Wsl Address Adult Language Literacy and Numeracy

8/18/2019 Wsl Address Adult Language Literacy and Numeracy

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Smile/raise your hand if you find

yourself completing the following

activities at work

SMS, email, chat rooms, social networking

sites, internet, blogs


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What do these 3 words mean to you?

Language

Literacy

Numeracy


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Address adult language, literacy and

numeracy skills

TAE40110 Certificate IV in Training and

Assessment


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TAE Bus


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Design Units TAEDES402A Use training packages andaccredited courses to meet

client needs

TAEDES401A Design and develop leaning

programs

BSBREL402A Build client relationships

and business networks

Delivery Units TAEDEL401A Plan, organise and deliver

group-based learningTAEDEL402A Plan, organise and facilitate

learning in the workplace

TAEDEL404A Mentor in the workplace

BSBCMM401A Make a presentation

Assessment Units TAEASS401A Plan assessment activitiesand processes

TAEASS402B Assess Competence

TAEASS403B Participate in assessment

validation

B i g V i e w


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Overview

• What LLN is

• Why LLN is important

•

Methods of addressing LLN needs• Customising programs and learning materials

to meet core LLN needs

•

The Australian Core Skills Framework (ACSF)• Getting specialist assistance with LLN


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Language

• All modes and skills involvedwith communication – speaking, listening,observing, reading and

writing

• Words, phrases andsentences, grammaticalstructures

• Slang and jargon

• Body language and tone ofvoice


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Language

Each cultural group,

profession, trade,

industry, community

and social group has

their own particular

language and their own

preferred mode/s ofcommunication


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Literacy

• Language in use

• The ability to useacceptable or correct

grammatical forms,construct logical,coherent sentences

•

Awareness of tonesand connotations in arange of differentwork, social or cultural

contexts

Literacy is about reading and writing and speaking and listening


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Numeracy

• Use, application andinterpretation ofarithmetical and

mathematical relatedconcepts and language

• They incorporate the use of

mathematical ideas thathelp people make sense ofthe world


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What are some of the common

arithmetical and mathematical

applications we use in our everyday

lives?

Calculate costs, payments, charges

Read graphs

Calculate GST

Calculate %

Balancing bank accounts

Measuring distances, width, etc

Understanding distances


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Numeracy

• To be numerically literate, a person must becomfortable with logic and reasoning

•

It involves developing confidence andcompetence with numbers and measures,

including probability, data and spatial sense


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Why are language, literacy and numeracy skills

important for the workplace?


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The need for LLN

Employees in a particular workplace may need

to:

• Read signage that must be displayed

• Take and record measurements

• Fill in accident/incident reports

•

Contribute to health and hygiene plans likeHACCP (Hazard Analysis of Critical Control Points)

• Acquire licenses to operate equipment


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The need for LLN

Skills required by employees:

• Follow verbal and written instructions

•

Complete paperwork• Understand and respond to business

documents

•

Interpret and understand diagrams, policiesand procedures

• Read signs and labels


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The need for writing skills

Are you ever asked to:

• Prepare reports

• Instruct

• Document

• Outline

• Interpret


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The need for speaking and listening

skills

Are you ever asked to:

• Share

• Contribute

• Present

• Inform• Collaborate


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The need for numeracy skills…

Are your asked to:

• Adjust

•

Convert• Estimate

• Calculate

• Determine value


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And there is another one…

Foundation skills


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Foundation Skill

Learning skills–

being aware of yourself as alearner and how to learn

It is relevant to traineeships, apprenticeships,

certificate and diploma programs, degree and post-graduate programs


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Who will likelyneed LLN

support?

1. People whose first languageis not English

2. People with limited or

disrupted education

3. People who have not

undertaken formal learning

for some time

4. People whose training has

been disrupted by disability

or illness

5. People from disadvantaged

backgrounds


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Potential barriers to learning

• Language difficulties

• Cultural background

•

Physical impairment• Previous experience

• Learning styles

• Motivation• Personality traits


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How to minimize some potential barriers tolearning?

1. Simple texts, Emphasis on pictorial learning materials, Paired buddy

system, good English speaker with poor English speakers

2. Positive person assistance/support/advice, Paired buddy system, Additionaltraining time

3. Prepare seating arrangements, Additional time to practise, Use pictorial

aids

4. Support transfer of skills to new situation

5. Incorporate various training methods so that most can use preferred

learning style, Encourage self-management of learning but provideappropriate advice when needed

6. Counsel where necessary, Identify and talk through motivational/attitudinal

issues, Provide encouragement, Relate training to work performance

7. May be related to poor motivation, Counsel where necessary, Use buddy

system, Discuss preferred ways of learning, Encourage group participation


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How do we determine whether a prospective

learner has the language skills to engage and

successfully complete training?


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Our options:

• Formal testing – LLN assessments, LLN tests

• Semi-formal methods – benchmarking using

the National Reporting System

• Non-formal methods – enrolment methods

(interview, self-assessment) that collect LLN

information

• TOEFL – Test of English as a Foreign Language


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LLN assessment systems

Most LLN systems use a rating scale to place

learners at a particular language, literacy and

numeracy level:

• TOEFL – Test of English as a Foreign Language system – test

• ISLPR – International Second Language Proficiency Rating – scales for assessing skills

•

IELTS – International English Language Testing System – assessment system

• LLNP/NRS = Language Literacy and Numeracy Program underthe National Reporting System – levels for assessing skills


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Testing LLN skills

• Trainers can also get asense of a learner’s LLN

skills by observing themperforming required LLNskills on the job.

• Observation can enable

trainers to build a pictureof learners’ confidence

and competence


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Testing LLN skills

•Facilitators, trainers and assessors must understand thelevels of LLN as they relate to specific qualifications andshould be able to read and use validated LLN assessmenttools, read and interpret ACSF learner profiles

• The tools and testing methods used to identify LLN trainingneeds or skills gaps can be developed in conjunction withLLN specialists who have recognised LLN qualifications


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Tools for testing LLN skills

There are a number ofdifferent tools that canassist with LLNassessments:

• Enrolment forms• Self-assessment

checklists

• Interviews

• Reading comprehensiontests

• ESL testing

•

Numeracy tests


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Activities for testing LLN skills

• Demonstrate ability tofollow instructions

• Follow a flow chart to

get correctinformation

• Prepare a work plan

•

Summarise a piece ofwriting

• Make a shortpresentation


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Individual Learning Plan

• Once you have gained informationabout the LLN needs of yourlearners, an individual learning plancan be developed. This may be

developed in consultation with theLLN specialist.

• The plan should remain a private

and confidential documentbetween the facilitator and thelearner unless the learner’spermission is given to share the

information with another party.


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What is the

facilitator’s role

in LLN?


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Facilitator’s role in LLN

Demonstrate and modelspeaking and listeningskills:

•

Issuing clearinstructions andexplanations

• Responding effectivelyto questions

• Adapting vocabulary tofit with understandingof audience


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Demonstrate and modelreading skills:

• Producing documents atappropriate level for

learners• Adapting documents to suit

settings and topics

• Helping learners identifydifferent types of documentsand document use

• Making judgements aboutwhich written documentswill be suit learner needs


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Demonstrate and modelwriting skills:

• Helping learners focus onpurpose for writing

• Clearly explain writingstyles

• Provide opportunities forlearners to practicewriting skills

• Provide examples ofwriting as models forlearners


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Numeracy skills:

– Basic numbers recognition

– Transition of numbers towords and vice versa

– Understanding values

– Using a calculator

– Simple arithmetic

–How measurements areachieved

• E.g. determine amount ofpaint required, correct lengthof pipe


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• Use workplace

examples:

– Discuss work-relateddocuments

– Provide completed

examples of forms

– Scenarios

– Statistics and

numerical data


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It is up to facilitators to ensure

that learning materials are

properly customised and

contextualised – converted to alevel that will be useful and

understood by the learners


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• When delivering training, it isimportant that facilitators beaware of new language, signs

and symbols that are used indifferent professions andtrades

• Check for any regulatory orlicensing requirements thatwill impact on the training

and LLN ramifications


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• If delivering from trainingpackages, facilitators mustdetermine the core LLN skillrequirements in a unit of

competency – identify thewords that indicate the needto demonstrate essential LLNskills

•Contextualisation andcustomisation must notinterfere with the integrity oflearning outcomes or units ofcompetency


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Customising training

When customising training to

meet specific LLN needs it

might be appropriate to:

• Develop a new program or

set of materials

• Adapt an existing program

or set of materials


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• Adapting written text: – Use plain English and simple

explanations

– Simplify concepts

– Use plenty of white space

– Use bullet points and tables

instead of paragraphs

– Use diagrams, charts anddrawings

– Use example workplace

documents where possible


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• Adapting verbal delivery:

– Speak clearly and not tooquickly

– Check understanding byasking open questions

– Use demonstration at sametime as verbal delivery

– Use short, simple instructions

– Clearly explain acronyms,abbreviations and jargon

– Emphasise key words bywriting them down


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• Accommodate numeracyrequirements by:

– Provide calculators

–Provide clear, basicexplanations

– Break explanations intoclear, distinct steps

– Repeat processes as oftenas necessary

– Allow time for practice

– Encourage peer support


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Customising assessments

•

Assessments must be,regardless of the LLN skills of acandidate, valid, reliable andfair.

• Allowable adaptations or

adjustments include: – Verbal questions and

responses

– Demonstration of skills andactions

– Extra time to completeassessments

– Group project work

– Provision of interpreters andtranslators


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Customising assessments

• RCC and RPL might provide aviable assessment option forthose with low LLN skills

•

A workplace observation styleassessment plus a supervisorcompetency report mightprovide sufficient evidence forRCC/RPL

• A portfolio of work-basedevidence can serve as thebasis for RCC and alleviate

stress or anxiety by candidates


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• Facilitators need todetermine whetherthey have the requisiteskills for helping

learners with LLN issues

• Where the needs of thelearner cannot be

accommodated itbecomes necessary toarrange for specialistsupport


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LLN specialist assistance

An LLN specialist will have knowledge of:

• Adult learning requirements

• Language and literacy development

• The use and application of numeracy and

mathematical concepts

• Testing procedures for assessing language, literacy

and numeracy• The VET sector – policies and procedures


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Acceptable LLN qualifications include:

• Certificate IV in Language, Literacy and Numeracy

Practice in VET

• Diploma in Language, Literacy and NumeracyPractice in VET

• Advanced Diploma in Language, Literacy and

Numeracy Practice in VET• TESOL, CELTA, DELTA – other recognised post-

graduate qualifications


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Utilise expertise of an LLN specialist to:

• Validate any core skills assessment a facilitator

develops

• Adjust learning plans and lesson plans to

integrate LLN training into an existing program

• Deliver specialist training and support

• Become more aware of and more

autonomous with LLN issues


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• Interpreting services are sometimes required

• National Accreditation Authority for

Translators and Interpreters (NAATI)

•

Website: www.naati.com.au

http://www.naati.com.au/http://www.naati.com.au/


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Learning Support strategies

• It is essential that learners be givenopportunities to practice their new skills in avariety of situations

• To make learning interesting, construct avariety of activities that include active, funand humorous ones, but do not allowcompetition to override the learningexperience


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Learning Support strategies

General support techniques include:

• Breaking learning goals into small achievablesteps, demonstrating the LLN practices that will

be required in the workplace• Role modelling the required LLN practices

• Encouraging active participation and sharing ofideas and experiences

• Only providing relevant information

• Acknowledging contribution and participation


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Monitoring learning

The degree to which strategies assist development of skills willhave a large impact on the vocational outcomes for learners


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What should be

observed and

monitored?


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Monitoring learning

• Observe and monitor: – Individual learner progress

– Group interactions

– Participation in group

activities and assessments – Conflict or behavioural

difficulties

– Learner confidence

–

Demonstrated improvementin LLN skills

– Readiness for assessment

– Degree to which learningoutcomes are achieved


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Review


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Next Session

• Group-based training delivery

• Learning theories

• Creating an inclusive learning environment

• Reasonable adjustment

• Effective communication

• Learning activities

• Session structuring

• Dysfunctional behaviour


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Documents

Wsl Address Adult Language Literacy and Numeracy