16 apps to sfl for voc - day 3 presentation
TRANSCRIPT
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Learning and Skills Council Skills for Life
Quality Initiative 2005-06
Approaches to Skills for Life for
vocational teachers
Day 3
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Aim
To enable vocational teachers to support the
development of the language, literacy and numeracyskills needed by learners in vocational training.
0.1.1 (1)
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For all participants to:
increase their awareness of language, literacy and
numeracy needs
introduce participants to different models anddefinitions of embedded learning
explore approaches to teaching and learning that are
inclusive of learners with language, literacy and
numeracy needs reflect on their own teaching styles.
Objectives of the course
0.1.1 (2)
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By the end of this training, participants will have:
acquired a heightened awareness of the language,literacy and numeracy needs of their learners and
how to use this to inform their teaching of vocationalsubjects
examined ways of working that are inclusive oflearners with language, literacy and numeracy needs
looked critically at their own teaching and highlightedsome key strategies to include all learners.
Learning outcomes
01.1 (3)
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Minimum core
The aim of the minimum core is to equip all trainee
teachers to develop inclusive approaches toaddressing the language, literacy, and numeracy
needs of their learners.
02.3
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04.2 (1)
Summary of issues
Some needs are similar to those of native speakers of
English, for example:
technical vocabulary
writing in a specific style for a specific purpose restricted knowledge of English vocabulary/grammar
use of everyday, idiomatic/colloquial language
difficulty expressing themselves in both speakingand writing
learning a new script lack of insider cultural knowledge
accurate use and understanding of stress and intonation.continued
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Possible strengths or transferable skills of bilingual
learners:
knowledge of another language
often knowledge of standard English grammar
through earlier learning
high level of literacy in other languages
previous experience in vocational area
often highly numerate.
Summary of issues (continued)
04.2 (2)
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Which text type?
Instructions
Description
Report
Letter
Narrative
05.2
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Text structure
Texts that share a similar purpose
share a similar structure.
05.4
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Why take notes?
WHYTAKE
NOTES?
Useful record
1. of important points for futureuse
2. of where the information
comes from
Helps understanding
1. if you focus on selecting infoto note
2. if you think through whereeverything fits
Helps exam revision
1. material is well organised2. more info is already in
memory
Helps memory
1. summarising things briefly
helps long term memory2. the act of writing helps motor
memory3. pattern notes can
be more memorable visually
Helps writing
1. helps ideas flow2. helps planning you can
see what info you have3. assists organisation you
can rearrange and renumbernotes in a different order
4. helps you get started
06.2
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Vocabulary development
Vocabulary development is essential forlearners to succeed on their chosen
vocational course.
08.2
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Word grouping
EquipmentPatterns of
working
Spelling
patterns
Grammar
parts of
speech
Notes for
bilingual
learners
batteryblade
wing nut
cylinder
cable
removingcleaning
rinsing
replacing
sharpentighten
positive
negative
Imperativeverbs:
check
replace
sharpen
install
Adjectives:
missing
damaged
weak
Use ofimperative forinstructionsused inmanuals
Use a modeland talkthrough theprocess (alsouseful forkinaestheticand tactilelearners)
08.4
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08.6
Summary of teaching vocabulary
Always teach in meaningful contexts.
Make context relevant and real.
Limit the number of new terms.
Use a variety of learning styles.
Recycle teaching in various ways to aid memory and toassist various learning styles.
Group / order according to category.
Practise use of key terms and definitions.
Have dictionaries available for learners.
Pre-teach vocabulary.
Ask learners to predict meaning.