete (or ask students to delete) all the words that are not names of shapes or objects (e.g. addition, weigh, perimeter). This could be followed (amidst much discussion about properties, etc.) by deleting all the names of 3D shapes (for example) until you’re eventually left with a set of 2D shapes. If your group is working at Level 1 or 2 - keep going! The possibilities are endless - ask the students how they could regroup and classify what's left. Perhaps they'll suggest deleting those with more than four sides, or those with only one pair of parallel lines.

Of course, I’m not saying that Wordle is the answer to everything! For more advanced grouping and ordering you may well have to stick to the traditional whiteboard, fill-in table, matrix or chart method – although maybe you could have more than one Wordle going on at once!

I’ll leave you to think about Stage 3 and its generalisations and predictions...

References
Photo
http://imet.csus.edu/classic/tools_and_curriculum/images/TABA.JPG
I'm guessing this was taken in the 1950s – Taba was born in 1902

Taba, H., Durkin, M. C., Fraenkel, J. R., & NcNaughton, A. H. (1971). A teacher's handbook to elementary social studies: An inductive approach (2nd ed.). Reading, MA: Addison-Wesley.
Chapter 5 is available online at http://imet.csus.edu/classic/fundamentals/inductive/taba_handbook.htm (I’m not sure if this is a summary or the entire chapter as unfortunately I have not read the original – out of print – I’d love to see it though!).

There's also good clear coverage of Taba's model in Teaching Young Adults (Gill Turner, Joe Harkin, Trevor Dawn) RoutledgeFalmer 2001 http://www.amazon.co.uk/Teaching-Young-Adults-Post-compulsory-Education/dp/0415222842
This book uses a useful egg timer depiction. I'd better not reproduce it here because of copyright issues but if you search for the book in http://books.google.com/books you can preview various pages including the egg timer page 46.
The book also includes an extended Taba model (page 47). This extended version is great for planning: it's full of imperatives for learning objectives. For example, Stage 1-phase 1 not only suggests list but also collect, find, choose, bring, underline, highlight and tick. It also relates Taba's model to the Kolb / experiential learning cycle (page 48 - also viewable via Google books).

Do better qualified SfL teachers teach better?

2008-08-29T09:43:00.012+01:00

Reflect magazine is published three times a year and is always a good read. The latest July 08 issue was delivered to my house about a month ago but I've only just finished browsing.

There are 17 articles. Seven are grouped together as a special report on family and community learning; the remainder range from 'E-learning in Uganda' to a well argued, down-to-earth plea from a Skills for Life tutor (more on this in a later post).

This is a VERY interesting question and the answers might not be what you're expecting...

To be honest, I found it very hard to tease out exactly what the results were but here's my nutshell version:

Better qualified (generic - e.g. Cert Ed, PGCE) SfL teachers enable learners to make more progress.

Numeracy learners make more progress if their teacher also has A level mathematics or beyond. In contrast, the progress of Literacy and ESOL learners is not markedly improved if their teacher has an English qualification beyond GCSE.

Students’ enjoyment of numeracy is higher if the teacher also has a maths degree or postgraduate qualification but beware: these teachers are also related to a decrease in learners' confidence about numeracy skills.

This doesn’t surprise me - I've met high level mathematicians who just cannot get back to ground level (but I’ve met others who can and do!). As a test try this: ask someone with a maths PhD what a fraction is (I’ve tried this myself with someone I know well…).

However, I am rather confused by the results of this research. I would have thought that confidence and progress in numeracy work hand in hand so am not sure what the ideal is here…

Maybe a teacher with AS level maths – who knows!

I should point out that this research is ongoing and the authors, Olga Cara and Augustin de Coulon, welcome feedback and comments.

You can read Reflect online at the NRDC (National Research and Development Centre for Adult Literacy and Numeracy) site http://www.nrdc.org.uk/
(Select the 'publications' tab). The magazine can be read as individual on-line articles or as a single, large PDF file. You can also subscribe and receive free printed versions.

Freebies from NIACE / Basic Skills Agency

2008-08-28T17:35:00.020+01:00

I've been updating my links pages - a mammoth task that is only tackled once a year. There are three links pages (each with 200+ links) on skillsworkshop - and, thankfully, now just one of them left to check.

The Basic Skills Agency merged with NIACE (National Institute for Adult Continuing Education) sometime ago. This morning, whilst editing and removing the dead links to these sites, I was inadvertently diverted and sidetracked (you know how it happens!) into taking a look at some of the 'old' BSA resources. Now archived, these resources can be reached via the NIACE site and purchased online with a credit card (or by phone if you want to be invoiced).

Don't miss out on the free PDF downloads that are scattered amongst their more pricey cousins. To find these, select the 'Free downloads only' button in the 'Product search' area. Tip: no not select 'Resources from England' or you will miss out on many resources that are published in English and Welsh (within one document) including most of the resources I'm about to mention...

Literacy
'KS3 Text Type posters' is a set of 2 x 5 A4 posters (English/Welsh) - as depicted at the top of this page (click on this picture for a larger view). Great for classroom display or for passing around and general discussion. Aimed at secondary school students but perfectly OK for adults (Entry 3 upwards). There are also two related booklets for teachers, rather ungrammatically entitled: 'How to teach Information Text' and 'How to teach Instruction and Explanation text'.

Numeracy
'How to measure at KS3' is another good one for teachers. Common problems and misunderstandings are discussed and there are useful resource sheets such as this one (right) relating common objects to metric measures.

Last but not least is the 'Help yourself' maths pack - 20 pages of facts, clear explanations and questions for learners to improve and then check their understanding.

Note that if you don't have the facilities or the desire to print out glossy colour copies, most of the free downloadable resources can also be ordered online. The postage is fairly reasonable - especially if you are ordering many items (e.g. 1 item £1.50, up to 4 items £2.00, up to 10 items £3.50, etc.).

This is just a taster - there are many more freebies in the BSA archive.
If you discover any gems do share them by leaving a blog comment or emailing me via the site. ... likewise if you find any dead links on the skillsworkshop links pages!

Links pages

Useful links for tutors - professional development, teaching and learning, good books and software, government agencies and departments (inc. links to the on-line interactive curricula and resources), learning difficulties and disabilities, study skills, and more.
Printable resources for adult basic skills - our most popular links page (approx 2000 visits per week). Lists other resource sites with free printable resources suitable for adults. These are arranged under 6 categories: realia sites for good examples of real-life texts, educational clip art and web graphics, pre-entry, literacy and numeracy, literacy only, numeracy only, and ESOL.
Embedding ILT (information & learning technology): interactive sites for adult basic skills tutors and students - hundreds of links arranged under: general computer skills and accessibility issues, pre-entry, literacy and numeracy, literacy only, numeracy only, and ESOL.

Wordle and Hilda Taba

2008-08-16T03:33:00.024+01:00

I'm delighted to say that, since my earlier post on Using Wordle in the Classroom, I've received some new resource ideas from site-contributor Dave Norgate.

Find all the prepositions.

Sort the words into two columns - correctly spelt and misspelt.

These ideas will be appearing on the site sometime next week - complete with instructions, answer sheets and curriculum links.

I really like the idea of 'sorting' in the second picture (and 'listing' in the first). It brings back distant PGCE memories of Hilda Taba and her 'concept development model'.

Of course you could give your learners either of the pictures above with no instructions.

Why?

Well - this gets them thinking about the words (and the concepts). If they come up with the sorting or listing ideas themselves they'll be more engaged and have ownership of the resource.

Here's a few questions you could ask if needed.

These questions were inspired by information on this site http://www.lovinlearning.org/heroes/concept_attainment_Taba.htm

What do you notice about these words?
Do any of these words seem to belong together?
Why would you group these words together?
What would you call the groups?
Could some of the words belong in other groups?
Can you suggest other words that you could add to these groups?
Can you make your own Wordle pictures?
What if....

I reckon this idea could be adapted for numeracy: sorting out maths vocabulary words; ranking measures in order of size; sorting measures into length, weight or capacity; sorting shapes (well, names of shapes) according to properties; etc.

For more on Taba:
http://edutechwiki.unige.ch/en/Taba_teaching_strategy_model
http://imet.csus.edu/classic/fundamentals/inductive/taba_handbook.htm
http://www.unf.edu/~jbosnick/jb/3324concfor.pdf
The PDF above can also be located from this menu page:
http://www.unf.edu/~jbosnick/jb/3324notes.htm (select Concept Formation)

There's also good clear coverage of Taba's model in Teaching Young Adults (Gill Turner, Joe Harkin, Trevor Dawn) RoutledgeFalmer 2001 (one of my PGCE set books). http://www.amazon.co.uk/Teaching-Young-Adults-Post-compulsory-Education/dp/0415222842

I’m sure there are lots more possibilities so I'll finish by repeating my request from the previous Wordle post: if you have any Wordle ideas you’d like to share please get in touch or leave a comment.

July 08 Site Stats

2008-08-13T19:27:00.011+01:00

I posted up the new site stats on Sunday; they're a bit late this month because I've been on holiday.

Just as last month (see the June 08 site stats post in this blog), I am again bemused by what's popular and what's not!

June's No1 (Andrea McCulloch's Dr Who resource) has been pushed to No 2 position by Laurence Fletcher's Entry 1-Entry 3 Health and Safety reading activities (1042 downloads).

I have no idea why Health and Safety should be so popular in the middle of the summer holiday period but the resource well deserves its pole position. Laurence has cleverly combined humour, cartoons, facts and fiction to provide practice in sequencing, prediction and comprehension - along with more standard health and safety instructions! The two stories are rather like modern-day fables - warning the reader of the dangers of shredders and bus windows - and will appeal to all ages and levels!

Teaching handwriting to adults

2008-07-30T16:28:00.010+01:00

I have received the following message from site-contributor Andrew:

Dear Maggie,

I am a literacy tutor and have used your site on many occasions, as well as contributing some materials. I have a query about teaching handwriting for adults and wondered whether you might be able to post it on your comments page, as our internet security system does not allow us to access a ‘blog’.

I believe that it is helpful to teach cursive writing to learners to improve spelling ‘automaticity’, but was wondering what the current thinking on this is within the adult teaching community – is it beneficial to teach this skill at any level, or should I aim to integrate this skill at a specific level, say E2 and above? Would it be counterproductive to teach this skill at all to adult learners? I have had some good results with some learners, but obviously this may not be the case in general and I would like some guidance in this area.

I would really appreciate some insight into this one.

Best regards
Andrew.
I have also posted this query on the skillsworkshop.org comments page. If you can help please respond either by using 'comments' on this blog (which I will forward to Andrew) or by emailing Andrew (or me) via the skillsworkshop comments page.

Can’t read, can’t write - episodes one and two

2008-07-29T11:28:00.007+01:00

The original post and comments about this Channel 4 programme are now way down the blog (thread started on July 10th). Rather than bury the comments, I am posting the latest comment here (received last night after the second episode of the program was broadcast).

Rachel Simpson writes:

“Hi Maggie! I'm ranting watching the second episode of this programme tonight. Yikes. He should have spent six months with some Lit tutors before spending six months with students. Doesn't he realise that the curriculum is not the recipe book that they have in schools for literacy hour? Does he want to come to my house or yours or anyone else who teaches SfL (and many other folks I'm sure) and see the piles and piles of stuff we have to help people read and write better?

There were moments when it was really obvious that he usually works with children who have no option but to accept his behaviour as they can't easily get up and go home.

There are so many times that I feel that no-one knows what we do or cares what we do other than ourselves and the learners and the bean counters. This programme just confirms that we are invisible :( ”

Before I respond, can I just say that unfortunately I have no time at the moment to reply in huge detail. This will be redressed in mid August when I’ll have more time for blogging and generally letting off steam. In the meantime I hope this new post will provoke others to share their views.

Rachel, thanks so much for your comment. I couldn’t agree more. I feel the same – that no one much knows or cares what we do…

Does PB really think that we (literacy teachers) don’t know about different learning styles and teaching methods? Doesn’t he realise that he can use kinaesthetic methods (for example) without resorting to treating adults like children (and behaving like a child himself).

Here are some of my thoughts, in no particular order, about week 1 of the programme – I'm still so hopping mad (no space-hopper-related pun intended) and speechless about last night’s programme that will have to comment on that later.

True - the Skills for Life literacy materials are not brilliant – although I still think they are better than what we had before from the government (which was nothing!). To be fair to PB, this is, of course, no reason to justify them and I agree that the coverage of phonics (in the free government provided teaching materials) is terrible.

True - the depicted lesson looked more like an ESOL lesson but in that case why did he choose that one to visit / portray on the programme? And I thought showing a lesson where class members were asked to read a piece aloud to the group was again biased and gave the wrong impression of a ‘typical’ adult literacy class.

False – there is copious coverage of phonics in the Adult Literacy Curriculum, indeed the ‘title’ of the entire Word Level - Reading section throughout Entry Level is “Vocabulary, word recognition and phonics”. There is also extensive coverage of phonics in, what was, the Level 4 Certificate of Professional Practice for adult literacy practitioners. I know, from the popularity of phonics resources on my site, that phonics teaching is alive and active in many adult literacy classes. Although from the other perspective, the fact that the phonics resources are so popular is also further proof that there are no decent phonics materials available in the DfES SfL materials.

False - it was unfair to read out and focus solely on the Rt/E1.1 text level element (”Follow a short narrative …”) and to suggest that just because this is the first thing in the curriculum it is the first thing that has to be “done” and in isolation. For all its shortcomings – the curriculum does indeed state that “it is not intended that these three dimensions [text, sentence and word focus] should be taught one after the other; teachers will draw simultaneously on all three….” (page 7)

False – the materials (or the curriculum) are not supposed to be used from beginning to end as implied and we are not compelled by the government to use the learning materials.

I don’t really think it's fair to comment on the students involved but some things just did not ring true and were clearly over-dramatised (so I’m going to comment anyway!).

For example, the ‘can’t find the ham in the shop’ – I find it hard to believe that someone who is clearly very resourceful and has brought up a large family cannot find and recognise a packet of ham in a shop. The bit in the children’s library made me cringe – I suppose because it goes against everything I've been taught and believe about ‘not treating adults as children’. Although others may well look at it from the view that the learner wanted to read to her grandchildren and so it was therefore relevant.

There's a lot more I could say about episode 1 - inappropriate use of paper based intial assessment materials; misguided, inappropriate and insulting use of children's reading ages with adults (with no regard for language development); etc. - but I just don't have time at the moment.

It’s good to see that there has been a response from the Government about the first episode of the programme. John Denham (Secretary of State for Innovation, Universities and Skills) had a letter in the Independent on Sunday (July 27, 08) and has also written a piece in the Guardian Education (Monday July 28, 08).

http://www.independent.co.uk/opinion/letters/iiosi-letters-emails-amp-texts-27-july-2008-878242.html

http://www.guardian.co.uk/global/2008/jul/28/furthereducation.television

It will be interesting to see what, if anything, results from this programme. If it encourages more adults to get help that can only be a good thing – my fear is that it will have the opposite effect.

Guardian Eyewitness - numeracy resource for film lovers

2008-07-22T16:07:00.009+01:00

As mentioned yesterday, I feel this blog has been biased towards literacy lately.

So here's a quick snippet for numeracy teachers.

I bought the Guardian this morning (admittedly, to see if they had a view on last night's 'Can't Read, Can't Write' - more on that at a later date...) and really got hooked in by the graphic appeal of the Eyewitness page (i.e. the centre double page spread).

It's all about the UK Film Industry and there's lots to look at and discuss - from straightforward ordering (top 20 films) through to a giant pie chart (British films from comedy to horror). There's also plenty of percentages, loads of very large sums of money expressed as decimals (e.g. £4.3 billion - estimated contribution of the film industry to the UK's GDP in 2006), currency (some figures are in dollars) and horizontal bar charts. The accompanying article by Helen Pidd also contains further 'numeracy' (intertwined with literacy, of course!).

Printing tricks for PDF files

Don't fret if you didn't buy the paper. The good news is the film graphic is also available as a PDF file.

Now the great thing about PDFs is you can use the 'reduce to printer margins' option when printing. According to my PDF reader / writer (Acrobat) the original Guardian PDF is 25" x 18". This will indeed shrink to A4 but I recommend printing onto at least A3 if you, or your college, has A3 printing facilities.

Of course it's ideal for data projection, and as the file is not write protected you can use the Acrobat snapshot tool to select any area (for example a pie chart) and copy it into another document. This could be useful as the 'whole thing' could be rather overwhelming.

If that's too much trouble then Adobe also has a very useful 'current view' option (under 'print range' - which is by default set to 'all'). This means you can just zoom in (or out) to the bit you want and then whatever you see is what gets printed!

Yes - but how do I use it?

Well I'm running out of time here - my family will starve and the cupboard is bare - but here's a couple of ideas for a quick starter.

Split class (L1-2) into pairs or small groups. Give each group a topic: box office takings, top ten films, genre, Harry Potter (they may have to read the accompanying article for some of these). After an agreed time (10 minutes or so?) each pair to present / talk about their findings to the group.

Or for a quicker activity. Ask each student to compare two different films. E.g. Harry Potter and Stardust, Die Hard 4 and Hairspray, etc. This will involve (amongst other things) subtracting large sums of money.

More ideas

By chance there's also a short article The Guardian gives teachers the full picture (page 2, educational supplement) that describes how several other teachers (not of literacy / numeracy) use the Eyewitness pages in their classes.

Using Wordle in the classroom

2008-07-21T13:05:00.049+01:00

I’m addicted to Wordle and, in an attempt to justify the time I’ve spent on it lately, have come up with a few ideas for using it in literacy classes.

Wordle takes a list of words or a piece of text and creates a ‘word cloud’: the more times a word occurs in a text the larger it appears in the cloud. So, if you type ‘the [note lowercase initial letter] cat sat on the mat’ into Wordle the word ‘the’ appears (once) in a font twice the size of the other words.

I first came across Wordle about a month ago and I used it to create a thank you picture for all my site contributors. I extracted the names of all contributors (since January 2005) from the latest popular downloads listing. I’ve just made a new one (above) which includes all contributors’ names up to July 16 2008. Of course this is just a bit of fun and it does not mean that those who make one or two contributions are any less appreciated than those who make dozens!

A month on since my first use and I see that several improvements have been added: Wordle can now strip out common (i.e. Dolch) words, accept text from live feeds (RSS / Atom) such as a Blog, and can display the word cloud in a separate window (this allows you take large screen grabs, as I have done here, using the Print Screen key).

So, if you ever wanted visible proof that Dolch words are indeed the most common words simply paste a piece of text into Wordle and select the ‘do not remove common words’ from the ‘language’ menu.

Using the live feed feature I input the first 500 (different) words from this blog and you can see the results here. One with Dolch words, one without.

The first thing I noticed was that the word 'numeracy’ does not appear. I’ll have to try to redress that in future posts!

You can do lots of other fancy things in Wordle such as click on and delete particular words from a cloud; play around with fonts and colours; choose between vertical , horizontal or mixed orientation; and ask for words to be in ‘mostly alphabetical order’.

So, to return to my opening sentence...
Here’s just a few ideas I came up with. None took me more than 5 or 10 minutes to prepare and I’m sure there are lots more possibilities - if you have any you’d like to share please let me know.

Write two sentences using as many of these words as you can. (Entry 2 upwards)

Use coloured pencils to circle the matching words. (Milestone 8 – Entry 1)

How many compound words can you make? Tip: the larger the word the more times you may be able to use it. (Entry 3 upwards) Answers at the bottom.

Which of these words and phrases would you be most likely to use in a formal letter? (Levels 1 and 2)

Now admittedly, you might be thinking that any of these could just as easily be created in a standard word processor. Well yes, they could, but if you have access to a data projector in your class room and have the text file ready to paste into Wordle you can create instant ‘exercises’ for your students. It adds a little pizzazz to the lesson and can prompt students to use Wordle for themselves – they could make up their own word games, devise lists of synonyms or difficult spellings, or perhaps even analyse their writing for word repetition.

Answers

This is the list of compound words I used for the resource above but there may well be other possible answers.

What is complete illiteracy?

2008-07-15T07:53:00.009+01:00

I’ve been thinking about Chris Jackson’s comment. In fact, I’ve spent an inordinate amount of time going round and round the web, finding more and more to ponder…

Since I started teaching I’ve thought quite a lot about Skills for Life literacy levels and how they really compare to the survival, functional and operational descriptors they are matched with.
The screenshot right is taken from a PPT I used at Oxford Brookes in 2005 – it’s still available on skillsworkshop.org site but be warned that many of the references and links may be out of date.

However, I admit that, despite being a literacy teacher, I had not previously reflected on what ‘complete illiteracy’ means; the image in my head was simply that of an anonymous figure signing his name with a cross.

My search for a single, superior definition has not been successful but I’ve certainly got a clearer image now than I had a week ago!

The first explanation (found via the ‘type-illiteracy-into-Google-then-click-the-definition-link’ route) was: The exact nature of the criterion varies, so that illiteracy must be defined in each case before the term can be used in a meaningful way.
"illiteracy." The Columbia Electronic Encyclopedia, Sixth Edition. Columbia University Press., 2003. Answers.com 12 Jul. 2008. http://www.answers.com/topic/illiteracy

So… nothing new there then!

However the same source continues with some helpful history, explaining that in 1930 the US Census Bureau defined ‘illiterate’ as anyone over 10 years of age who could not read and write.

At this point, I diverted to the UK Statistics Authority and the UK-Census Online but could find only scant references to literacy – and certainly no UK definition of ‘illiteracy’.

So, I continued with the Columbia listing which went on to say that by the 1940s the idea of functional illiteracy (unable to engage in social activities in which literacy is assumed) was alive and well in the US and that in 1990 the US census results showed that 5% of adults were considered not to be functionally literate (which was then classed as the expected level of attainment after attending between 6 and 8 years of school).

Columbia continues with this: The United Nations defines illiteracy as the inability to read and write a simple message … ‘Ah ha,’ I thought, ‘now perhaps I’m getting somewhere! Although how do you define a simple message?’

Further use of Google took me to a table of statistics from the United Nations Statistics Division site. There was no mention of the UK in the table (or the US) and if you scroll down (below the footnotes) to the technical notes you will find a list of possible reasons:
For many countries or areas, literacy rates are not available for one or more of the following reasons: (a) illiteracy is believed to have been reduced to minimal levels through several decades of universal primary education, (b) it has not been possible to establish revised estimates following recent mass literacy campaigns, (c) not even a minimal database is available for making rough estimates, or (d) countries have preferred that no estimate be published.

But, hey presto, there was also some useful information in the technical notes: The United Nations Educational, Scientific and Cultural Organization (UNESCO) defines a literate person as someone who can both read and write with understanding, a short, simple statement on his or her everyday life. A person who can only read but not write, or can write but not read is considered to be illiterate. A person who can only write figures, his or her name or a memorized ritual phrase is also not considered literate.

Now, as someone who loves the Language Experience Approach with beginning adult readers I rather like this definition of a literate person!

After this I got completely sidetracked (still on the UNESCO site) by information about the LAMP (Literacy Assessment and Monitoring Programme) project which measures reading skills over 5 levels in three different text categories (prose, document and quantitative). The ‘International Adult Literacy Survey (IALS): Understanding What Was Measured’, Irwin Kirsch (2001), PDF is an absolute mine of information on this and I hope to return to this in another post.

Finally, to get back down to earth, I tried Wikipedia. Functional Illiteracy is defined as ‘the inability of an individual to use reading, writing, and computational skills efficiently in everyday life situations’ and Illiteracy as ‘the inability to read or write simple sentences in any language’. (Note the mention of IT skills here).

By this time I’d almost forgotten that the original spark for this discussion and research was my uneasiness with Phil Beadle’s sweeping statement that ‘people who work in adult literacy’ say that complete illiteracy doesn’t exist.

So, I’m still not sure what ‘complete illiteracy’ means but I am very sure about something. Using any one of the six definitions listed, here’s one person who works in adult literacy that has never said that complete illiteracy doesn’t exist. Surely I’m not alone?

Sunday's Independent (July 13, 08) had an interesting article 'We've seen the future ... and we may not be doomed' which talks about a new UN report '2008 State of the Future' to be published later this month. What first caught my eye was the large accompanying world statistics graphic (unfortunately not included in the online report) in which one of the headings, under 'Where we are winning' (rather than 'Where we are losing') is Literacy. It says: '[Literacy] is a key factor in countries being able to move towards democracy and enjoy economic growth. The number of people aged 15 or above that can read and write has increased from 72 percent in 1985 to 82 percent today and is projected to reach 85 percent by 2017.'

So we've got that report (6,300 pages!) to look forward to as well as the upcoming Can't Read, Can't Write programme...

wiki How to draw an 'S' from straight lines

2008-07-13T23:31:00.029+01:00

I use iGoogle as my home page (after being introduced to it by my youngest son about a year ago).

One of the things I enjoy about my current iGoogle desktop is the ‘How to for the day’ listing (see middle column on screen shot right).

Everyone knows about Wikipedia and Wiktionary - but it seems that wikiHow is not so well known (as an aside, I have just today discovered that although it is powered by MediaWiki, it isn’t actually part of the Wikimedia 'family' of projects).

I have no idea how long it’s been around for, but something on the daily ‘How to …’ listing often catches my eye. Yesterday it was How to Draw an S Made Entirely of Straight Lines. If you’re thinking the same as me - that it looks more like an 8 than an S - keep reading.

Now the trouble with being a basic skills tutor is that you tend to look at almost everything, especially texts, from the ‘can I use this in my classes’ or ‘would this make a good resource?’ point of view.

The answer is yes, and two ideas spring to mind.

For numeracy I would adapt the instructions to include measurement (e.g. Draw three parallel lines, each 2cm apart and 4cm long, etc.) and insist upon a ruler. I might even be generous and provide some 1cm squared paper!
Depending on the learner group, I would either read the instructions aloud, or display them on the board (with or without pictures). It makes a good crossover from ‘common measures’ to ‘shape and space’. MSS2/E1.2 Understand everyday positional vocabulary (e.g. between, inside or near to). MSS1/E2.5 Read, estimate, measure and compare length using common non-standard and standard units (g) know how to use a ruler to draw and measure lines to the nearest cm. MSS2/L1.2 draw 2-D shapes in different orientations using grids (e.g. in diagrams or plans). MSS2/L2.2 solve problems involving 2-D shapes and parallel lines.

For literacy the instructions would make good paired listening practice. You know the thing: students sit back to back, one reads and other attempts to draw (without being told the title of the piece). SLlr/E2.4 listen to and follow short, straightforward explanations and instructions.

Alternatively, I might read it to the whole group, see how they fare, then show them the picture. SLlr/E3.2 Listen for detail in explanations, instructions and narratives in different contexts

or, give the ‘speaker’ the finished S (or 8!) picture and ask them to make up and deliver their own instructions to their partner SLc/L1.3 Express clearly statements of fact and give short explanations, instructions, accounts and descriptions

or, compose, write down and edit their own instructions then swap and check carefully for ambiguity, conciseness, etc. Wt/L2.7 Proof-read and revise writing for accuracy and meaning (a) understand that, as well as checking for errors or spelling, grammar and general sense, proof-reading enable the writer to spot: unintended ambiguity (where meaning can be taken in more than one way); long-windedness or repetition (where the same point could be made more concisely); compression (where too many points are pushed into to few words and the sense is muddled).

or, you never know, I might just give out copies (or ask learners to go online) and use the text for some good old fashioned reading practice! Rt/E2.1 Trace and understand the main events of chronological and instructional texts.

Any or all of these is bound to lead to discussion of why a picture can be worth a thousand words. Rt/E3.9 relate an image to print and use it to obtain meaning Rt/E2.4 Use illustrations and captions to locate information (a) understand that illustrations contribute to meaning and can help locate and interpret information.

Of course, the thing about Wikis is that they are editable by all. This idea is itself a lesson in the power of group proof reading! Wt/L2.7 Proof-read and revise writing for accuracy and meaning b) understand that revising these might involve rewriting some sentences as well as adding or removing individual words.

I started writing this last night - this morning I noticed that the text in question had changed. There’s now an extra picture at the bottom showing how to draw transform the shape from an 8 to an S, and the introductory paragraph has also been changed to reflect this. So, I recommend that if you find a good wikiHow text that suits your learner group (or you), you make a copy of it because it might be completely different next time you look – or not even be there at all!

A final note. Just as I’m about to post this, what do I see on iGoogle?
A new “How To of the Day...”: How to Spell

If you have any teaching ideas that involve wikiHow – please share them via this Blog or email them to me from http://www.skillsworkshop.org/

Can’t read, can’t write

2008-07-10T09:16:00.007+01:00

This Channel 4 series (3 x 1 hour) starts on July 21st. In the meantime Channel 4 is inviting interested parties to come to a public debate about this topic (July 15, London, 6-9.30).
‘Can’t Read Can’t Write is a shocking and moving Channel 4 series, which reveals the hidden realities of Britain’s adult literacy crisis. Nine illiterate adults enrol for a six-month reading course taught by inspirational, controversial and award-winning teacher Phil Beadle, which they hope will change their lives. Each has spent over ten years in the education system and yet has failed to learn the most basic skills.’
At the bottom of the ‘event listing’ some well-known names appear. These include Alan Wells, former director of the Basic Skills Agency; Ursula Howard from the NRDC (National Research and Development Centre for adult literacy and numeracy); and the series presenter Phil Beadle (whom I had not heard of until yesterday).

Now, if you want to hear more about PB he was interviewed by Andrew Marr in his Start the Week Radio 4 show on Monday (July 7th). Don’t worry if you missed it – you can listen, like I did, to the podcast. The podcast is 45 minutes long but if, after listening to the introduction, you press the 15-minute fast forward button twice you’ll get to the start of the interview (it follows on from an interview with David Blunkett).

Parts of the interview are rather alarming and I await the TV show with interest. It begins with a brief mention of the kinaesthetic methods (pipe cleaners, plastic, and balletic hand movements) used with an Oxford woman, Linda, who had a library of classics but was unable to ‘read a single letter sound’. After working with PB for 6 months she was ‘…reading Shakespeare and writing Shakespearean sonnets’ and ‘literally danced her way into literacy’.

PB goes on to state that ‘people who work in adult literacy’ say that complete illiteracy doesn’t exist and that ‘they have an interesting approach to the truth’. The discussion also covers synthetic phonics, skewed funding and quite a bit more! If you’re interested PB also has his own web site and he writes for the Education Guardian.

RaPAL ... and deliberate irony

2008-07-09T21:13:00.014+01:00

The latest edition of the RaPAL (Research and Practice in Adult Literacy) journal dropped on my door mat this morning. I must say it’s great to have end-of-term time to sit down and have more than just a quick browse.

The first thing that caught my eye was Genevieve Clarke; I recognised her name from the Vital Link site (see my earlier post on ‘Sandals’). She writes about 2008 a National Year of Reading and is clearly passionate about promoting reading for pleasure. She finishes her piece with this rather sweeping statement: ‘The continuing challenge is to make this [a love of books] a regular part of every Skills for Life learner’s experience.’

Then, as I continued skimming, I thought I was seeing things! Each time I flicked a page I noticed that the emboldened headings within a rather long article looked remarkably similar - in fact, identical - to half a dozen Adult Literacy Curriculum speaking and listening elements.

This, of course, immediately drew me in. In fact I ditched my almost finished Grisham paperback and took the journal to read on the X3 into Oxford. Could there be another person out there as obsessed with curriculum elements as me? I turned back to the start of the article to make sense of it.

The author is Bob Hill, a Skills for Life tutor, and he writes a clever, tongue-in-cheek piece (or as he says ‘…deliberately ironic’). It turns out that each heading of ‘Who’s Speaking, Who’s Listening? Reducing Re-offending Through Skills and Employment’ is a subtle dig at the government’s shortcomings. The underlying message being that they (the government) are not making a very good job of following the curriculum – especially the listening elements!

In case you’re wondering, here are the headings used in the article (curriculum levels and numbering provided by me). Note that most are (only) at Entry Level 2!

Follow and contribute to discussions on a range of straightforward topics. SLd/L1.1
Speak clearly to be heard and understood in straightforward exchanges. SLc/E2.1
Follow the main points and make appropriate contributions to the discussion. SLd/E2.2
Make requests and ask questions to obtain information in familiar and unfamiliar contexts. SLc/E2.2
Express clearly statements of fact and give short explanations, accounts and
descriptions. SLc/E2.3
Support opinions and arguments with evidence. SLd/L2.4

Of course, there’s more than this to the article. For example, the author is very disgruntled (with good reasons supplied) about the removal of funding for short 3 hour and 6 hour courses.

There’s lots more to read in Volume 65 including useful information on how Leicester College takes a WOA (whole organisation approach) to embedding Skills for Life. Don’t forget the embedded / contextualised section on the site - I’m always looking for new materials!

A moving piece on ‘…violence, literacy and learning’ left me feeling totally unable and unqualified to comment - so I won’t even try.

There’s also an eye-opening perspective on broadsheets and why it’s hopeless trying to catch a girl’s eye on the train if you’re hidden behind the Guardian (but the Sun’s all right)! Several other very lengthy tomes, that I haven’t read yet, discuss basic education in the British army, and Christian Science.

So, it really is (as it says on the cover) a bumper issue! I’ve been a member since 2005, when I was studying for the Level 4 Literacy Certificate in Professional Practice, and it nearly always provides food for thought. If you don’t subscribe have a look in your college library and see if it’s on the shelf.

Missing elements

2008-07-05T18:36:00.015+01:00

I’m cock-a-hoop about numeracy elements today. At long last - after more than seven years - the site has complete coverage of every single adult numeracy element (Entry 1- Level 2).

Thanks must go to Jane Kay for providing two separate resources that between them cover the last three ‘missing elements’.

MSS1/E2.8 Read and compare positive temperatures in everyday situations such as weather charts (a) understand that temperature is a measure of heat (or cold) (b) understand that weather temperature is measured in degrees Celsius in the UK (but that different scales exist).
MSS1/E2.9 Read simple scales to the nearest labelled division (a) understand that scales measure in different units (b) understand labelled divisions on different scales.
MSS1/E3.9 Read, measure and compare temperature using common units and instruments (a) know how to read a thermometer (b) understand that temperature can be measured on different scales, but that Celsius is the standard scale in the UK.

It wasn’t pure chance of course. Everyone who has contributed to the site receives a monthly newsletter which now includes a ‘wanted’ list. This month it was emailed to more than 150 contributors. The number of contributors now increases by about 8-10 per month although that will doubtlessly slow down over the summer break.

The monthly site stats are always updated just before the email is sent out and this sly tactic provokes friendly competition between some contributors (you know you are!).

For those of you that are not contributors - I have summarised this month's wish list (having first joyfully omitted the now redundant list of 'missing numeracy elements').

WANTED!
We now have resources for most elements of the adult literacy and numeracy curricula. However, elements that are not covered (or only covered briefly) include:
preEntry milestones 6, 7 (many literacy and numeracy elements)
Entry 2 listening, speaking and discussion resources. Especially:
SLlr/E2.1 listen for and follow the gist of explanations, instructions and narratives.
SLd/E2.1 follow the gist of discussions.
SLlr/E2.5 listen to and identify simply expressed feelings and opinions.
SLlr/E2.3 listen for and identify the main points of short explanations or presentations.
Level 2 speaking and discussion resources. Especially:
SLc/L2.2 make requests and ask questions to obtain detailed information in familiar and unfamiliar circumstances.
SLd all discussion elements i.e.
SLd/L2.1 make relevant contributions and help to move discussions forward.
SLd/L2.2 adapt contributions to discussions to suit audience, context, purpose and situation.
SLd/L2.3 use appropriate phrases for interruption and change of topic.
SLd/L2.4 support opinions and arguments with evidence.
SLd/L2.5 use strategies intended to reassure, e.g. body language and appropriate phraseology.
Level 2 reading
Rt/L2.4 Read an argument and identify the points of view.
Rt/L2.5 Read critically to evaluate information and compare information, ideas and opinions from different sources.
Rt/L2.8 summarise information from longer documents.
Handwriting resources for higher levels. Produce legible text Ww/E3.3 L1.1 L2.1.

So - there's no cause for me to rest on my laurels just yet!

In fact, I have a funny feeling that even if complete coverage was ever achieved - that glorious day would be instantly followed by the swapover to Functional Skills with a whole bunch of new curriculum elements describing the same old basic skills we all know and love...

I'll finish with the final, less-daunting section of this month's wish list.

Topical resources also needed for:
Beijing Olympics or general Olympics
General spring/summer resources e.g. camping, beaches, air flights, barbecues, swimming, etc.
Contextual resources for any vocational areas. E.g. beauty therapy, construction, motor vehicles, catering, hairdressing, care, plumbing, etc.
Any help with any of these (or any other) topics is always VERY MUCH appreciated

Sandals

2008-07-03T16:50:00.012+01:00

… am feeling rather chuffed. A case study I wrote a long time ago, about a lovely group of learners, has just appeared on the Vital Link site (part of the National Literacy Trust).

I describe how I used one of the wonderful New Leaf Books ‘The Sandals’ (well, actually a set of 6 identical books and the accompanying audio CD) with a group of Entry Level, 16-19 year olds. If you’re not familiar with New Leaf Publishing then do visit their swishy new site where you can order books and related resources online – from only £4 per title – and listen to audio clips (including part of the one mentioned in the case study). They have recently published beautiful new editions of many titles previously published by The Gatehouse Publishing Charity (including old favourites such as The Cardigan and The Bin Men – and my all time choice, The Kit Kat).

I remember these titles fondly from those pre-Moser days back in the late 90s when I was a volunteer basic skills tutor. A lot has changed since then but decent books for adult beginners are just as important now as then, despite sparse references to fiction within the literacy curriculum...

Although the ‘Sandals session’ took place well over a year ago I still remember parts of it vividly – because the book was such a surprising hit with the group. The ‘facing pairs of pages’ plan worked well as there are 6 double page spreads in the book and I think I had 8 students (two pairs, and the other four worked individually). The pictures were a great hit. Some learners spent a lot of time analysing the exact time on the clock in the background of one picture (page 9 of the book if you’re lucky enough to have a copy). As mentioned in the case study the audio CD worked a treat too – I played it after the paired reading session. I also recall that there were some interesting misunderstandings in comprehension. Most students thought the writer’s sister had asked the stall holder for a boxed set in a different size – not because she wanted a clean non-display pair. Interesting! Some were also convinced she bought the shoes on the day of the wedding and couldn’t understand how the stall holder had got to Spain so quickly.

The case study can be found in one of a series of nine downloadable (PDF) booklets entitled ‘Reading for Pleasure: ideas to inspire’. The booklet in question (see pages 7-9) is for ‘New Readers’ (Entry 1-2) but the series is full of ideas for all levels and types of readers. For example, at the other end of the spectrum, the booklet for HE students has ideas on ‘Using fiction to help students’ dissertations’ and ‘Helping a student with dyslexia read for pleasure’. The other seven titles cover ESOL, dads and male carers, FE, prisons, etc.

On screen tests for Entry Level 3

2008-07-03T07:17:00.009+01:00

Thanks to site contributor Ruth who alerted me to the on-screen tests now available from Edexcel for Entry Level 3.

Two literacy and two numeracy practice versions are available at http://www.edexcel.org.uk/quals/alan/
I've tried out one of each and they appear to be robust and challenging. Each test has 30 multiple choice questions and the pass mark is 26. The time allowed is 1 hour. The layout and navigation tools are very clear: learners can flag questions to return to later and, after marking, can go back and review any questions they got wrong.

The numeracy test has an on-screen calculator for several questions.

The literacy test is based on six short texts (5 questions per text) and interestingly states that it is only a reading test and that learners will also have to do speaking & listening and writing tests (not available on-screen).

Pronouns, clip art, and moulds.

2008-07-02T18:31:00.019+01:00

The first resource for July is a delightful E1-2 pronoun resource from Amanda Burgess. We had a bit of trouble tracking down the original source of the royalty free clip art she had used but found it eventually at Purdue University http://tell.fll.purdue.edu/JapanProj/FLClipart/ (scroll down and click ‘Pronouns - by Mr B H Bill’).

I mention this here because the same site also includes some very useful, clear monochrome line drawings depicting verbs (100+), adjectives, transport, etc.

When I add curriculum links I know many of them off by heart (sad – eh!) but pronouns have not been covered in detail on the site. Searching for the correct references (*I use the handy DIUS online versions of the curricula to search – see bottom) threw up a somewhat irritating discrepancy between the ESOL curriculum and the Literacy curriculum – not the first by any means!

ESOL learners are introduced to pronouns at E1-2; at Entry 3 they are expected to know the name ‘pronoun’ and understand how and when pronouns are used. (Rs/E3.1a - know the names and understand the use of key grammatical forms, such as tenses, conjunctions, articles, adverbs, adjectives, negative, pronoun, phrase at this level and, how they carry meaning…).

In the Literacy Curriculum there is no mention of pronouns until Level 1 (Rs/L1.1 - understand the terms tense, negative, adverb, pronoun, phrase …).

At Level 2 the focus, for Literacy and ESOL, is on the accurate use of pronouns and clarity of writing. Nonetheless, there are intriguing differences in the wording of the descriptors.

ESOL (Ws/L2.3a) use pronouns to lessen repetition and improve the clarity of writing
-know the term pronoun and be able to identify personal and relative
pronouns, e.g. I, me, we, us, who, which
-understand and be able to apply the knowledge that pronouns are used to replace and refer to nouns, to avoid repetition
-know that, when using pronouns, it must be clear to what or to whom they refer, and to check this when proof-reading
-know that pronouns can be over-used, leading to confusion and repetitiveness, and that there are other linguistic strategies that can be employed to avoid this, e.g. referring to a person by name or title, using the former/the latter, alternating these with the pronoun
Literacy (Ws/L2.3) use pronouns so that their meaning is clear
-understand that pronouns are used to refer to nouns, to avoid having to repeat the noun each time
-know that, when using pronouns, it must be clear to what or to whom they refer, and to check this when proof-reading
-know the term pronoun and be able to identify personal pronouns: I, me, we, us, you, they, them
-understand how these link to the concept of first, second and third person, singular and plural, and subject-verb agreement

You might be thinking: ‘So what?’

Well, if the two curricula are different (which is fair enough) then why is one (ESOL) squeezed, stretched and cajoled to fit the Adult Literacy mould? Note that the ‘mould’ is the National Standards for Adult Literacy - not the Adult Literacy Curriculum.
There again - maybe I am just too pernickety!

* To search the various adult curricula - use these links and then the search box
http://www.dfes.gov.uk/curriculum_literacy/ http://www.dfes.gov.uk/curriculum_esol/ http://www.dfes.gov.uk/curriculum_numeracy/ http://www.dfes.gov.uk/curriculum_preentry/

Finally – after all that sidetracking - if you have any Level 2 pronoun resources (Literacy and/or ESOL!) that you would like to share please email them to me via http://www.skillsworkshop.org/

Thanks (if you've actually read this far!)

June 08 Site Stats

2008-07-02T07:41:00.006+01:00

I posted up the new site stats yesterday evening. Each month, I never cease to be fascinated by what's popular and what's not!

For June, TV programmes were obviously the clear favourite with Andrea McCulloch's Dr Who resource (2000+ downloads) and Karen Bruin's Coronation Street (1300+) proving very popular. Close behind was Ginette Kriche's Spelling and Sentence Building (1200+).

It's interesting to note that between them these resources cover all five levels of the adult literacy curriculum from E1 to L2.

Be careful what you wish for ...

2008-06-30T12:18:00.002+01:00

Last week I came across a fascinating, rather alarming and very readable paper on the Canadian literacies online site (Issue 8, Spring 2008)
It's written by James Simpson, University of Leeds, and I recommend having a good read especially if you: teach ESOL, hate unnecessary paperwork, and/or don't believe ESOL is a "Skill for Life".
Skills for Life in England, Wales and Northern Ireland or Be careful what you wish for
It's also available as a PDF and, apparently, there is a forthcoming book.

First Blog - welcome!

2008-06-30T08:03:00.004+01:00

The idea behind this blog is to encourage feedback (positive and negative) from http://www.skillsworkshop.org/ users.

I have been 'meaning to get around' to this for quite some time and would like to thank resource contributors Ginette and Amanda for their enouragement to get started.

Activity on the site will be slowing down over the summer but please use this Blog as a place to discuss, or get help with, with any site-related or Skills for Life topics.

Here's a few suggestions to get you started!

Resources you love!
Resources that didn't work for you / your learners
Amusing student stories
How you have used / adapted resources for your own learner groups
Resources you would like to see on site
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Vocational topics you would like to see covered in the contextualised resource area http://www.skillsworkshop.org/context.htm
Functional skills
How you would improve the site
Why you have never sent in a contribution
Why you have sent in contributions

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