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Session 3: Learner Motivation Practical CPD Activities

Index:

P. 2 Activity 1: An example of interactive, ongoing assessment

P. 3 Activity 2: Writing at the House

P. 4 Activity 3: View Prisoners Education Trust Learning Matters DVD

P. 4 Activity 4: Identifying and extending learner interests

P. 7 Activity 5: Barriers to learning

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Activity 1: An example of interactive, ongoing assessment

Read the excerpt below

The skills for life tutor, Joan, carried out a one-to-one target setting sessions with all learners. Kathleen had already completed a Diagnostic Assessment and various other pieces of work.

At the beginning of the target-setting session, Joan asked Kathleen about her goals, which were to work outdoors with plants and gardens and to help people have beautiful and fruitful outdoor spaces.

Joan and Kathleen then discussed what qualifications Kathleen would like to achieve. They decided on a Level One NVQ in Horticulture. Kathleen had achieved Entry Level Two in both Literacy and Numeracy, but Joan told Kathleen that to gain her NVQ she would need move up a level in Literacy and Numeracy and that she should be able to do that during her thirteen weeks PVT (Pre-Vocational Training). Joan also suggested that if Kathleen returns for an additional period of thirteen weeks after that, then she should be able to achieve the NVQ qualification.

They then discussed longer-term goals. Kathleen said that she would like to set up her own gardening business.

Finally, Joan went through the Diagnostic Assessment that Kathleen had already completed. Joan wrote down a goal for each of the areas of assessment so that both herself and Kathleen would be clear about what needs to be accomplished. The goals have associated work plans which learners can work on whenever they are in the centre and are not doing group sessions.

1. Discuss the strengths and weaknesses of this example, particularly in terms of motivation and autonomy. List on a flip chart.

2. Discuss how this example would fit into the practices in your organisation.

How would you handle Kathleen if she had a criminal record for shoplifting and possession of cannabis but wanted to work in a school and help children with their work, with a long term goal to set up her own nursery? Would you know she had a criminal record?

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Activity 2: Writing at the House the writing process Before this session you should read Writing at the House, pages 1-8 of the article by Bob Flynn in Focus on Basics (2005), in your resource pack.

Influenced by the work of Nancy Atwell (1998)1, Anne Lamott (1994)2 and others writing is about process rather than product.

Students work towards completing an autobiographical piece that involves a clear writing process and incorporates specific writing techniques and conventions.

They draft their autobiography alongside working on mini-assignments on dialogue and sentences between one and one and a half hours homework nightly.

They read relevant biographies (eg. A place to stand, Baca, 2001) and discuss relevant themes.

They use brainstorming techniques of Free Writing (unconcerned with grammar, etc.). They also look at Writing Territories:

Topics eg. an argument with a girlfriend

Genre eg. drama or comedy

Audience eg. teachers, friends.

They do Messy First Drafts, followed by further drafts.

They present their work and get feedback from students and teachers.

Consider how this method of working with writing gives learners an opportunity to see how using a strategy improves the quality of their work.

If you have time: Can you think of examples in your own practice where you provide support for learners to accomplish a task and then the opportunity for them to reflect on and experience their own improvements?

1 Atwell, N. (1998) In the Middle: Middle: NewUnderstanding About Writing, Reading,and Learning. Portsmouth, NH: Boynton/Cook. http://www.learner.org/workshops/middlewriting/images/pdf/W1ReadNancie.pdf 2 Lamott, A. (1994) Bird by Bird : Some Instructions on Writing and Life. Pantheon Books.

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Activity 3: View PET Learning Matters DVD At http://www.youtube.com/watch?v=KQ0lZBB0glQ

OR

http://www.prisonerseducation.org.uk/index.php?id=578

Activity 4: Identifying and extending learner interests

There are five mini tasks here.

1. View the first clip on PLIAS in this youtube link and briefly discuss: http://www.youtube.com/watch?v=ZdyXrX2VrWw

2. See handout below on questioning learners and an extract from Classroom questioning and dialogue in the Assessment session activities. Discuss opportunities in your provision for establishing what learners find interesting/motivating. Note good ideas from the group and implications for practice and future action.

3. Discuss how you can exchange information between yourselves on an ongoing basis if relevant either general ideas or learner specific information. Note implications for action.

4. Discuss if and how you exchange information with learners about what skills employers emphasise (employment is a big motivator). Note good ideas and action points.

5. Discuss introducing learners to new things extending interests, eg. planning outings, showing films/music, bringing in outside groups. Note good ideas and action points.

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Hand-out for Activity 4

Questioning learners

Amusements and Other Activities

1. What do you like to do in your free time? 2. What do you usually do in the evenings? On weekends or vacations? 3. What are your favourite sports? Do you play or mainly watch? 4. Do you like to make things? If so, what? 5. What tools do you have at home? 6. Do you have any hobbies? If so, what? 7. If you could have one wish, what would it be? 8. Are you afraid of some things? If so, what?

Television, Radio, Movies, Music, Computers

9. What TV programmes do you like? 10. How often do you go to the pictures? 11. What films have you liked? 12. What singers do you like? 13. What musical groups do you like? 14. Do you enjoy computer games? If so, what kinds?

Reading

15. What do you like to read? 16. Are there any books you especially liked? If so, name them: 17. Do you use the public library? Often, seldom, or never? 18. Do you have a library card? 19. Do you like comic books? If so, which ones? 20. Do you like magazines? If so, which ones? 21. Do you read newspapers? If so, what parts? 22. What kinds of reading do you enjoy (about animals, sports, people, space 23. travel, how-to books, etc.)?

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Vocational and Educational Interests

24. What would you like to do after finishing this course? 25. Is there anyone in television or the movies who does the type of work you would

like to do? If so, who?

26. Do you have a dream job?

Extract from Classroom questioning and dialogue (from the Classroom Assessment session)

Classroom questioning by the teacher, and encouraging students to ask questions to further their learning, are critical elements of effective teaching. Some kinds of questions support learning more than others

Classrooms full of talk are more likely to be rich learning environments than silent ones. Useful kinds of talk include dialogue between teacher and students and between students, questions from students and from the teacher, arguments and group discussion as part of collaborative tasks

One of the teachers main roles is to build and sustain an atmosphere in the class that supports student engagement in challenging learning activities, including asking questions, expressing uncertainty, collaborative work with other students, and self- and peer-assessment. This may not be easy, particularly if students are lacking in confidence or have negative feelings about education and learning. Teachers need to work hard continuously to build and sustain trust and openness within the group

While careful lesson planning is vital, it is important that plans can respond to students learning needs. Students are more likely to be active agents of their own learning if they see that what they do and say makes a difference to what the teacher does

Teachers need continuously to maintain and develop their communication skills and practices, through developmental discussions with colleagues and others. The way the teacher talks and behaves in the classroom is a key way in which to generate an atmosphere that supports effective learning.

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Activity 5: Barriers to learning Learners have reported the following barriers to learning:

Transport

Finance

Childcare

Time constraints

Confidence

Drug or alcohol problems

Access to computers, books, paper and pencils

Greater variety of learning opportunities: short and flexible courses, more intensive courses, drop-in centres

Are there any barriers for your learners and which of these do you think you can address?

Activity 1: An example of interactive, ongoing assessment