Embedded Learning

Unit 5 Assignment 5.2 (ADTE(E)LLS Assignment 5) – Supporting ESOL & Literacy learning across the Curriculum This assignment focuses on embedding ESOL in other subject learning. You should:

choose one substantial piece or 3 short pieces of teaching material that a colleague will or could use in the different subject area

design two or three tasks that could be used in the subject lesson to support language and/or literacy development; these may relate to one or more of the texts selected.

write accompanying guidelines for a subject teacher explaining how the material can be effectively used to embed language development in their teaching. Your notes should explain how the teacher should use the materials and for what purpose.

questions

contextualised embedded

The context is the starting point

The language is the starting point

Giving directions

Comparatives + superlatives

Citizenship

Numeracy

Embedded teaching and learning combines the development of literacy, language (ESOL), and numeracy with vocational and other skills. The skills acquired provide learners with the confidence, competence and motivation necessary for them to succeed in qualifications, in life and at work.

The DfES Skills for Life Strategy Unit defines embedded teaching and learning as follows:

The study tracked almost 2,000 learners on Level 1 and 2 vocational courses in five of the nine English regions. It found that learners on embedded courses had better staying on rates than those on non-embedded courses. On embedded courses retention was 15 per cent higher.

Background to embedding

Learners completing vocational courses:

0 20 40 60 80

non -embedded

embedded

percentage achieved

For all learners in the sample

Learners achieving a literacy/ESOL qualification

0 20 40 60 80 100

non -embedded

partiallyembedded

mostlyembedded

fullyembedded

percentage achieved

For learners below L2 on initial assessment

Embedded delivery of literacy, ESOL and numeracy provision is playing a key role in the Government’s implementation of the Leitch review: World Class Skills: Implementing the Leitch Review of Skills in England, in which the Government commits itself to the ambition of becoming a world leader in skills by 2020, including 95% of all adults having literacy at Level 1 and numeracy at Entry 3.

The Future

Features of embededness include:

Teamwork between literacy, ESOL and

numeracy teachers and vocational teachers

Staff understandings,

values and beliefs

Policies and organisational

features at institutional level

Aspects of teaching and learning that connect

literacy, ESOL and numeracy to vocational

content

Task

What would your ideal model of embedding be?

Syllabus

SOWVocational Tutor

ESOL TutorTeaching

Course DesignMaterials

Development

Points to Consider

Different models of embedded delivery

Dual skills teaching –

one teacher.

Linked or contextualised teaching – LLN linked to the vocational area using contextualised materials.

Integrated team teaching – a team of teachers with complementary expertise working together, with the possible inclusion of an element of team teaching.

Other forms of active collaboration between teachers to support learners’ progress towards vocational and LLN goals.

1. Which model of embedding do I

describe?2. What advantages do you see to embedding?

Pre-session task

Think of a subject area beyond ESOL with which you have some familiarity. Discuss any issues a learner would have when undertaking a course of study in that area.

General issues

culturenumeracy

The four skillsgrammar

vocabulary

Points to Consider

Electrical installation

Group 1 • What difference do you

notice about how the 2 teachers talk to the learners?

• Is there a difference in what they talk about?

• Is there a difference in the type of interaction, eg use of instructions, use of questions, body language?

Group 2• What could the

vocational tutor learn from working with an ESOL tutor as shown in the film?

• What might they learn about the difficulties learners have?

• What might they learn about communicating with learners?

ESOL lesson

Choose which aspect of the lesson you would like to focus on

Follow the lesson plan

Post video discussion

Can the ESOL teacher do this without knowing anything about construction?

How much do you think an ESOL teacher should know about the vocational area and how can they best learn it?

Explore the Embedding Materials

1. Each group will have 1 skill

to focus on

2. Find material that will practice

this skill

3. Assess the material for difficulties ESOL learners

might have and the consequent language

learning needs

4. Move to another set of materialsa. Make notes on the skill you are focussing onb. Read what the previous group wrote about their skill

Unit 5 Assignment 5.2 (ADTE(E)LLS Assignment 5) – Supporting ESOL & Literacy learning across the Curriculum This assignment focuses on embedding ESOL in other subject learning. You should:

choose one substantial piece or 3 short pieces of teaching material that a colleague will or could use in the different subject area

design two or three tasks that could be used in the subject lesson to support language and/or literacy development; these may relate to one or more of the texts selected.

write accompanying guidelines for a subject teacher explaining how the material can be effectively used to embed language development in their teaching. Your notes should explain how the teacher should use the materials and for what purpose.

questions