the sarn story posted on website april 2013 (1)
TRANSCRIPT
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“HOW DO YOU RAISE THE LITERACY LEVELS OF AN ENTIRE PROVINCE?”
THE SARN STORY: 2008-2013”
Saskatchewan Action Research NetworkWWW.SARN.CA
Dr. Allan Quigley, Ed.D
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A Statistical Picture of Literacy in Canada
43% of Canadians Limited Literacy
53% Limited Literacy
(levels 1 & 2)
Sask. = 40% Limited Literacy (levels 1 & 2)
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International Adult Literacy Surveys 1994 &2003
• OECD & Statistics Canada
• Some 40 nations now involved
• Five levels of prose, document, numeracy
• Those below Level 3 are the main target group for purposes of Work Force Skills
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International Adult Literacy Surveys (1994 2003)
• No significant change in 10 years . . . • Some improvement at Level One (lowest
level) in Sask and Yukon• In Sask approx. 40% adults below level 3
• Aboriginal Adult Literacy Assessment Tool challenges some of the findings
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ADULT LITERACY & BASIC EDUCATION CHALLENGES
IN CANADA & SASKATCHEWAN
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SOME OF THE DELIVERY CHALLENGES
Only approx. 10% eligible for sponsored programs come to basic education in Canada (& U.S.A.)
Over 65% drop out/stop out in some Cdn regions.
Approx. 40% average attrition rates in Sask ABE between 2005 -> 2008 (AEEI) ...
Saskatchewan Silo Syndrome ....
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URBAN SIAST
RURAL AND “RURBAN” COLLEGES, GDI, SIIT, SALN
CBO’S AND NON-PROFITs:
RPL, READ SASKATOON, UofR Life Learning, Food Banks, Corrections,
Regina School Board, Radius Saskatoon...
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DELIVERY CHALLENGES
• Basements state of the art classrooms
• Multiple grant structures and reporting systems
• Literacy/BE more complex than k-12 or most P-S
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SOME OF THE SASK INSTRUCTIONAL CHALLENGES
• Huge diversity in instructors’ training &
experience (PhD -> HS)
• Huge job security, salary, & work condition disparities across the wide range of systems
• Staff turn over issues ......
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How do you raise the skills, the professionalism, and effectively
combine the efforts of so many across the “adult basic education world”to address pervasive low literacy
in Saskatchewan?
Especially in a time of scarce resources?
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THREE NECESSARY THRUSTS
LITERACY & BASIC EDUCATION
ENABLING POLICIES
“PROFESSIONAL WISDOM” CATALYST FOR CHANGE
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#1. ENABLING POLICIES AND RESOURCES
TOP DOWN • Leadership & vision• Policies that signal commitment • Enabling Resources
• Ministry of the Economy • Adult Educational Institutions • OLES• Academic Community
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#2 BOTTOM UP “Professional Wisdom”
Practitioners’ willingness to innovate and share
Practitioners’ willing to “adapt-adopt” promising practices ... Take risks
Educational institutions willing to encourage application of new ideas.
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3) “Building Across” (Catalyst)
Creating & sharing evidence-based Research
• Sharing questions in workshops and sharing findings on our SARN & linked Websites
• Engaging mentors with individuals/groups in face-to-face and/or distance learning
•Building dialogue on SARN Blog/discussion circles within & across institutions and systems
SARN
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Saskatchewan Action Research Network (SARN)
is the name of our province’s
growing literacy & basic education prof’ development movement.
Thanks to funding from the Ministry of the Economy, SARN is now
SARN is in its 5th year
sarn
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International movement is Research-in-Practice
“Action Research” is the actual research method most used by practitioners in literacy/BE
in Canada, U.S., U.K. Australia . . .
The “Alphabet Soup”
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PRACTITIONERS ARE IDENTIFYING, RESEARCHING AND SHARING
“I am doing what I have always done, just not . . .
• with others, • I never collected data before,• I usually didn’t try to share what I
learned before.”
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HERE ARE A FEW EXAMPLES OF LITERACY/BASIC EDUCATION
ISSUES IDENTIFIED AND ADDRESSED THROUGH THE
SASKATCHEWAN ACTION RESEARCH NETWORK
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SEE FULL REPORTS ON
THE SASKATCHEWAN ACTION RESEARCH NETWORK WEBSITE
(WWW.SARN.CA)
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• Investigating the Effects of Issuing Late Slips, Andrew Quackenbush, 2011
“How will encouraging students to reflect on their reasons for being late affect the frequency of arriving late for class?”
• Northlands College, Eastern Region Study Group, 2003
“Would including food preparation and/or sharing food within the class keep students in class longer?”
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• Improving Retention Rates in an Basic Education Evening Math Prep Course. Jennifer Bain, 2009
“Would using e-mail to build a sense of community among BE students improve retention rates by 10%?”
• Improving Retention Rates During the First Three Weeks of an Adult Basic Education Program at Onion Lake. Jacqueline Bruce, 2009“If I improve the social environment of the classroom, will the number of students who complete the first three weeks increase?”
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• Negotiating Relationship and the Spaces Between:Building Attendance in an Adult Education Program. Kristi Yarshenko, 2010“How might increased personal communication between instructor and students affect attendance in an Adult Basic Education program?”
• Reduction of Class Time Lost Due to Morning Lateness. Shannon King, & Anna Fish, 2011“Would the use of a morning sign-in sheet change student lateness patterns?”
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Categories of Practitioner Reports (Approx. 35 reports)
A. Addressing Issues of Dropout, “Lates,” and Low Attendance
B. Exploring Innovative Teaching StrategiesC. Increasing Learner Community InvolvementD. Focus on Aboriginal Literacy IssuesE. Focus on Adult Learners of English as an Additional Language IssuesF. Practitioner Professional Development
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OUR STORY ...
Very briefly
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Our story
– One workshop in 2003
It could have died then . .
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The Funding Years:Practitioners Trained Since 2008
• Year one: 2008 – 2009: “Getting Started
• 12 participants at Saskatoon Workshop • Including 2 working with Aboriginal learners
(Onion Lake & SIIT)• Training materials developed• Presentations at conferences (SLN & SABEA)
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Saskatchewan Action Research Network (WWW.SARN.CA)
• As of today = 164 TRAINED • About 50 working with Aboriginal learners • 10 Mentors trained for outreach support • Discussion Circle technology for on-going group work
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AND TODAY
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• Three college campuses (Great Plains + SERC + Cumberland College)
• Two SIAST campuses (Wascana + Woodland)
• Saskatchewan Indian Institute of Technologies (SIIT)
• SARN Website with active blog in place (WWW.SARN)
• Articles in SIAST newsletter, AESA newsletter, and Essential Skills ON.
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• OUR WEBSITE LOOKS LIKE THIS .......
READ ON
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SARN HAS CONDUCTED ANNUAL presentations at
SLN/SABEA/COLLEGES conferences
2013 SABEA CONFERENCE POSTER PRESENTATION SESSION
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SABEA 2013
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BULA GHOSH – GREAT PLAINS
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CUMBERLAND COLLEGE ....
MELFORT
APRIL 8, 2013
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“THINKING IN A RESEARCH WAY”
DEALING WITH DROPOUT
Allan Quigley, Ed.D.
Cumberland College April 8, 2013
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Cumberland College Melfort
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Cumberland College Melfort
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Why
the SASKATCHEWAN ACTION RESEARCH
NETWORK?
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WE ARE RAISING THE LEVELS OF PRACTITIONER
PROFESSIONALISM, AT A COMPARATIVELY LOW TRAINING COST
AND, BY DOING SO, WE ARE HELPING RAISE LITERACY LEVELS FOR A BETTER SASKATCHEWAN
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THE FUTURE?
• Engage other literacy/BE groups—ESL SASK, NON-PROFIT OUTREACH CBO’s
• Build more distance-connected support
• Build multiple-campus model & increased cross-system workshops
• Move beyond Basic Ed to trades, technology, health training with adult learners ... ??
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• Co-sponsor guest speaker(s) with SABEA, SLN or Colleges (?)• Publish in professional journals• Build Webinars & Blog dialogue
across Sask and with other provinces/states/countries
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IN CLOSING
THE FUTURE? • CONTINUE TO BUILD A STRONGER
“CULTURE OF INQUIRY” FOR ADULT LITERACY AND BASIC EDUCATION
AND BEYOND ??
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LOOKING AHEAD.... Hoping to receive a SARN grant next year .
Interested in a one-day PD workshop? Host cost-shares (50%-50%) with SARN
1. Identifying actual teaching issues 2. Developing systematic action plans 3. Getting follow-up help from Mentors and/or
use the Discussion Circles 4. Posting findings on the SARN Website. .
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Interested in a Saskatchewan training workshop?
Always glad to hear from you
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