ERIC ED403377: Adult Literacy and Basic Skills Unit (ALBSU) Newsletter, 1992.

76 Pages·1992·3.5 MB·English

by  ERIC

DOCUMENT RESUME
CE 062 904
ED 403 377
Adult Literacy and Basic Skills Unit (ALBSU)
TITLE
Newsletter, 1992.
Adult Literacy and Basic Skills Unit, London
INSTITUTION
(England).
ISSN-0260-5104
REPORT NO
PUB DATE
92
NOTE
78p.
AVAILABLE FROM
ALBSU, Kingsbourne House, 229/231 High Holborn,
London, WC1V 7DA, England, United Kingdom.
PUB TYPE Collected Works
Serials (022)
Adult Literacy and Basic Skills Unit (ALBSU)
JOURNAL CIT
Newsletter; n44-47 Win 1992-Aug 1992
EDRS PRICE MF01/PC04 Plus Postage.
*Adult Basic Education; *Adult Literacy; *Basic
DESCRIPTORS
Skills; Educational Finance; Educational Legislation;
Employment Problems; English (Second Language);
Foreign Countries; *Literacy Education; Outreach
Programs; Parent Participation; Parent School
Relationship; School Business Relationship; Special
Education; Student Certification; Workplace
Literacy
Great Britain
IDENTIFIERS
ABSTRACT
This document consists of the four issues of this
serial issued during 1992. Issue number 44 contains five articles:
"Concerns and Fears" (issues raised by the proposed Further and
Higher Education Bill in Britain); "Speaking Out for Wordpower"
(Kay); "An Open Door to Mathematics" (Hay); "Literacy Problems and
Employment" (Atkinson); and "ESOL [English for Speakers of Other
Languages], Wordpower, and Accreditation" (Crofts). Issue number 45
consists of four articles: "ESOL--Time to Start Afresh?";
"Progression from ABE" (Cookson); "The Nottinghamshire Stag" (Hill);
and "Integrated Basic Skills--A Pilot Project" (Stephens, Cole).
Issue number 46 contains six articles: "Basic Skills--What Changes?"
(issues raised by the Further and Higher Education Act 1992);
"C.A.P.E.R.: Children and Parents Enjoy Reading" (Kemp, Neasmith);
"Leeds into Work" (Kibble); "Using Wordpower with Groups of Young
People" (Snudden); "American Lessons" (Swinney); and "Why Do Students
Leave?" (Morris). Issue number 47 consists of five articles: "Basic
Skills: A Wide Ranging Service" (more issues raised by the Further
and Higher Education Act); "Specific Spelling Difficulties"
(Hinchcliffe); "The Springboard Project" (Whiteley); "Conference
Report: Conference '92"; and "Allied Steel and Wire" (Williams). The
center two pages of each issue, entitled Information, provide brief
summaries of noteworthy people, materials, and projects. Reviews of
resources and books conclude each issue. (YLB)
***********************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
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ADULT LITERACY AND BASIC SKILLS UNIT
NEWSLETTER
NOS. 44-47
Adult Literacy and Basic Skills Unit
London, England
1992
BEST COPY AVAILABLE
"PERMISSION TO REPRODUCE THIS
MATERIAL HAS BEEN GRANTED BY
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EOV,dATIONAL RESOURCES INFORMATION
CENTER (ERIC)
iThis document has been reproduced as
received from the person or organization
originating it
O Minor changes have been made to improve
reproduction quality
TO THE EDUCATIONAL RESOURCES
Points of view or opinions stated in this docu-
INFORMATION CENTER (ERIC).-
ment do not necessarily represent official
OE RI position or policy
U
1+"
)
`,,i141Nr
.
-
CONCERNS AND FEARS
I
SPEAKING OUT FOR WORDPOWER
I
AN OPEN DOOR TO MATHEMATICS
I
LITERACY PROBLEMS AND EMPLOYMENT
ESOL, WORDPOWER AND ACCREDITATION
IN9PEN LEARNTG
QIIFLINV*PURCES
FEARS
CONCE
S AN
of total expenditure on further and adult
further education. So it's not as though this
is new.
education of approximately £3 billion each
The Further and Higher Edu-
We recognise that much of this has been
year.
currently
going
cation
Bill
of
marginal
The
said before in the Newsletter; we also know
result
this
is
through :Parliament has gener-
that not everyone shares our views and that
opportunities for a group of people often
a consensus doesn't exist about the merits
viewed as marginal. People seen as non-
ated a good deal of debate.
or otherwise of the Bill, even amongst
income generators. Two hours a week
Although, the Bill is concerned
people involved in basic skills. Nor will
provision, short adult education terms,
with a much: wider area of
legislation solve many of the problems we
supply unable to keep up with demand,
have commented on unless additional
limited numbers and over-stretched staff
education and. training than
resources are made available in the next
are all too common features of basic skills
bask skills,. some of the pro-
few years. What might be useful is to
provision in much of England and Wales.
That's not to say that interesting and
outline some of the areas of concern about
posals will have a major impact
the future which have been raised with
exciting development has not taken place.
on the organisation and funding
The establishment of Open Learning
ALBSU in the last few months.
of our area of work.
Centres has added a new option in many
areas and provided better resource bases,
with
popular
been
accreditation
has
IT WILL BE ALL CENTRALISED
curriculum
acted
students
and
as a
As most people know, the timing of the
IN THE COLLEGE
generator and staff training has been made
.
. .
Further and Higher Education Bill makes
more coherent and progressive. These
the future uncertain. The date of the
One of the main fears is that if the Bill goes
nationally led initiatives have been more
General Election is a source of consistent
through all of the community based classes
than matched by local development, much
press speculation as is the likely result. It's
and groups will disappear and every
of which has happened with little if any
also less than clear what effect a change of
student will be expected to travel to main
additional money. Basic skills work in the
Government would have on all of the
college buildings. We understand this fear
UK still attracts considerable interest from
the
proposals
Finally,
whilst
in
Bill.
but doubt that it will happen. Few colleges
people in other industrialised countries
down the
broad
legislation
will
set
are based on only one site and most don't
because of its history of innovation and
and
framework _for
the
organisation
have a lot of spare rooms in the main
development. It's doubtful, however, if
funding of further education, including
college building to use for basic skills even
they look to us because of the scale and
basic skills, much of the detail will be left to
if they warned to.
Furthermore, most
resourcing levels of basic skills in this
the respective Further Education Funding
colleges understand the need to make
country.
Councils (in Wales and England) after they
provision accessible and are committed to
We do support the priority given to basic
have been established.
community based classes and groups.
skills in the Further and Higher Education
Our attitude to the proposals in the Bill
are
Certainly
those which
colleges
Bill.' We have long campaigned for basic
stems from our dissatisfaction with the
currently responsible for basic skills have
skills to be a statutory responsibility and,
current state of provision. What we have
shown little
centralise all
intention
to
whether the Bill goes through or doesn't,
today is just not good enough. The scale of
and we would
provision, although
we continue to take the view that basic
provision is too limited, the quality of what
they have started to try to
encourage this
skills provision should be enshrined in
is available is too variable and patchy, basic
make college communications and maths
support
the
We
also
legislation.
skills is a marginal activity in most areas
workshops more open to people in the
establishment of basic skills as a priority
and the whole area is under-resourced and
community.
and we hope that this will be reflected in
under-funded. That's not
say that
to
ALBSU believes that basic skills must
increased funding. If choices have to be
progress has not been made or that some
continue as a community based service.
made about what is to be wholly or largely
excellent basic skills work doesn't take
learning
of
variety
funded by the state, we believe that basic
People need
place or to doubt the commitment and
a
opportunities within easy reach and many
the essential skills for any adult to
enthusiasm of practitioners. But it is clear
skills
will not feel comfortable going to a large
should be one of
progress in our society
that what we have isn't adequate.
college building. Centralising provision in
Underfunding has been a consistent
the highest priorities.
one place or in one building will not
Even before the Bill was suggested we
problem, even though in real terms more is
provide the type of service we need to
were committed to encouraging colleges to
spent on basic skills today than at any time
develop and is not likely to meet the
in the last fifteen years. Although it
become more involved in basic skills both
is
for young people on existing
`quality standards' ALBSU is developing
difficult to be precise, we estimate that
college
courses and for
older people
for basic skills. Our advice to the Funding
under 2% of the total expenditure on
the
in
Councils would be not to support such
community. Colleges have become more
further and adult education is spent on
narrowly conceived basic skills services;
involved in recent years and more than
basic skills, excluding ESOL which is
50% of current basic skills students are
certainly our funding will not be available
mainly centrally funded through Section
to support moves to centralise provision.
receiving tuition organised by a college of
11. That's about £50 million annually out
Ppzr enov
4
Some students
not
are
accreditation.
citizens, consumers,
educated parents,
IT'S THE END FOR
interested in obtaining qualification and
electors just as much as we need educated
some others are at a level where any
VOLUNTEERS
. . well-trained workers.
.
at Work
accreditation is a long way off. Nor do we
is
Skills
Although
Basic
the
believe that funding should be dependent
supported
and
has
ALBSU
always
employment
with
concerned
involvement of volunteers in basic skills.
on whether courses are accredited or not.
vocationally related basic skills, most of our
a valuable option, no
We have been careful not to encourage the Accreditation
other programmes are not specifically
is
use of volunteers to replace paid staff or to
more.
employment related. For instance, we have
normally seen
the
as
take
jobs
on
just established new guidelines for project
of paid
such
as
staff,
open and distance learning,
responsibility
funding
managing groups. We have condemned
short courses and basic skills support in
authorities where volunteers have been
and there is no intention that the
colleges
IT WILL BE ALL TEACHERS
exploited as a cheap option and where basic
be
to
have
projects
development
on
depends the
provision
skills
remain
AND NO ORGANISERS
We
related.
employment
. .
.
unsupported,
poorly
of
involvement
committed to basic skills work with parents
volunteers. We believe
that
trained
Ratios and class contact
literacy
family
hopefully
and
Staff/Student
and
do additional
volunteers bring
programmes will begin to develop in the
hours do sometimes tend to dominate
community
and
skills
welcome
UK as they have in the USA and we will
discussion in education. There seems to be
involvement to basic skills and have helped
continue to be a 'broad church' in the
an assumption that teachers are only
to de-mystify an area which has sometimes
future as in the past.
productive when they are actually teaching
suffered from professional mystique.
and that students only learn when the
We do not believe that it is the intention
already
which are
Most
of the Bill to only provide funding for
colleges,
teacher is present. Non-teaching time is
responsible for basic skills in an LEA area
employment related basic skills provision.
sometimes seen as a luxury and a bit of a
or part of an LEAs area, use volunteers in
No distinction is made in the reference to
waste of resources; a spare time activity
much the same way as adult or community
basic skills (including ESOL) in Schedule 2
rather than something essential. It's almost
education providers. Only one LEA has
to the Bill and again we understand that
like driving but never spending any time
consistently refused to use any volunteers
such a separation is not intended by the
servicing or cleaning the car.
(and we respect their long held view,
Government. We will continue to try to
Of course a balance does have to be
although we don't share it) and they took
help TECs, training managers, colleges
struck and sometimes the amount of liaison
the same view when basic skills provision
making
and networking which takes place
organisations
voluntary
and
is
was the responsibility of a 'free-standing'
employment related provision to ensure
completely unrelated to the amount of
adult education service. You may or may
teaching available. However, unless the
that it is of high quality. Similarly we will
not support the involvement of volunteers
organisational aspects of basic skills are
continue to help agencies and organisations
and the arguments have
in basic skills
and
parents,
families
preserved, including outreach, publicity,
with
working
been well rehearsed over a number of
community groups to develop high quality
liaison, etc, provision will wither and basic
years; the Bill is unlikely to lead to the end
learning opportunities. Our commitment
skills will become a 'demand' rather than
of volunteer involvement and certainly, as
'needs' led service. This is the type of
is to basic skills not to individual motives
the
not
this
it,
understand
we
is
service we could not, and would not,
for learning.
Government's intention.
support.
There's not the space to deal with every
possible concern and, of course, ALBSU
EVERY STUDENT WILL
does not have control over the funding of
IT WILL ALL BE WORK
basic skills. We do believe, that whilst the
HAVE TO BE TAKING
Bill does not offer all that we would want
RELATED
.
.
.
ACCREDITATION
to play for
higher
and much is
.
still
. .
priority for basic skills can only be a good
Training
and
with
ALBSU's work
thing. Some change will be necessary and
We remain committed to Wordpower and
Enterprise Councils (TECs), particularly
that
believe
some new providers will emerge.
and
Numberpower
Work
our
at
through
Skills
Basic
What we need to make sure of is that
accreditation of basic skills for adults has
Programme, has led some people to doubt
new providers will accept the 'quality
been an important development in the last
our continued commitment to basic skills
years. We recognise
standards' which are essential if students
some
that
few
provision which is not occupationally or
and potential students are to get a relevant
practitioners were against the development
vocationally related. Some practitioners
and effective learning opportunity. We
of accreditation and had understandable
fear that the Bill will ensure that only
clear that we will
have made it
concerns. Of course there have been
not
employment related basic skills will be
countenance a lowering of standards or a
problems in introducing competence based
funded in future.
accreditation and not everything has gone
narrowing of basic skills provision. If basic
We have not changed our views. The
smoothly. Despite these concerns and
skills are important for the individual, the
primary reason for an adult or young
doubts, accreditation has been popular
future health and welfare of our society
person wanting to improve language,
and the performance of industry we need
with students and many practitioners have
reading, writing or basic maths is, in our
to make sure that opportunities exist for
been happy to introduce Wordpower and
of
terms
important
in
only
view,
students.
people to improve their skills and that these
interested
Numberpower
to
design and
negotiating
curriculum
a
There's still work to do, however. For
opportunities are based on sound practice
'learning plan'. Wanting to learn is far
financial
short-term,
on
instance, we have just mapped Wordpower
and
not
more important than the initial reason for
the
to
across
Numberpower
expediency.
and
becoming involved and we do not believe
Attainment Targets in the English and
A time of change is ahead and we need to
that learning for employment is more or
meet the challenge to develop a more
Maths National Curriculum because we
less important than learning for any other
comprehensive service. Our commitment
believe that it will be important for people
reason. Nor should employment related
changed. We continue
be
of
to
these
the value
hasn't
what
know
to
provision be more highly valued than other
of a
the development
to
qualifications is compared to achievement
committed
basic skills work. Basic skills underpin
community based, broad, student centred
in the school system.
most of the learning and progress made by
well funded, secure
basic skills service
We don't believe, however, that all basic
our
developed,
individual
in
an
and, most importantly, of high quality.
skills students want or should have to take
a
industrialised society and we need well
5
SPEAKING I UT FOR
WORDPOWER
Yet these very skills of speaking and
writing and so on but find it difficult to
know where to start with 'Establishing
listening are the ones we use spontaneously
For many tutors, working on the
Reasons for Actions'.
every day, from asking where something is
oral skills in Wordpower has
The experience of tutors
South
supermarket
receiving
in
the
to
in
presented a challenge. In this
Glamorgan indicates that only by working
instructions on how to operate machinery
they
Wordpower
can become
with
at work.
article' Elaine Kay, ABE tutor,
The reasons .that we are reluctant to
thoroughly familiar with it. What appears
English workshop, The Friary
to be a complex process on paper becomes
undertake these units would appear to fall
Community Education Centre,
straightforward in practice. Although the
into three categories.
oral units seem more difficult to set up and
South describes
Glamorgan,
on the part of both
lack of confidence
assess, tutors and students rapidly become
successful work in Cardiff and
tutor and student
adept at exploiting all manner of everyday
and
practical
gives
examples
of
relevant
identification
of
Some students
pleasantly
events.
are
meaningful situations
surprised at how well they manage. As one
activities they have undertaken.
tutor remarked:
and
of
assessment
difficulties
verification.
The students are wary at first, but really
in the form of
Student accreditation,
It is, of course, much easier to identify such
they
enjoy these units once they get started
Wordpower, has been welcomed by many
concerns than to offer solutions but this
enjoy them more than those
possibly
tutors as a useful structure for the work
some of our
share
to
article
offers
requiring written skills because they are not
carried
groups.
out
their Its
within
with
these
dealing
experiences
in
restricted by handwriting and spelling.'
concentration on competences which are at
important aspects.
of ABE provides
the
core
solid
a
This may be the case for some, but for
foundation upon which to build teaching.
many students speaking out in front of
Gaining in Confidence
For numerous ABE students, preparing
other people will always be unnerving.
for a qualification such as this offers the
is central to the student's
Confidence
For the majority of tutors, most of the oral
motivation of an exciting challenge, with
to show
ability to communicate orally
units are a relatively new area in which to
choice and control
their work,
over
and the
of language
flexibility
skills
work. We feel comfortable with the more
for the
resulting
recognition
in
skills
aptitude for fluent expression in a variety of
letter
units forms,
involving
familiar
achieved.
I
of
consideration the
After
careful
implications of Wordpower, tutors
in
South Glamorgan are now committed to
implementation of the
the certificate.
tairmlW
Provision is offered by part-time tutors in a
1
,
small groups, drop-in
variety of settings
Workshops and an Open Learning Centre.
The majority of students are working at
Foundation and Stage 1, with some interest
v
t
now being shown in Stage 2.
Oral Skills in Wordpower
Wordpower embraces, on average, six
units at each stage. With such a variety on
offer, how many of us, either tutor or
student, would select one of the oral units
for our opening foray into Wordpower?
From discussion with local tutors, it would
appear that these are the ones often left
until last. Almost all tutors agree that they
-
have been difficult to devise and assess.
`Yes, I find them difficult to prepare for...
Giving instructions on using the computer.
but next time will be easier!'
how good the preparation. Students find it
They have one minute to draw a pattern.
situations. To gain this confidence, some
difficult to relate and act normally and are
One person describes his/her pattern while
time has to be spent considering the
picture from the
often more hesitant in this type of scenario.
other draws a
the
communication skills involved.
Our experience has shown the greater
Roles are then reversed.
instructions.
benefits of using real and relevant events as
When pictures are completed they can then
Preparation
much as possible.
be compared with the originals, leading to
The most successful situations appear to
discussion about giving instructions.
relaxed
and
The
informal
naturally
be part of a theme or project, using local
atmosphere of any ABE group
an
is
and
possible
whenever
resources
springboard from which
to
excellent
Raising awareness of body language
integrating a number of elements from
extend existing group oral activities. The
several units.
step in preparing oral work will
first
Guess the Leader
involve discussion, whether in pairs or
Players stand or sit in a circle. One person
Arranging to go out for an end-of-term
larger groups, from which each student
is sent out while a leader is chosen. That
would be
meal involved
scenarios
pinpoint
able
to
person then returns to the centre of the
appropriate to him/her, by asking the
finding out when the restaurant was
leader's
the
copies
Everyone
circle.
questions:
open
movements e.g. scratching head, and the
player in the centre must try to name the
booking a table by phone
Where?
Places we go
leader.
confirming the booking by letter
At work, in shops, waiting in a queue, in
meetings...
showing someone how to get there
Encouraging students to feel more
on a map.
Who?
People in our lives
positive about themselves
Friends, colleagues, shop assistants, the
have generated oral
Theatre
visits
doctor, officials...
discussion and reviews, a variety of
Brag Session
of
reading
Why? A range of purposes
work,
also
written
effective
for
essential
Confidence
is
programmes and newspaper reviews.
the
information,
using
Asking
for
communication. A group discussion can be
do
to
how
telephone,
explaining
geared to helping learners to feel more
Arranging a visit to a local museum
something...
positive about themselves by telling each
information
meant telephoning
for
other about the things they can do (drive a
What?
Topics of conversation
about opening times and tour times,
car, put up shelves etc) and the things they
Passing the time of day, work briefings,
using a timetable to plan a journey
like about themselves.
reporting back on the tour
giving instructions, advice...
there,
information and a number of reading
How? Modes of communication
and writing tasks.
Use of voice, body language, employing
Making aware of skills necessary to
conversational skills...
fulfil a particular task
A group outing to a Brewery provided
Discussion of these could lead to the
involve
to
opportunities
several
The responses should generate a number of
reading and writing
compilation of checklists to help the student
Wordpower
a talk, making
and
practice
both
suggestions
think of what is required to meet the
for
to
listening
tasks,
assessment contexts. For many students
conversation. One student later had a
performance criteria with regard to voice,
(and this has been our experience), an
chance to describe the visit to another
content etc. For example:
opportunity to discuss what is required in
ABE group.
necessary.
that
context
Did you speak clearly?
is
each
all
is
A visit to the Recycling Depot involved
However, situations that cause the student
Look the person in the eye?
require more practice.
writing a letter indicating interest in
Some
concern
Sound confident?
students, indeed, may need considerable
recycling
Use words the other person would
rehearsal.
obtaining
discussion at the depot
have understood?
information
Practice
writing about. the visit
Such checklists are an important part of the
learning process and should enable a
having been given a 'waste cone',
Group activites, such as social skills games,
student to assess strengths and weaknesses
on
its
instructions
following
which build self-esteem and confidence
and propose areas in which further work
installation into the ground.
can be an important part of preparation,
may be needed. The students are then
but not everyone finds them easy. They
A number of group talks have been
encouraged to:
may even have the opposite effect of
organised and Wordpower students
making the student more tense. However,
from other parts of the county have
observe and check each other
social skills games and role play, used
been invited. This has encouraged
after
performances
their
monitor
build
self-
help
to
can
sensitively,
making introductions and holding a
listening to tape recordings etc. or
assurance. It is important that the reasons
extracting
as
well
as
conversation
behind their use are explained to the
be checked by the tutor.
information from the talks.
students and, most crucially, that they are
always relaxing and fun. Interview skills in
A group trip around Cardiff Bay was
Again, a comprehensive list of ideas for this
particular benefit immensely from role
particularly successful with regard to the
is to be found in 'Crediting Communi-
play. A wide variety of useful social skills
number of oral units covered at Stage 1.
cations Skills'.
games to develop a number of areas is to be
Roy found out about the tour from Cardiff
Communication
'Crediting
found
in
Bus and explained to the group the details
For
by
ALBSU.
Skills', published
of the itinerary, departure point, time and
Real Life Situations or
example:
with
so on. During the tour, interaction
Simulations?
others in the coach (discreetly observed by
Developing active listening skills by
the tutor) covered a number of elements,
are
situations
simulated
Although
giving and receiving instructions
and finally the live commentary given by
suggested in the Scheme Pamphlet and can
the tour guide enabled the student to take
Draw a Shape
prove useful as a last resort, most tutors
notes and report back.
agree that they are too contrived, no matter
Students are in pairs, sitting back to back.
"7
been particularly emphasised. We are
Obtain information
Personal
Hold a
encouraged to:
introductions from another
Conversation
person
and farewells
write up extensive notes
U5 E3
U5 E2
U6 El
use photographs
make tape recordings.
Group trip to
Where assessment is to be completed
Cardiff Bay
within the group setting, few problems are
created, but many possible incidents can
arise spontaneously, with no-one there to
say 'Well done. We'll use that for your
portfolio'.
Give information
Obtain Information
It has been suggested that someone con-
to more than one
Reading and
from a live talk
nected with the student in work or leisure/
person
writing tasks
U7 El
social groups could be made familiar with
U6 E2
both the required performance criteria and
the approach to assessment, so that they
could,
occasion,
on
assessor.
act as
Assessment
coffee. We are also fortunate to have a
Although this raises a number of issues
telephone system which can be used
regarding intrusion, if the student is con-
Perhaps the greatest concern is how best to
between extensions for practice calls.
tent, such an approach not only has much
assess. The problems of assessment within
For the past two years, the Friary Centre
to recommend it but has also been found to
a busy group are uppermost. Not every
has been temporarily on a split site, which
generate some success. In one instance, the
ABE group meets in an ideal venue. The
has not always been ideal, but it has meant
student concerned made the necessary
tutor often has to learn to contend with
that Wordpower students are given the
arrangements herself. Alison was attending
carrying out oral assessments in a busy
opportunity to visit 'the other side' to find
an enquiry meeting regarding plans which
group with no access to a quiet area. Not
out information (often after following a
might affect the field where she kept her
an ABE group
everyone
within
is
map) and staff there are then able to report
horses. During question time she was able
involved with Wordpower.
necessarily
back.
However, the use of group work is
to raise issues pertinent to her situation and
Some tutors feel the most successful
obtain the information that she required.
particularly advantageous for these units
assessments have been those in which the
After the meeting she was so pleased with
and all willing members of the group can
student was unaware that she/he was being
the way she had handled the exchanges that
be included. The informal oral units at
Others,
however,
observed. have
she asked an acquaintance who was there if
Foundation and Stage 1 can mean a student
expressed a concern about 'listening in'.
she would verify in a few words what had
just chatting to another student at coffee
taken place.
time, or reassuring a new student
regular
"I feel I'm eavesdropping, particularly
In contrast, opportunities occur fre-
events in any group.
'Holding a conversation'
with it's
quently when the student satisfies the
We have used instances of a Wordpower
something the student does all the time".
required performance criteria but, as the
student explaining to someone else in the
event has arrisen spontaneously, there is no
Workshop how to load programmes on the
Evidence
way of producing the necessary proof. A
computer (after following the instructions
case could therefore be made for a tutor
himself), how to work the photocopier,
The importance of accumulating evidence
with a sound personal knowledge of a
showing a new student round the centre
to show completion of oral units and how
student being enabled to accept the stu-
and explaining the procedure for getting
the performance criteria were fulfilled has
dent's own assessment for such unob-
served tasks.
"/-
In Conclusion
\
,
\
\
meet the
Wordpower
designed
to
is
'
:Y.:
individual needs of each student so that
each portfolio should be unique to that
student. Although material for the oral
units should, then, be as exclusive as
possible, some useful tips and ideas for
development are to be found in 'Crediting
already
Skills',
Communication
as
mentioned.
televison
Among the
programmes produced by the BBC to
support the introduction of the certificate,
several focus on oral communication skills
- using the telephone, the place of role
play, interview techniques and talking
within a group.
Student development within the context
of Wordpower requires a considerable
commitment on the part of everyone
2.747'
so doing provides
but
in
concerned
learning opportunities for us as tutors and
gives our students a sense of increased
confidence, achievement and purpose.
Listening to the guide on the trip to the brewery.
Mathematics Higher Course' and is
guide.
She will
revision
using
a
AN OPEN POOR
hopefully take the exam in June as an
external candidate.
(d) Two students are being supported
while working towards GCSE.
Students from other groups can use
(e)
this session to drop off or pick up
TO MATHEMATICS
work.
One student is presently completing
(f)
City & Guilds 364 assessments.
Student and tutor roles
Outcomes
The principle underpinning this work, is
that of the student being the main agent of
Chris Hay, lecturer responsible
Students join a maths group on a roll on,
Previously the course
his/her learning.
for students with special edu-
roll off basis. Some may only come for a
work was directed. then implemented by
few weeks to brush up their basic skills
cational needs, describes how
the tutor. Now the student is the focal point
before an entrance test. Others progress
open access maths works in
of the learning process.
more slowly staying with the group for a
As the student directs his/her own
North Tyneside.
much longer period.
the tutor's role can now be
learning,
This approach has proved to be very
of
being
facilitator,
that
viewed
as
successful. A wide range of students can be
responsive to the expressed wants and
dealt with in one group, with attendance,
This
explores changing
the
article
needs of the student.
learning programme, methods of learning,
approach to maths tuition in Adult Basic
and where work is completed, all being
Education.
Conclusion
flexible.
When we begin
to examine
basic
It will be useful at this point to examine
numeracy provision offered to adults it
This method of work has evolved to meet
in more detail how one particular group has
of students
becomes apparent that four areas need to
demands
changing
the
developed.
attending Adult Basic Education in North
be considered to make numeracy provision
Tyneside. It can be seen as a synthesis of
Friday morning
more accessible:
Group time:
traditional ABE group work and Open
9.30-11.30
1. What help do the students think they
Learning.
Foundation in Numeracy
require?
Title:
There
difficulties
involved
are
in
2. When can they attend?
adopting this approach to maths work,
No. of students:
11
hopefully the troubleshooters' guide will
3. How do they wish to learn?
The Foundation in Numeracy group was
help pre-empt any problems. An open
set up on traditional student/tutor lines to
door policy in ABE maths provision should
4. Where do they wish to work?
develop every day maths skills with basic
encourage students to
participate
fully
Formal group work does not seem to be the
students.
and
process
learning
throughout
the
only answer to these questions. In response
Due to the differing aims and abilities of
become responsible for their own learning
this group and those
Adult Basic Education in North Tyneside
the students
in
programmes. Perhaps the most important
has been developing an open door policy to
subsequently joining, both its structure
development is that students adopting such
maths tuition. It is the aim of this article to
and methods of work have evolved. At the
an approach are finding these methods of
present time the group caters for the
outline how this approach works.
their learning
work transferable
in
to
changing demands of the student group.
general.
Each student has now negotiated their own
Assessment
learning plan and works towards the goals
Trouble Shooting
When a prospective student contacts Adult
they have established in co-operation with
Basic Education they are offered an initial
their tutor.
(a) When giving new work explain it,
is at this point that the
assessment.
It
giving relevant teaching points.
student's wants and needs are discussed
Group Structure
(b) Recap on a regular basis (ten minutes
learning plan
and individual
an
is
negotiated. The tuition, when offered,
on four rules each session).
There are eleven students attending this
takes into account the above areas.
group regularly, working on the following
Be familiar with the different methods
(c)
As the students start tuition they fill in a
areas:
of assessment.
weekly record of work completed, and they
tat Two students are covering the fOur
are encouraged to state how their work is
Encourage students to help each other
(d)
number,
fractions
and
of
progressing. The weekly record of work,
rules
if you are busy.
decimals. After these initial goals are
together with discussion, is a valuable tool
Students should check and mark their
(e)
satisfied their plan of work will he re-
used to adjust the student's plan of work.
own work, i.e. encourage and teach
negotiated.
Often a student will indicate a need to
checking strategies.
reinforce and recap work they have not
(h) Four students are working towards
fully understood, or work found too easy
Encourage students to work at home if
City and Guilds 363 Foundation in
(1)
which can be adjusted accordingly.
they wish.
almost
(three
have
Numeracy
This process is then consolidated each
finished).
Ensure a student can do the sub-skills
half-term when an on-going assessment
(g)
before giving the main skill (being
One student has worked through
form is filled in by the student (often at
(c)
and
division
with
competent
home) which provides a valuable insight
Helvellyn & Greer's 'The Basic Skills'
multiplication will help when tackling
into the student's progress and future
as a Ibundation to GCSE and is now
fractions).
'GCSE
through
Greer's
working
needs.
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