Embedding Minimum Core

• Why embed?

• What learning needs to be embedded?

• What is embedded learning?

• How can teachers embed learning successfully?

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Why embed learning?

Learners prefer learning to be embedded (Martinez, 2002; Roberts et al, 2005)

They are

• more motivated• find learning easier in a work or practical context• feel more confident/less stigmatised

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What needs to be embedded?

• Literacy and language

• Everyday mathematics

• Everyday ICT

• Study skills to support on-going learning

These are sometimes called the ‘Minimum Core’: all learning and skills sector teachers are now formally responsible for supporting minimum core learning

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What is embedded learning?

Vocational / life skills and knowledge

Literacy, language, maths, ICT, and study skills

Embedded learning and teaching

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What is embedded learning?

‘Embedded teaching and learning combines the development of literacy, language 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 in work.’

A Contextual Guide to Support Success in LLN Provision: Embedded Learning. DfES (QIA 2008)

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There are three ways to support embedded learning

1. Embedding literacy/language, everyday maths and/or ICT in teaching and learning of the main subject

2. Developing your students’ study skills

3. Using feedback to support embedded learning

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Planning to embed literacy, language, everyday maths and ICT

• You do not have to be expert to support students’ embedded learning

• Think about your main curriculum: what elements of the minimum core does it naturally contain?

• Another way of thinking about this: What minimum core skills do your students need to learn their main curriculum effectively?

• Remember to build on your students’ existing skills as far as possible

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Embedding learning in Life and Employability skills

Minimum core skills might include:•Confident and clear speaking and listening•Functional reading skills•Functional writing skills•Functional maths•Functional ICT•Study skills: planning, organisation, and timekeeping

The appropriate balance of these will be different for each student, depending on their existing skills and their learning goals

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Planning for embedded learning

There are three approaches you could use:

1.Teaching some minimum core skills directly: adding specific elements of the minimum core into your lesson plans, separately from your main curriculum

1.Teaching some of these skills at the same time as your main curriculum

1.Focussing on these skills as part of feedback on classroom tasks and activities

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Classroom activities for embedding learning

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1. Literacy and language

• An effective way to support literacy and language learning is by giving constructive feedback on any writing tasks your students do as part of their learning

• One way of approaching this is to think about their writing at word, sentence, or text level

• In your feedback you focus on one or other of these levels at a time, so as not to confuse the learner. Aspects of literacy and language relating to each level are given on the next slide

• For more on literacy, please refer to the Literacy CPD session

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Level Writing Reading Speaking and listening

Word HandwritingSpelling

PhonicsWord recognitionWord comprehension

PronunciationVocabulary

Sentence Word orderPunctuationUse of tenses

Understanding tensesGetting meaning from context

Text ParagraphingRegisterUse of connectivesOrdering informationUnderstanding relevance

Text comprehensionPicking up detailSkimmingScanning

Presentation skillsIntonationUse of vocabularyBody language

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Reflecting on literacy

• How can we improve our learners’…– vocabularies?– spelling of key terms?– punctuation?– grammar (sentence level writing)?– reading confidence?– confidence producing written assignments (planning, drafting,

paragraphing, lay-out, proofreading, editing)?– confidence in speaking clearly?

• You will find some ideas on the next slides

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…vocabularies

1. Encourage (or require) students to keep A-to-Z vocabulary note books of key terms and definitions

2. Have regular quizzes (oral or written, teacher or student led) of the meaning of key terms

3. Get students to make posters of key terms and their definitions and post these around the classroom

4. Encourage students to read as much as possible and to report back and recommend books

5. Have a weekly or fortnightly slot where students quiz each other on new words they have found

6. Widen your own use of vocabulary in your teaching and resources

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…spelling of key terms

1. Encourage or require students to keep spelling books where they record and practice the spelling of key terms (and have quizzes/create games to practice these)

1. Have regular (if short) spelling strategies sessions where develop students’ repertoire of strategies

1. Display these key terms around the classroom, getting students to make the displays if possible

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…punctuation

1. Make/get posters about the use of each punctuation mark and display

1. Circle/code these as punctuation errors, but get learners to correct themselves- or peer correct

1. Look at students’ work and use punctuation difficulties as the basis for group punctuation workshops

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…grammar (sentence level writing)

1. Teach the term ‘Standard English’ and the potential differences between Standard English and other dialects of English

1. Circle /code grammar errors, but get learners to correct themselves- or peer correct

1. Look at students’ work and use Standard English grammar difficulties as the basis for group workshops

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…speaking and listening1. Realistic role plays: job interviews, making a complaint

to a bank, call centre work

1. Imaginative role plays: media interviews with people in the news, celebrities, etc

1. Debates: get students to choose topics

1. Drama: plays and poetry reading – build in performance evaluation by students

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2. Everyday maths

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Everyday maths examples

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• Choose topics relevant to students, that they have reported

as giving them difficulties. These could be:

– Estimating: eg amount of wood needed to make a cupboard

– Scaling: doubling the quantities in recipes

– Discounts and price comparisons: how much do you really

save?

– Sharing out café or restaurant bills

– Calculating calories

– Betting odds: how much will you win or lose?

3. Everyday ICT

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4. Study skills

• Reading and using written materials

• Producing written assignments

• Note-taking (from classes or from writing)

• Folder/work organisation

How can we develop these study skills?

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Reading and using written materials

1. Get students to think as widely as possible about what reading is or involves, perhaps making posters

1. Encourage students to identify own strengths and areas for development; create personal action plans to address these

1. Teach and review the terms skimming, scanning, close reading, summarising and note-taking and practice these using subject specific materials

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Producing written assignments

1. Be explicit about the requirements of each written assignment

1. Explore or teach steps to producing a piece of written work, emphasising that drafting, outlining, proofreading are important

1. Encourage writing ‘buddies’ or other forms of collaborative pairings for peer support

1. Look at examples of successful pieces of writing and explore what makes these successful

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Note-taking

1. Teach examples of different styles of note-taking (sentences, key words, diagrammatical...)

1. Give examples of notes taken and ask students to evaluate the strengths and challenges of each

1. Encourage students to experiment with different coloured pens, pencils, highlighters and ICT to ‘repackage’ their notes

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Folder or work organisation

1. Show examples/models of organised folders

1. Give direct instruction of how to organise work

1. Discuss folder/work organisation in tutorials

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Guidelines for effective written feedback

Be selective: prioritise, don’t highlight everythingBe specific: make precise points using examples Include both strengths and areas for developmentThink about word, sentence and text levelsUsing a marking code if appropriateBe developmental: link to future work

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Materials in this CPD were devised by the following members of the Institute of Education: Brian Creese (numeracy), Jay Derrick (assessment and embedding), Jane Hurry (motivation and exit strategies), Maria Kambouri (ICT), Irene Schwab (literacy) and John Vorhaus (continuing professional development and learner contexts)

Helpful suggestions and comments were made by Joe Shamash and Olivia Varley-Winter at City & Guilds Centre for Skills Development.

If you would like to contact us please email Jane Hurry at j.hurry@ioe.ac.uk

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