1. Using Individual Learning Plans with Adults CoTESOL Presentation Saturday, October 25, 2008 Erin Kimmel Spring Institute for Intercultural Learning ekimmel@springinstitute.org ekimmel@springinstitute.org 1

2. Session Objectives Describe the key components of an Individual Learning Plan (ILP) Relate the use of ILPs to characteristics of adult learners Review ILP formats from adult learning institutions Identify ways to incorporate the best elements into a short program 2

3. Skills for Life British government program to reduce number of adults with low levels of literacy/numeracy (math) - estimated at 5/15 million people, 16/46% of adults aged 16-65 in the UK Goal was to virtually eliminate functional illiteracy/innumeracy – free classes in literacy, numeracy and ESOL for UK residents – development of a core curriculum for each basic skill – development of national teaching qualifications for teachers of adult basic skills – an inspection regime to ensure the quality of delivery Funding started at £167 million ($246.7 million) in 2000-01 up to £995 million ($1.58 billion) in 2006-07 Focus on tailoring instruction to individual needs http://www.literacytrust.org.uk/Database/moserec.html http://www.niace.org.uk/Organisation/advocacy/Policy_Briefings/NIACE-Policy-Briefing-SfL.pdf 3

4. An Individual Learning Plan This is based upon screening, initial and diagnostic assessment, and follows agreement with the learner on goals and targets. A completed ILP should include: Results of assessments; The learner’s long-term goals; The goals of the program to be followed, cross-referenced to the national standards or core curriculum; Any other goals that the learner wishes to achieve, both social and personal; Targets and dates for meeting them; A programme of dated progress reviews; Space to record achievement of targets and any developments in the ILP; Signatures of learner and teacher. http://www.niace.org.uk/projects/learningfromexperience/EBS/Good-Practice/ILP.htm 4

5. ILPs 5

6. Characteristics of Adult Learners Breakout session for participants to list characteristics 6

7. ILPs in Adult Education - pros Allow for teachers to engage with individual students Make courses more goals-oriented Enable adults to take responsibility for their learning Are an effective progress tracker Are transferable records of student achievement 7

8. ILPs in Adult Education - cons Create an unnecessary layer of bureaucracy Can be incomprehensible to low level ESL students Are time-consuming Are an educational fad that will pass 8

9. The Abbreviated Version Meet with student 1.Check information from database for accuracy 2.Discuss long-term goal (what was the catalyst for registering on this course?) 3.Discussed self-perceived weaknesses and set a short-term English goal 4.Give some suggestions on how to improve in areas of weakness Use volunteers to help students meet short-term goals and other areas of concern 9

10. Student Info 10

11. Improve Retention and Attendance Allow the opportunity to check for correct contact information Create a forum for students and teachers to discuss barriers to attending class Enable teachers to personalize the course content Offer the opportunity to suggest support available Develop a stronger relationship between the teacher and students 11