Training plan validation tool You can use this tool to document how your training program has been designed to take account of the foundation skills needs of the target learners. Text in italics provides an example of information that may be recorded. Vocational competency/training program: BSBWHS406A Assist with responding to incidents Foundation Skills Learning Reading Writing Oral communication Numeracy Digital technology Foundation skills demands of the vocational program Learning skills required to participate effectively in training program (ACSF 3) Reading skills to source information and data from WHS reports and documents (ACSF 4) Writing skills to report and document incidents (ACSF 3) Presentation and consultation skills to communicate with people from a wide range of backgrounds and in a range of forums (ACSF 4) Numeracy skills to source information and data from WHS reports and documents (ACSF 3) Information management skills to store and retrieve relevant documents Pre-training assessment of learners 4 of 25 learners will need support with learning skills 17 of 25 learners will need to develop reading skills 10 of 25 learners will need to develop writing skills 7 of 25 learners will need support to strengthen their oral communication skills 4 of 25 learners will need support to strengthen their numeracy skills 4 of 25 learners will need support to build their digital technology skills Talking to learners about foundation skills 4 learners will be approached individually and encouraged to participate in a ‘learning preparation’ program to build their learning, numeracy and digital technology skills prior to participation in the vocational program. The emphasis of the communication will be on the opportunity to improve/update their study skills. All learners will be advised that foundation skills support is available and that they will have the opportunity to develop the reading, writing and oral communication skills that they will need to achieve the vocational competency. Use of the unit FSKRDG10 will be explained as a means of providing them with specialist support to build the underpinning skills they will need to achieve the vocational competency.
Course design ‘Learning preparation’ program will develop independent learning skills. FSKRDG10 Read and respond to routine workplace information - will be conducted concurrently with the vocational unit for all learners. Team-teaching approaches will allow additional support for some learners. Team-teaching approaches will allow additional support for some learners. ‘Learning preparation’ program will build numeracy skills. ‘Learning preparation’ program will build digital technology skills. Adapting existing materials Clarity of instructions will be improved for all learning and assessment materials. Texts will be reformatted to improve readability. Reading tasks will be conducted as guided group activities. Writing tasks will be revised to use real workplace forms and documents. Model templates and texts will be provided for learners to copy. Role plays will be used for learners to practice speaking in workplace contexts. Demonstrations of activities will be included. Additional explanation and sample answers will be provided for numeracy tasks. Delivery approaches Session overviews will be provided. The foundation skills specialist will lead a number of training sessions, and be available to support reading activities in other sessions. The foundation skills specialist will be available to support writing activities. The foundation skills specialist will be available to support oral communication activities. Opportunities for relevant workplace technology will be provided. Training spaces An agenda will be listed on the whiteboard and checked off as the Learners will work in small groups so that learners with different strengths can support each other. The foundation skills specialist will have a table that can be used to work with learners one-on-one when necessary. Some sessions will be conducted in the ICT lab for learners to access relevant software.
session progresses. Round table, group discussion will be used to involve all learners in the session content. Delivery responsibilities The ‘learning preparation’ program will be conducted by a foundation skills specialist with contextualisation advice from the vocational specialist. The vocational specialist and foundation skills specialist will use a team-teaching approach to deliver the BSB and FSK units. The vocational specialist will modify learning and assessment materials to accommodate learners’ foundation skills needs, with advice from the foundation skills specialist. The foundation skills specialist will be available to provide support for learners during the sessions where they are team-teaching the FSK unit. The ‘learning preparation’ program will be conducted by a foundation skills specialist with contextualisation advice from the vocational specialist. The ‘learning preparation’ program will be conducted by a foundation skills specialist with contextualisation advice from the vocational specialist. Training plan validation tool Where and how will the LLN development fit fir within the unit delivery? Vocational competency/training program: Foundation Skills Learning Reading Writing Oral communication Numeracy Digital technology Foundation skills demands of the vocational program
Strategies for Supporting LLN in VET Within and outside time; F2F and elearning Define roles of VET and LLN teachers Use elearning for practicing skill Checklists for learners Establish a Community of Practice Focus on Feedback (to learners) Email Targeted workshops - series General or targeted Preparatory Program prior to vocational course Txt message Information Pack Hotline 1:1 sessions VET and LLN team teaching Learning Hub or VET teacher with LLN teacher accessible Elearning access to resources Technology ‘go to’ Use Learning Management program eg Edmodo Moodle Study Centre Learning Mentor Model examples How to : Step by Step Guide Embedding L&N Skype Google + Hangout Targeted skills workshop Webinar connection Adobe Connect Go To Meeting (free 30 day trials) Workplace Task practice LLN assist VET with resource and assessment preparation Demonstrate strategy to VET teacher, then scaffold until confident
Adult Learning Strategies relevant for the vocational trainer. Adult Learning Principles (Malcolm Knowles 1973) Implementing Adult Learning Approaches Adult learners: Require respect Mutual trust, mutual respect, support without judgement Recognise learners have different learning styles Have a foundation of life experiences and knowledge Connect to existing knowledge ie what they know about the new or required skill/knowledge Seek opportunities to identify what is known, and build on that Adults learners retain information more readily if they can relate the new knowledge to their experiences Accept that some learners will need more training than others Offer information/resources more than one way Promote inclusion of all learners Lifetime experiences may include misconceptions, biases, prejudices and preferences. Some of what is known may be incorrect. Are Goal oriented Be clear about why this is relevant to their goal Be organised Have clear, defined objectives – helps the learner to prepare mentally for what lies ahead Identify how what you have planned will help them achieve their goals Are relevancy oriented Be clear about why the skill/strategy is necessary, where does it fit with other sills/knowledge? Make clear, the relevancy of the delivery aspect/strategy/approach What will the learner be able to do as a result of the training? What knowledge or materials will be required? What skill level is required to demonstrate competency? Are autonomous and Self Directed Reasons to practice the skill/strategy (many times) are important Note: Listening with retention only lasts about 20% Facilitate learning – you don’t have the power to make learning happen, only suggest and guide Engage and Involve learners actively in a process of inquiry, analyses, decision-making, using their own judgement and decision-making capacity Eg Quiz, Games, paired and group discussion, role play, brainstorm, group problem-solve, simulation, case study Projects, targeted tasks, use of personal learning time