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Page 1: E ffective  strategies for motivating and engaging young LLN learners  Tinyan Akin-Omoyajowo

Effective strategies for motivating and engaging

young LLN learners

Tinyan Akin-OmoyajowoBarking & Dagenham College

Page 2: E ffective  strategies for motivating and engaging young LLN learners  Tinyan Akin-Omoyajowo

Barking and Dagenham- Background •8th most deprived borough in London and ranks 9th among 354 authorities in England

•Among those of working age who are unemployed 44.5% lack any qualifications

•4th lowest in England for literacy and 2nd lowest for numeracy

Page 3: E ffective  strategies for motivating and engaging young LLN learners  Tinyan Akin-Omoyajowo

Why we carried out the study:

•Too many learners with inadequate maths and English skills to succeed in life, work and their vocation courses

•Lack of interest, poor attendance to programmes designed to help them improve or develop these skills – leading to poor retention and achievement

•Low level engagement in lessons

•Frustrated tutors trying to do a job

Page 4: E ffective  strategies for motivating and engaging young LLN learners  Tinyan Akin-Omoyajowo

Research Aim: •Uncover learners impassive attitudes and disengagement with LLN/ FS classes

• Explore different models of promoting and delivering LLN/ FS and

•Test out models and recommended effective promotional and delivery strategies

Page 5: E ffective  strategies for motivating and engaging young LLN learners  Tinyan Akin-Omoyajowo

*The national challenge:

“Companies are struggling to find skilled staff as thousands leave school with a poor grasp of the 3Rs. Low standards of literacy and numeracy among the young have left the economy exposed to competition from India and China”- Sir T. Leahy

A word from Sir Terry Leahy…

Page 6: E ffective  strategies for motivating and engaging young LLN learners  Tinyan Akin-Omoyajowo

•1st year: vocational tutors taught, supported by the FS team•2nd year: FS specialists taught Result: • 1st year - achievement low;

most tutors struggled to deliver • 2nd year - poor attendance &

behaviour; low achievement

Before the study:

Page 7: E ffective  strategies for motivating and engaging young LLN learners  Tinyan Akin-Omoyajowo

The research methodology….

• 260 learners filled questionnaires

• 50 learners were interviewed – formally and informally

• 10 vocational and LLN tutor filled questionnaires

• 3 workshops involving 3 vocational and 4 FS tutors

Page 8: E ffective  strategies for motivating and engaging young LLN learners  Tinyan Akin-Omoyajowo

Problems at point of entry

Lessons.. boring, boring

Timetabling issues

Resources/ Qualificatio

n.. irrelevant not useful

Developing skills or

just more exams?

Team work- what’s that?

Key findings …

Page 9: E ffective  strategies for motivating and engaging young LLN learners  Tinyan Akin-Omoyajowo

Key recommendations:-Advertise development of FS at entry point and as integral part of qualification

-Timetable lessons and tutors judiciously to promote positive image of FS

- Proactively promote collaborative work ethics and sharing of good practice among staff

- Develop learner-centred delivery and support system

Page 10: E ffective  strategies for motivating and engaging young LLN learners  Tinyan Akin-Omoyajowo

THE STORY SO FAR…

• Supporting Learners

• Timetabling

•Promoting collaboration

• Advertising LLN

Open days, initial

interviews, course

handbooks and induction

FS & VT will now

work together

with training and

opportunity/ time for

collaboration Reviewing SoW – for relevance; effective

teaching, learning &

support strategies

being put in place

Cross-college centralised &

relatively effective timetable

Page 11: E ffective  strategies for motivating and engaging young LLN learners  Tinyan Akin-Omoyajowo

Next steps:- Market development of FS on college website and during induction as integral part of main course - Continue to promote collaborative planning and delivery and give training as identified- Monitor how recommendations are being carried out in the different curriculum areas- Monitor effect of recommendations on teaching and learning experiences; attendance and retention