Presentation on theme: "Working in Partnership to Embed Literacy, Language and Numeracy"— Presentation transcript:
1 Working in Partnership to Embed Literacy, Language and Numeracy Quality Improvement Agency (QIA) Skills for Life Quality InitiativeWorking in Partnership to Embed Literacy, Language and Numeracy
2 Aim:To support collaborative working in the design and delivery of more effective embedded teaching and learning sessions
3 Objectives Participants will have: an understanding of different models of collaborative workinga basic understanding of how to use co-coaching approaches to find solutions to difficult issuespractised basic co-coaching skillsanalysed the experiences of practitioners who successfully co-teach in an embedded vocational programmea checklist of critical success factors for effective collaborative teachingplanned, presented and evaluated a co-teaching session that embeds literacy, language and/or numeracy in a vocational or other programme.
4 Research evidence for embedding LLN in vocational or other programmes In a sample of 1,916 learners, in the most embedded provision:Retention was 16% higherVocational success rates were higher e.g % higher at Level 292.8% achieved literacy/ESOL qualifications93.4% achieved numeracy qualifications(National Research and Development Centre for Adult Literacy and Numeracy, 2006)In the case studies of embedded provision, teachers planned and worked closely together.In most cases, tutors contributed either vocational or LLN expertise, in a few cases a single tutor taught both.Effective tutor teams shared a vocational objective for their learners and were strongly learner-centred.
5 Features of effective embedded provision: aspects of teaching and learning LLN teaching directly linked to vocational contextUse of diagnostic and formative assessment to integrate LLN into vocational teachingDifferentiation to meet learners’ needsPresenting LLN as integral to learners’ vocational aspirations(National Research and Development Centre for Adult Literacy and Numeracy, 2006)
6 Features of effective embedded provision: teamwork Commitment to collaborative team work from vocational and LLN staffFormal and informal shared planningTeam identity e.g. shared staff rooms, joint activities(National Research and Development Centre for Adult Literacy and Numeracy, 2006)
7 Features of effective embedded provision: team values Shared commitment to learners’ vocational successRespect for, and understanding of, each other’s specialismsCommitment to learn from each other(National Research and Development Centre for Adult Literacy and Numeracy, 2006)
8 Features of effective embedded provision: whole organisation approach Organisational policies and managers support embedded provision in principleSenior and middle managers support embedded provision in practiceOrganisational arrangements support embedded provisionResourcing and working conditions support embedded provision(National Research and Development Centre for Adult Literacy and Numeracy, 2006)
9 Dual-skilled or specialist teachers? “The embedded approach failed to work only when vocational teachers were also expected to teach literacy and numeracy.”(National Research and Development Centre for Adult Literacy and Numeracy, 2006)
10 Team teaching: research findings “Literacy, language and numeracy has to be subsumed into the overall vocational objective for the learner.”(National Research and Development Centre for Adult Literacy and Numeracy, 2005)
11 Team teaching: research findings “Qualities possessed by tutors and relationships between them were more important than general curricular models of embedded provision.”(National Research and Development Centre for Adult Literacy and Numeracy, 2005)
12 Moving forward“The key is for vocational and literacy, language and numeracy teachers to plan and work genuinely together and share responsibility for the course.”“Tutors’ own fears of the unknown other need to be dissipated through team working. Embedding seems to require shared working over intensive periods.”(National Research and Development Centre for Adult Literacy and Numeracy, 2005)
13 The challenge“Embedded provision is likely to be professionally more demanding and more time-consuming for tutors than traditional models, but also more rewarding.”(National Research and Development Centre for Adult Literacy and Numeracy, 2006)
14 Implications for staff development “While short formal courses may be useful for either group, extended opportunities for informal learning (and learning from each other) chime well with models of adult learning. Staff need time to work together developmentally in teams.”(National Research and Development Centre for Adult Literacy and Numeracy, 2005)
15 Approaches to collaborative working: where are you now? Aim:to reflect on your current working relationship and to consider how to move forwardObjectives:to identify some models of collaborative working arrangementsto review current ways of working togetherto consider the advantages and disadvantages of adopting different ways of working togetherto generate questions to support successful team working
16 Where are you now? In pairs, consider: where your working partnership is nowthe advantages and disadvantages of these approaches for your own context. What might work? What might not work?where you would like to be.Share your findings with others.Agree three key questions that will need answering to ensure successful team work.
17 Working togetherTeam workers need to spend 80% of their time performing excellent work and 20% supporting their colleagues. They will then build a good climate, generate ideas and produce results. (Pegg, Mike (1989) Positive Leadership: How to Build a Winning Team)
18 A cycle for working together Planning and Review
19 Ground rules for working together Build rapport and a working relationship.Investigate your partner’s situation.Identify strengths and problem areas.Agree specific goals and outcomes.Focus on solutions.Review progress on goals and give feedback.
20 A cycle for working together Planning and Review
21 Co-teaching: identifying and removing barriers In pairs or small groups:List some of the barriers or problems that might arise during team-taught sessions.For each barrier/problem, suggest strategies.Record these on flipcharts and display.View each others’ findings and comment or add to the strategies.
22 Making it work: the power of positive thinking If it works, do more of it; if it doesn’t work, do something different.A small change in any aspect of a problem can initiate a solution.People have the necessary resources to change problems.A focus on future possibilities and solutions enhances change.
23 Making it work: the power of positive thinking 5. Co-operation enhances change.6. No sign-up – no change.The problem is the problem; not the person.Possibilities are infinite.People have unique ways of solving problems.
24 Improving your performance in a partnership Negotiate needsinto a purpose.What do you wantto develop?Review.What has worked?What hasn’t worked?Why?What remains to be done?Develop a strategy.What actions willyou take, in what order?Break task down intoachievable steps.Outcomes.How will you know whenyou have been successful?What will have happened?What will others notice?
25 To promote positive change Enable your partner to:find their successful past – what has worked well in previous situationsrecognise existing useful skills and qualitiesexplain their ‘vision’ and what the ‘improved future’ will be likethink about doing something differentplan itdo it.
26 Scaling: where are you now? On a scale of 1 to 10, where 1 is the worst you can imagine and 10 is fine:Where are you this week?How come?How have you managed to get so far already? (Go for actions rather than feelings)What did you do differently to get to this point?
27 Scaling: where would you like to be? When you are one more along the scale:What will you be doing differently?What would I see and hear differently on a video?Who will be the first to notice?What will they notice first?How will you know they have noticed?
28 Powerful questions to try What do you want from your session?Try to envision success. Can you describe it?What will you have to do to achieve this?What stops you?What options have you got?What else?How will you or others know when it’s worked?I wonder what would happen if you tried…?Suppose…?What would… look like to the learners?What would the learners be doing differently?
29 A cycle for working together Planning and Review
30 Problem-maintaining cycle 1. Identify the problem2. Try out a solution3. Failure4. Acknowledge that something went wrong9. Reduced enthusiasmfor change10. No change5. Explore the cause of the failure6. Why did it go wrong? Who was to blame?8. Mistrust7. Protect yourselves
31 Solution-developing cycle 1. Identify the problem2. Try out a solution3. Failure4. Acknowledge that something went wrong9. Improved enthusiasmfor change5. Visualise and share the preferred future. What will change look like?10. More change8. Share the credit6. Notice and identify the first signs of change7. Explain the progress
32 Try it outAim:To put the theory of effective team teaching into practiceObjectives:To create an embedded co-teaching session for an activity or topicTo present your session (or micro-teach it) to another pairTo receive and give constructive feedback.
33 Structure of presentation Content and learning objectivesHow will you present it? Which teaching and learning methods will you use?How will you work collaboratively?What are your roles? Who will do what? Will it be seamless?What resources will you use?How will you assess learning?How will you evaluate the outcomes of the session for a) the learners b) yourselves?