Embedding (literacy, language) and numeracy : what, why, how?

1. Embedding (literacy, language) and numeracy: what, why, how?

2. Embedding numeracy and exploring the use of numeracy resources Skills for Language Literacy and Numeracy (SfLLN) programme • This aim of the session is to support you in accessing and using a range of numeracy resources, to help you plan effective numeracy activities that are engaging and meaningful. • What skills can you embed in late night shopping in Newcastle?

3. Who is it for? • Numeracy practitioners and • Vocational tutors. • Also trainers who have responsibility to cascade training within the organisation And for everyone else!! "My life is all arithmetic", the young businesswoman explains. "I try to add to my income, subtract from my weight, divide my time, and avoid multiplying..."

4. Aims of the Workshop The session will offer you an opportunity to: reflect on what embedding means discuss why embedding is important and identify the benefits develop an understanding of the process of embedding consider the relevance of embedding to your job role.

5. Session Objectives By the end of the session you will be able to: understand the embedding process and what it involves analyse the link between LLN and vocational areas of work understand the link between embedding LLN and the functional skills / Skills for Life qualifications discuss the advantages of embedding for your learners and their organisation identify the implications that embedding will have on your job role.

6. But first getting to know you Find someone in the room who can give you an answer to one of these questions. Ask them to write the answer and their name in the question box:

7. What do we mean by ‘embedding’?Discuss!! The LSC defines embedded (or integrated) Skills for Life teaching and learning as follows (2007): ‘Embedded teaching and learning combines the development of literacy, language (ESOL) or numeracy with vocational and other skills. The skills acquired provide learners with the confidence, competence and motivation necessary for them to succeed in qualifications, life and work’

8. Embedded programmes: combine the teaching of literacy, language or numeracy with a vocational (or other) programme of study, for example delivering numeracy in the context of hairdressing have two or more learning aims or qualifications within a single programme – one vocational (or other), one literacy, language or numeracy integrate LLN teaching in a variety of ways.

9. Work Solutions: a training provider in Greater Manchester E2E provision LLN skills embedded within the programme and delivered by LLN and E2E tutors who plan and deliver together where possible Apprenticeship programmes Literacy, language or numeracy tutors collaborate with the vocational tutor in practical and theory classes and support the vocational tutor in developing LLN skills where appropriate Train to Gain (TtG) The vocational assessor and Literacy, language or numeracy tutor share a joint ILP for each learner. The TtG assessor shares his/her session plan with the LLN tutor, so that relevant LLN skills development can be identified prior to each session.

10. City College Manchester – HMP Full Sutton Literacy, language or numeracy staff support individuals with specific needs within Braille and employment and skills workshops. LLN and workshop staff co-teach in the initial stages of workshop delivery. Skills for Life staff provide mentoring workshops to support vocational instructors to maximise embedding opportunities in the textile workshops, gym and kitchen.

11. 44% 25% 14.1 million adults 20% 8 million adults 6.4 million adults Level 2 Level 2 56% 75% 80% 17.8 million adults 23.9 million adults 25.5 million adults literacy numeracy literacy and numeracy Level 2 – The benchmark for a modern society

12. Government targets for 2020 95% of adults to have functional literacy and numeracy skills i.e. literacy at Level 1 and numeracy at Entry 3. 90% of adults to have achieved a full Level 2 qualification (5 GCSEs at A*-C or equivalent) World Class Skills: Implementing the Leitch Review of Skills in England (2007)

13. Definitions Skills for Life ‘…the ability to read, write and speak English, and to use mathematics at a level necessary to function and progress at work and in society in general.’ The Basic Skills Agency, 2001 Functional skills ‘…the core elements of English, mathematics and ICT that provide an individual with the essential knowledge, skills and understanding that will enable them to operate confidently, effectively and independently in life, education and work.’ QCA, October 2006

14. Level equivalence chart

15. Functional skills will: be for all learners (14+) replace key skills from 2010 be a mandatory component of the new Diplomas form part of Foundation Learning be explicitly included in Apprenticeships.

16. Retention and success rates Higher retention and success rates on embedded vocational courses: 16% higher retention 26% higher success rates on level 2 courses Increased learner achievement in literacy / ESOL and numeracy qualifications: 43% more learners achieved literacy qualifications on a fully-embedded course 23% more learners achieved numeracy qualifications on a fully-embedded course Embedding literacy, language and numeracy in post-16 vocational programmes: the impact on teaching and learning,NRDC 2006

17. What providers involved with the Improvement Programme had to say… Their learners: were developing sound, transferable LLN skills were recognising the relevance of LLN skills to their interests / career aspirations were enjoying learning LLN skills and achieving vocational goals. As a result, learners were leaving the provider better prepared for work or progression on to further study.

18. Promoting active learning in embedded literacy, language and numeracy

19. Objectives 19

20. What is active learning and why does it work? “We learn by doing. Research shows that active learning is much better recalled, enjoyed and understood. Active methods require us to ‘make our own meaning’, that is, develop our own conceptualisations of what we are learning. During this process we physically make neural connections in our brain, the process we call learning. Passive methods such as listening do not require us to make these connections or conceptualisations.” (Petty 2004) “ Active learning? You must be joking, there’s no time for entertainment with all this content to cover.” 20

21. The ‘teaching pyramid’ Learning retention Teaching methods and effective learning 5% Listening 10% Reading 20% Audio-visual 30% Demonstration 50% Discussion group Practise by doing 75% Teaching others, immediate use of learning 90% 21

22. Characteristics of effective active learning Suitably challenging goals – they should: require the learner to think and process ideas, not to merely reproduce them. Learners should: take responsibility for learning and be proactive. Feedback should: include learner self-assessment be formative and constructive in order to improve the learning process. Teaching and learning methods should: require the learner to search for, or ‘construct’ meanings link meanings to prior learning. 22

23. Bloom’s Taxonomy Hard evaluation synthesis analysis application comprehension knowledge Easy 23

24. The story of a maths lesson based on worksheets You are now being tested on your knowledge of division facts relating to the 7, 8 and 9 times tables (3 tests, each with 30 questions) Division Facts (7s, 8s & 9s).pdf And here are the answers Division Facts (7s, 8s & 9s) answers.pdf 24

25. Can you think of the ending of the story? • Can you think how to develop a higher level of skills and understanding about division that is useful and meaningful to your learners both functionally and vocationally?

26. Surface and deep learning 80% of 12 year olds can correctly divide 225 by 15. But only 40% can solve the problem: If a gardener has 225 bulbs to place equally in 15 flower beds, how many would be in each bed? 26

27. Bloom’s Taxonomy for active deep learning Hard development of opinions, judgements or decisions evaluation combination of ideas to form a new whole. What would you predict/infer from…? synthesis separation of whole into component parts. Compare/contrast, classify… according to… analysis problem solving, applying information to another context or to produce a result application describing in own words, organisation of facts and ideas. Retell… comprehension who, what, when, where, how? Describe… knowledge Easy 27

28. There will be more discussion the principles of active and deep learning with some suggested teaching and learning strategies in the afternoon session!! You will find a range of suggested activities and strategies: Mathematics in the Teaching and Learning Programme 28

29. And we need a dose of humour in all maths lessons embedded or not!! • A chef instructs his apprentice: "You take two thirds of water, one third of cream, one third of broth..." • The apprentice: "But that makes four thirds already!" • "Well - just take a larger pot!"

30. Contacts • For further information please contact: • Janet Gathercole Email: JGathercole@cfbt.com • Venus Carew Email: venus.carew@ncl-coll.ac.uk Useful websites http://www.excellencegateway.org.uk/page.aspx?o=269853 Continuing Professional Development National Centre for Excellence in the Teaching of Mathematics - NCETM And finally think about numeracy skills when late night shopping in Newcastle!!