Daiva Penkauskienė, Raimonda Jarienė Modern D idactics C ent re

1. LIFELONG LEARNING PROGRAMME GRUNDTVIG Workshop 2013-1-LT1-GRU13-09154READING, WRITING AND REFLECTION FOR ENGAGED AND MEANINGFUL LEARNING 9–13 June 2014, Lithuania Daiva Penkauskienė, Raimonda Jarienė Modern Didactics Centre

2. Let’s get acquainted

3. ANNUAL LITERACY EVENT IN LITHUANIA • https://www.youtube.com/watch?v=m8MZdNWGV2M

4. PROGRAMME FOR THE WEEK • 1st Day – Introduction, Status Quo & trends of AE & AL in Europe • 2nd Day- Methodical Framework for engaged & meaningful learning • 3rd Day – Reading workshop • 4th Day – Investigation strategies • 5th Day – Writing strategies, evaluation & assessment.

5. DAY 1 • Getting acquainted with each other, topic of the workshop, main concepts • Getting acquainted with theoretical and methodical background of the workshop • Trying out useful teaching & learning strategies.

6. KAVOS PERTRAUKA

7. CLARIFICATION OF CONCEPTSNotion of literacy No global consensus on what literacy is. Three particularly influential concepts • Basic literacy • Functional literacy • Critical literacy AND • Literacy as social practice • Multiple literacy.

8. Basic literacy • The acquisition of technical skills involving the decoding of written texts and writing of simple statements within the contexts of everyday life (Rassool, 1999).

9. Functional literacy • A person is literate when she/he has acquired the essential knowledge and skills which enable him to engage in all those activities in which literacy is required for effective functioning in his group and community and whose attainments in reading, writing and arithmetic make it possible for him to continue to use these skills towards his own and community development (Gray, 1956, UNESCO,1978).

12. Critical / transformative literacy • Literacy creates conditions for acquisition of a critical consciousness of the contradictions of society in which man lives and of its aims; it also stimulates initiative and participation in the creation of projects capable of acting upon the world, of transforming it, and of defining the aims of an authentic human development. In brief, literacy as tool for critical reflection, action for social change and to his full development.

13. Literacy as social practice(Papen, 2005) Literacy is more than abstract set of skills Literacy is social and cultural practice, because • reading and writing always involve people communicating and interacting with each other; • literacy is part of what determines relationship between people; • literacy is always embedded in broader social context; • literacy include values, ideas, conventions, identities and worldviews that shape the event of which literacy is part; • literacy practices are culturally constructed, they have their roots in the past; they are as fluid, dynamic and changing as lives and societies of which they are part. Learning takes place in particular social contexts, part of this learning is the internalization of social processes (Vygotsky)

14. Think-pair-share • If we understand literacy as social practice, what would be the task for adult educators?

15. Multiple literacy • Literacy is not a singular set of abilities but multiple and comprises gaining competences involved in effectively using socially constructed forms of communication and representation. Learning literacies requires attaining competences in practices and in contexts that a governed by rules and conventions and we see literacy as being necessarily constructed in educational and cultural practices. Multiple – which is diverse, have many dimensions and is learned in different ways. Socially constructed – is attained in practices and contexts governed by rules and conventions.

16. Summing-up: expansion of understanding • From viewing literacy as a simple process of acquiring basic cognitive skills, to using these in ways that contribute to socio-economic development, to developing the capacity for social awareness and critical reflection as a basis for personal and social change. • From views of literacy as abstract sets of skills to understanding literacy as a social practices that are always embedded in particular cultural contexts.

17. Key elements for understanding literacy today • Literacy as continuum; • Sustainable literacy as a target; • Literacy as empowering tool that enables participants to continue as lifelong learners; • Enriched literate environment as essential support for continuing education.

18. Internationally adopted notion of adult literacy • Learning and using literacy skills is a continuous, context-bound process that takes place both within and outside of educational settings throughout life (according to Belem Framework for Action, 2009).

19. JIGSAW(Slavin, 1990) • You will be responsible for learning of different texts about adult literacy as one. But each person will become an expert on one part of the text and will teach others about it. • As experts you will read and be responsible for learning and teaching others specific theme. In “experts’ group” you will have to decide how best to deliver a message /information about your text. • Returning back to “home groups”, you have to teach others and make them understand a text, the others have not read. • The others have to ask for clarification, explanation, examples, etc.

20. LUNCH

21. ROUND TABLE (Kagan, 1992) Roundtable is a cooperative structure in which one paper and pencil are systematically passed around a small group. One partner writes an idea and passes the paper and pencil to the partner on the left. That partner adds to the idea presented and passes the paper to the next. A variation of the procedure is to have each partner use a different colored writing tool when the paper is passed. This visually enforces all partners to contribute equally and allows the teacher to document individual contributions.

22. TASK GROUPS • RED MARKER- Motivational factors for AL • BLUE MARKER- Possibilities for AL • GREEN MARKER- Preconditions for AL • BLACK MARKER- Obstacles for AL

23. PHILOSOPHICAL & METHODICAL BACGROUND OF THE WORKSHOP • Framework for teaching and learning, based on ideas of constructivism, metacognition and reflective practice (Piaget, Dewey, Vygotsky); • “Reading and Writing for Critical Thinking project” (Meredith, Steele, Temple, Scott); • http://rwctic.org/home/viewpage/id/9

24. KAVOS PERTRAUKA

25. TASK Suppose you want to open a snack kiosk in a city. Place an “X” on the map to indicate where you would open the kiosk. Then, explain why you have chose this location and why you think it is better than other places on the map. Use as many examples as you can, and be as detailed as possible.

27. QUESTION? • What kind of literacy skills do you have to have to complete such kind of task?

29. DAY 2

30. WHAT WE WILL BE DOING… • Practicing a framework for engaged & meaningful teaching & learning; • Discussing supportive environment for learning, role of personal experience, cultural context; • Trying out strategies for better comprehension of a meaning & text.

31. HISTORY OF OUR NAMES • Do you know what your name means? • Do you know how your name was given to you? • Find a person, that you have not talked to much yet and tell your story.

32. WHAT WE KNOW…..? • How do you think, what is critical thinking? What it associates with for you? • Write whatever comes to your mind…

33. CRITICAL THINKING IS…

34. TEXT ANALYSIS • Put a “+”(plus) in the margin if something you read confirms what you knew or thought you knew. • Put a “-” (minus) if some information you are reading contradicts or is different from what you already knew or thought you knew. • Put a “! ” (vocative) in the margin if a piece of information you encounter is new information for you. • Place a “?” (question mark) in the margin if there is information that is confusing to you or there is something you would like to know more about.

36. QUESTION • What personal message you have got from the text?

37. KAVOS PERTRAUKA

38. FRAMEWORK FOR TEACHING AND LEARNINGEVOCATION Helps to check existing knowledge, believes and builds background for a new information; Evokes interest towards new topic/content/task; Enables openness and prevents subjectivity; Immediately involves into active thinking process. NEEDED: Time; Initiative; Freedom and tolerance; Sharing.

39. REALIZATION OF MEANING Independent and responsible work with a new information; Maintenance of interest and curiosity; Self control of understanding. NEEDED: Time; Different sources of information.

40. I.N.S.E.R.T • Interactive Notating System for Effective Reading and Thinking is a method of monitoring comprehension, setting a purpose for learning (Vaughn & Estes, 1986). • INSERT is a tool for sustaining engagement with a text.

41. REFLECTION • Encourages to rethink information and formulate personal message; • Encourages exchange of ideas; • Helps to formulate authentic and reasoned opinion, understanding about different things.

42. FRAMEWORK STIMULTES THINKING: What I already know about it? How new information corresponds to my previous knowledge? What I can do with a new information? How new ideas effect my believes?

43. SURFFACE TEACHING New knowledge Existing knowledge

44. DEEP TEACHING Existing knowledge New knowledge

45. SUPPORTIVE ENVIROMENT

46. Characteristics of motivating and supportive adult educator (Wlodkovski, 2008) • Expertise – knows subject, knows information applicable to adult learners; • Empathy – understanding and compassionate, realistic expectation of learners, adapt instruction to level of learner skills and experience, continuously consider learner perspective and feeling; • Enthusiasm – committed, expressive, values what is being taught, use appropriate emotions and energy, use facial expression and body language, display vitality; • Clarity – organization, flow of knowledge, explain criteria or content in alternative ways if not initially clear, signal topic transitions, use familiar examples; • Cultural responsiveness – respect for diversity, social responsibility, attention to the collective good of society.

47. Creating a supportive, culturally responsive environment (1) • respect for diversity (accept diverse ideas, opinion, perspectives and values, invite to share different experiences); • being responsive – talking „with“ learners, not „for“ learners; • listen for understanding learners perspectives, motivation; • asking open questions;

48. Creating a supportive, culturally responsive environment (2) • promoting of cognitive risk taking (invitation and encouragement to speculate, negotiate the meaning, not avoid mistakes, but learn from them) and assuring a risk-free environment and; • suspending the judgment, creating „shared evaluation“ culture; • providing time and opportunity for thinking.

49. Creating supportive, culturally responsive environment for learning. Individual approach The afternoon knows what the morning never suspected (Swedish proverb) „In the classrooms and distance learning we need go further than statistics and generalizations about cultural groups to respond to cultural diversity; we need to see adults as individuals with complex identities, personal histories, and unique living contexts“ (R.J.Wlodkovski)

50. LUNCH