Adapting games can be a useful way of assessing knowledge - some games are available with an interactive whiteboard. I don't have access to one of those.
Games that lend themselves to team work in the classroom include The Weakest Link - you might want to change it to 'strongest link' depending on the class and get rid of the voting off. Ask specific questions to cover the topic that the learners have been studying as a group. Get them to work in teams but keep the rest of the rules of the Weakest Link including the banking of points.
Countdown's word games are good activities as a routine, either at the start or the end of a session.
Block Buster - as in I'll have a P please Bob- create grids with letters for learners to choose and then find their way across. These can be played in small groups where participants take the role of quiz master by turn. This can be quite time consuming to create.
Even Have I Got News for You has potential! Provide learners with pictures from the news. Ask them to match captions to the pictures; ask them to fill in the missing word; ask them to make up a caption and see how their caption compares to the real one.
Call My Bluff - ask learners in teams to make up definitions for specific words that you have chosen and, of course, look up the correct definition. There are speaking and listening skills here as well.
Most TV games shows, within reason, can be adapted to test learner knowledge. Though I'm not sure that 'I'm a Literacy Learner. Get Me Out of Here!' has much mileage. I could, of course, be proved wrong.
Wednesday, 30 November 2011
Monday, 28 November 2011
alphabets, adjectives and auditory memory
Actually this is the Vicar's Cat - it could just as well be the Tutor's Cat.
This routine is useful for learners needing to rehearse alphabetical sequencing skills. It also provides an opportunity to explore proper nouns and adjectives.
So, the Tutor's cat is an angry cat and his name is Archie. The next learner provides a b name and adjective etc.
It is useful to put the first sentence on the board and discuss the fact that people's names and pets names for that matter have capital letters and that adjectives are describing words.
Auditory memory is an important part of the way that we remember things. The routine of an auditory memory game - with prompts and cues as necessary- is a good way of establishing a routine in the session and also allowing learners to rehearse memory techniques. It is also helpful that they have an understanding of the fact that hearing something is a way to help memory. Activities like this need to be approached with care as some learners may regard them as childish.
There are lots of different ways to go from this point - learners could collect adjectives and examples of proper nouns from realia. They could sort examples that you have collected into alphabetical order. They could sort their own examples into alphabetical order. They could find out about the top ten most popular names using the Internet etc. This in turn could lead to a discussion about the names for pets or people that are popular right now.
It would be great to hear how else this could be developed into an integral part of a session rather than something that loiters on the edge.
Core Curriculum refs:
Ww/E1.2 Write the letters of the alphabet using upper and lower case.
Ws/E2.2 Use adjectives.
Ws/E2.4 Use a capital letter for proper nouns
This routine is useful for learners needing to rehearse alphabetical sequencing skills. It also provides an opportunity to explore proper nouns and adjectives.
So, the Tutor's cat is an angry cat and his name is Archie. The next learner provides a b name and adjective etc.
It is useful to put the first sentence on the board and discuss the fact that people's names and pets names for that matter have capital letters and that adjectives are describing words.
Auditory memory is an important part of the way that we remember things. The routine of an auditory memory game - with prompts and cues as necessary- is a good way of establishing a routine in the session and also allowing learners to rehearse memory techniques. It is also helpful that they have an understanding of the fact that hearing something is a way to help memory. Activities like this need to be approached with care as some learners may regard them as childish.
There are lots of different ways to go from this point - learners could collect adjectives and examples of proper nouns from realia. They could sort examples that you have collected into alphabetical order. They could sort their own examples into alphabetical order. They could find out about the top ten most popular names using the Internet etc. This in turn could lead to a discussion about the names for pets or people that are popular right now.
It would be great to hear how else this could be developed into an integral part of a session rather than something that loiters on the edge.
Core Curriculum refs:
Ww/E1.2 Write the letters of the alphabet using upper and lower case.
Ws/E2.2 Use adjectives.
Ws/E2.4 Use a capital letter for proper nouns
Friday, 25 November 2011
Matrixes, empowerment and Freire
After reading or discussing an issue ask learners to construct a matrix to rank ideas or to record information and opinions. One variant of this is the PNI table. P = positives, N= negatives, I= implications.
e.g. The positives, negatives and implications of the different stages of applying for a job; the issues in changes to a local bus or library service etc.
The idea behind the tables is that learners deal with issues that are important with them. The table is the way for them to "get a handle" on the issues. This links very closely to the ideas espoused by Paulo Freire.
http://www.infed.org/thinkers/et-freir.htm
I have been using this table format for many years so was delighted when I attended a staff development event at an input given by an ESOL tutor who modelled some of the tools used by reflect.esol
http://www.reflect-action.org/resources
e.g. The positives, negatives and implications of the different stages of applying for a job; the issues in changes to a local bus or library service etc.
The idea behind the tables is that learners deal with issues that are important with them. The table is the way for them to "get a handle" on the issues. This links very closely to the ideas espoused by Paulo Freire.
http://www.infed.org/thinkers/et-freir.htm
I have been using this table format for many years so was delighted when I attended a staff development event at an input given by an ESOL tutor who modelled some of the tools used by reflect.esol
http://www.reflect-action.org/resources
Wednesday, 23 November 2011
Discussion Cards
These are similar to sort cards but they are designed to facilitate discussion, critical thinking and for learners to assess their knowledge or beliefs. Create a set of cards with statements relating to the topic under discussion e.g. All sentences must have a subject, a verb and a sense of time.
Ask learners to sort cards into three piles: agree, disagree, not sure.
Alternatively - each learner takes a card, thinks about their answer and then explains which pile it belongs on (the cards could be blu-tacked to the board under the different headings).
If another learner disagrees with the decision they must wait their turn and then justify their own response. If necessary, the decision can go to a class vote or the card can be added to the 'not sure' pile at the original learner's request. The 'not sure' pile is the one that learners need to look at more closely and do further work on.
Ask learners to sort cards into three piles: agree, disagree, not sure.
Alternatively - each learner takes a card, thinks about their answer and then explains which pile it belongs on (the cards could be blu-tacked to the board under the different headings).
If another learner disagrees with the decision they must wait their turn and then justify their own response. If necessary, the decision can go to a class vote or the card can be added to the 'not sure' pile at the original learner's request. The 'not sure' pile is the one that learners need to look at more closely and do further work on.
Tuesday, 22 November 2011
Writing scaffolds and frames.
Scaffolds can be more or less structured depending on the needs of learners.
There is a useful link and word document with examples based on materials developed in the compulsory sector at:
There is a useful link and word document with examples based on materials developed in the compulsory sector at:
These are useful tools. Writing frames can also be downloaded from the TES website and there are commercially available texts crossing the educational spectrum. Many resources designed for younger learners can be adapted to meet the needs of adult learners.
Monday, 21 November 2011
Critical thinking and writing
The NRDC report Effective Teaching and Learning: Writing makes strong links between the act of writing and critical thinking - so the reasons behind why we do something. This means that the writing that learners do must be meaningful to them.
Some meaningful writing at this time of year:
-shopping lists
-cards
-round robin letters
-party invitations
-emails sorting out who is bringing what to the Christmas celebrations if there's a family get together
-copying recipes from magazines or passing a recipe on
-letters to Father Christmas (For many children, writing only takes place in the classroom so it isn't 'real'. -Encourage learners with children to write with their children.)
-thank you letters
-notes to school about child illness.
Functional writing includes writing letters, cvs, application forms, resumes etc.
What?
Ask learners to create a mind map of the things that they write. It might help to have some prompts in the form of visual cues or to have got them talking first. Don't forget texting, online forums and social networking sites. Their mind map should lead to a consideration of the way audience and purpose impact on what they write as well as helping you to identify some authentic writing activities.
Why? When? How?
Ask them to extend their mind map or fill in a table to think about why they write the way that they do and how they tackle the writing.
Some meaningful writing at this time of year:
-shopping lists
-cards
-round robin letters
-party invitations
-emails sorting out who is bringing what to the Christmas celebrations if there's a family get together
-copying recipes from magazines or passing a recipe on
-letters to Father Christmas (For many children, writing only takes place in the classroom so it isn't 'real'. -Encourage learners with children to write with their children.)
-thank you letters
-notes to school about child illness.
Functional writing includes writing letters, cvs, application forms, resumes etc.
What?
Ask learners to create a mind map of the things that they write. It might help to have some prompts in the form of visual cues or to have got them talking first. Don't forget texting, online forums and social networking sites. Their mind map should lead to a consideration of the way audience and purpose impact on what they write as well as helping you to identify some authentic writing activities.
Why? When? How?
Ask them to extend their mind map or fill in a table to think about why they write the way that they do and how they tackle the writing.
Sunday, 20 November 2011
Kernel sentences
Show how sentences can be built up by gradually adding adjectives, adverbs etc. Depending on the skill level of the learners phrases and clauses could be added.
Start with a simple sentence. Identify the subject, verb and object.
e.g. The learner wrote a sentence.
The young learner wrote a sentence.
The young learner wrote a long sentence.
The young learner carefully wrote a long sentence.
The young but thoughtful learner carefully and quickly wrote a long complex sentence.
The young but thoughtful learner carefully and quickly wrote a long complex sentence as the tutor explained what needed to be done.
For less able learners construct the sentences, print the different parts of speech in different colours- stick to those different colours as a visual cue- ask learners to build sentences and then swap some of the words that you have supplied for their own.
Start with a simple sentence. Identify the subject, verb and object.
e.g. The learner wrote a sentence.
The young learner wrote a sentence.
The young learner wrote a long sentence.
The young learner carefully wrote a long sentence.
The young but thoughtful learner carefully and quickly wrote a long complex sentence.
The young but thoughtful learner carefully and quickly wrote a long complex sentence as the tutor explained what needed to be done.
For less able learners construct the sentences, print the different parts of speech in different colours- stick to those different colours as a visual cue- ask learners to build sentences and then swap some of the words that you have supplied for their own.
Saturday, 19 November 2011
Mnemonics - More on paragraphs.
Changing paragraphs can be problematic - ask learners to remember the 4Ts. Topic, Talker, Territory and Time.
Does anyone know any more mnemonic devices for constructing paragraphs? There is one using the fingers on one hand but I can't remember it.
Does anyone know any more mnemonic devices for constructing paragraphs? There is one using the fingers on one hand but I can't remember it.
Friday, 18 November 2011
Using Mnemonics to plan paragraphs
Mnemonics are memory strategies to help remember key information. Here are two based on acronyms:
PQD = Point, quote, development - useful for learners who are moving towards an academic goal.
WEE= What is the paragraph about, explain and example.
Give learners the mnemonic and then provide them with paragraphs that don't do what they should. Ask learners to identify what is missing from each paragraph and then suggest how it could be made better.
For less able learners a sorting activity where they have to match up the three parts of one paragraph.
PQD = Point, quote, development - useful for learners who are moving towards an academic goal.
WEE= What is the paragraph about, explain and example.
Give learners the mnemonic and then provide them with paragraphs that don't do what they should. Ask learners to identify what is missing from each paragraph and then suggest how it could be made better.
For less able learners a sorting activity where they have to match up the three parts of one paragraph.
Tuesday, 15 November 2011
Thinking and planning.
Before learners read, write or speak - thinking opportunities.
- Mind mapping.
- Linear planning. Ask students to create a flow chart of the process they are about to undertake , use colour and shape so that they can visualise what they have to do and break it down into small, manageable steps.
-Sorting exercises. It's easier to move individual bits of paper around than it is to move ideas on a single piece of paper.
- Snowball exercises. one minute for a learner to think about something on his or her own; two minutes to compare ideas and add more in a pair; four minutes to work in groups of four. Followed by a whole group feedback.
-Writing frames and scaffolds.
-Using post-it notes to generate ideas.
-Cue cards with questions or half completed statements.
- Mind mapping.
- Linear planning. Ask students to create a flow chart of the process they are about to undertake , use colour and shape so that they can visualise what they have to do and break it down into small, manageable steps.
-Sorting exercises. It's easier to move individual bits of paper around than it is to move ideas on a single piece of paper.
- Snowball exercises. one minute for a learner to think about something on his or her own; two minutes to compare ideas and add more in a pair; four minutes to work in groups of four. Followed by a whole group feedback.
-Writing frames and scaffolds.
-Using post-it notes to generate ideas.
-Cue cards with questions or half completed statements.
Sunday, 13 November 2011
Follow Me Cards
To help make the session learner centred rather than using a traditional question and answer type approach why not use follow me cards. Again, these are for formative assessment of knowledge.
Have sufficient cards for each learner in the group.
Card one contains a question and the answer for the last question in the series of cards.
Card two contains the answer to question one and another question.
Card three contains the answer to question two and another question etc until the last card which contains the answer to the previous question and the question that is answered on card one.
Shuffle the cards - give one or two to each learner. Ask a learner to ask his or her question. The other learners look at the answers on their cards and the one with the correct answer reads it out (it is important that there is clearly only one correct answer for each question). The learner then reads their question out and so on until the learner who asked the first question answers the last one.
Needs to be planned carefully and should be assessing something that learners have already rehearsed - this is a knowledge checking activity and is not appropriate for something completely new to learners.
Have sufficient cards for each learner in the group.
Card one contains a question and the answer for the last question in the series of cards.
Card two contains the answer to question one and another question.
Card three contains the answer to question two and another question etc until the last card which contains the answer to the previous question and the question that is answered on card one.
Shuffle the cards - give one or two to each learner. Ask a learner to ask his or her question. The other learners look at the answers on their cards and the one with the correct answer reads it out (it is important that there is clearly only one correct answer for each question). The learner then reads their question out and so on until the learner who asked the first question answers the last one.
Needs to be planned carefully and should be assessing something that learners have already rehearsed - this is a knowledge checking activity and is not appropriate for something completely new to learners.
Friday, 11 November 2011
Matching activities
Matching activities are a useful way of checking learning formatively.
They can either be done of a sheet of paper divided into two columns so that the learner joins the items that link together with a pencil/pen mark or it can be done as a card sort activity.
e.g. Rw/E2.1 read and understand words on forms. Learners can match the words that they find on the forms with their meanings e.g. surname = last name, block capitals =CAPITAL LETTERS.
Differentiation and additional support can be provided by jigsawing the sort cards- cutting the pairs so that they match rather than all being standard rectangles- so that there is a visual cue for less confident learners and learners who need more practice.
The summative assessment for Rw/E2.1 would be where learners are able to read and understand a form for a real life task, such as joining a library or sending off for something from a catalogue or magazine rather than a synthetic activity such as a sort card exercise.
Wednesday, 9 November 2011
Initial assessments available
There are a range of initial and diagnostic assessments available. The one most commonly used in FE colleges is BKSB owned by North Notts College. This is available as an e-assessment and is a format that I have got used to over the years, even though the data print out isn't necessarily immediately decipherable in its raw data format, but I am now working for an organisation that doesn't have access to it so I am using other assessments.
- Observation. I am now in the situation where students fill in their enrolment forms in my class so I can see how much support they need.
- Discussion. Learners have a very good idea of what their immediate needs are. The ILP (individual learning plan) is a negotiated document so discussion is as good a starting point for learner centred learning.
- Fast track. The old Basic Skills Agency (now available on NIACE) assessment. There is a cost associated with this assessment but it is quick and straight forward to administer to gauge the level at which that learners need further diagnostic assessment.
- Free writing activities.
- The freely available initial and diagnostic assessment on talent.ac.uk. The only down side is that if you use the whole thing then learners need access to audio devices and the initial assessment runs to twenty pages. It doesn't need to be administered in one chunk, it can take place over a number of weeks. Though the problem may be that while you are saying 'assessment', learners are thinking 'test'.
-Initial Assessment Toolkit published by the Learning for Work Initiative. It has some useful sorting activities that can be adapted to different situations and learner groups. The advantage of a card sort activity is that it doesn't look like a test, it's active learning and the cards can be used for discussion. It is also ipsative. The positive of this is that its learner centred. On the downside people tend to judge themselves more harshly than they should do when they self-assess. It's a good starting point and has made an effective ice breaker
And as I am now doing much of my own printing, I have suddenly become printing averse as printer ink is apparently more expensive than champagne. I am also working in locations where there are no computers readily available. Where a range of assessments are being used it can be useful to have a check list of the skills you want to assess so that you can choose the right level for further diagnostic or specialist assessment.
Are there any other initial assessments out there that are free to use and don't involve huge amounts of paper or technology?
- Observation. I am now in the situation where students fill in their enrolment forms in my class so I can see how much support they need.
- Discussion. Learners have a very good idea of what their immediate needs are. The ILP (individual learning plan) is a negotiated document so discussion is as good a starting point for learner centred learning.
- Fast track. The old Basic Skills Agency (now available on NIACE) assessment. There is a cost associated with this assessment but it is quick and straight forward to administer to gauge the level at which that learners need further diagnostic assessment.
- Free writing activities.
- The freely available initial and diagnostic assessment on talent.ac.uk. The only down side is that if you use the whole thing then learners need access to audio devices and the initial assessment runs to twenty pages. It doesn't need to be administered in one chunk, it can take place over a number of weeks. Though the problem may be that while you are saying 'assessment', learners are thinking 'test'.
-Initial Assessment Toolkit published by the Learning for Work Initiative. It has some useful sorting activities that can be adapted to different situations and learner groups. The advantage of a card sort activity is that it doesn't look like a test, it's active learning and the cards can be used for discussion. It is also ipsative. The positive of this is that its learner centred. On the downside people tend to judge themselves more harshly than they should do when they self-assess. It's a good starting point and has made an effective ice breaker
And as I am now doing much of my own printing, I have suddenly become printing averse as printer ink is apparently more expensive than champagne. I am also working in locations where there are no computers readily available. Where a range of assessments are being used it can be useful to have a check list of the skills you want to assess so that you can choose the right level for further diagnostic or specialist assessment.
Are there any other initial assessments out there that are free to use and don't involve huge amounts of paper or technology?
Monday, 7 November 2011
Cue cards to promote discussion
I'm just about to deliver a course entitled "Confidence Counts" - I want my learners to reflect on their current skills levels and to discuss their needs. I have created a set of cue cards as a self-assessment tool to aid the process of learners becoming more confident; to help them identify their learning goals; to share and compare expereinces and the activity can be repeated at the end of the course as a form of self-assessment to measure progress.
I adapted the statements on the cue cards from the NIACE document "Catching Confidence in Maths" - a freely available resource to download.
The statements are:
I am confident about an everyday activity like writing a shopping list or...
I do not feel confident about writing something like an official letter or...
I am confident about doing this course because...
I do not feel confident about doing this course because...
Being willing to risk making mistakes is a sign of confidence because...
Making mistakes makes me feel...
I can get by without English skills because...
I can't get by without English skills because...
I can learn anything I need to learn if I stick with it because...
The one thing I dread being asked to do on this course is...
By taking this course, I'm really looking forward to being able to...
Statements cues can be adapted according to the learning cohort which makes it flexible. I shall do the activity as a form of snowball exercise by giving learners an opportunity to think about the way that they would finish their cue card (picked at random), then pair them up to discuss their answers with one another and then to feedback to the whole group and broaden the discussion.
Learners will have the opportunity to summarise their discussion and viewpoint on a summative document to be included in their ilp so that they can revisit their responses at the end of the course.
There are lots of versions of this kind of activity. I usually do one adapted from a businessballs.com icebreaker entitled "colour jacouzzi" where learners pick different colour balls out of a bag and answer the question that relates to the colour of the ball they have selected. This activity is a bit more formal than that as it ensures that all the statements will be addressed. I use this kind of activity as part of the initial assessment and, adapted, as part of formative assessment about skills.
I adapted the statements on the cue cards from the NIACE document "Catching Confidence in Maths" - a freely available resource to download.
The statements are:
I am confident about an everyday activity like writing a shopping list or...
I do not feel confident about writing something like an official letter or...
I am confident about doing this course because...
I do not feel confident about doing this course because...
Being willing to risk making mistakes is a sign of confidence because...
Making mistakes makes me feel...
I can get by without English skills because...
I can't get by without English skills because...
I can learn anything I need to learn if I stick with it because...
The one thing I dread being asked to do on this course is...
By taking this course, I'm really looking forward to being able to...
Statements cues can be adapted according to the learning cohort which makes it flexible. I shall do the activity as a form of snowball exercise by giving learners an opportunity to think about the way that they would finish their cue card (picked at random), then pair them up to discuss their answers with one another and then to feedback to the whole group and broaden the discussion.
Learners will have the opportunity to summarise their discussion and viewpoint on a summative document to be included in their ilp so that they can revisit their responses at the end of the course.
There are lots of versions of this kind of activity. I usually do one adapted from a businessballs.com icebreaker entitled "colour jacouzzi" where learners pick different colour balls out of a bag and answer the question that relates to the colour of the ball they have selected. This activity is a bit more formal than that as it ensures that all the statements will be addressed. I use this kind of activity as part of the initial assessment and, adapted, as part of formative assessment about skills.
Friday, 4 November 2011
Useful Websites 1
There are lots of really good literacy resources already available, many of them for free. Here is the start of my directory, in alphabetical order rather than order of importance.
The Excellence Gateway http://www.excellencegateway.org.uk/page.aspx?o=127639. This is where the online Core Curriculum and Access for All can be found as well as a freely available skills check, initial and diagnostic assessment. In addition to learning resources there are also policy documents, research publications and well - most things really.
National Institute of Adult Continuing Education (NIACE) is a leading publisher of both resources and academic texts. Some of the resources can be downloaded for free. Visit, http://www.niace.org.uk/, then select publications from the menu. Another menu box allows you to search the publications. There is a tick box for free publications.
National Research and Development Council (NRDC) http://www.nrdc.org.uk/. There is absolutely no reason why a Literacy tutor can't keep abreast of current developments or theories related to Literacy learning. Much of the resource is freely available to download. Hard copies are also often available.
Skillswise can be found at http://www.bbc.co.uk/skillswise . This is an absolutely brilliant website. One of the few drawbacks is that it caters only for E3 (Entry 3) and above.
Sparklebox http://www.sparklebox.co.uk/ is a primary school resource. Many of the worksheets in pdf form are not appropriate for adults. However there are templates for games, flash cards and suchlike which can be tailored to meet the needs of an adult learner.
The Excellence Gateway http://www.excellencegateway.org.uk/page.aspx?o=127639. This is where the online Core Curriculum and Access for All can be found as well as a freely available skills check, initial and diagnostic assessment. In addition to learning resources there are also policy documents, research publications and well - most things really.
National Institute of Adult Continuing Education (NIACE) is a leading publisher of both resources and academic texts. Some of the resources can be downloaded for free. Visit, http://www.niace.org.uk/, then select publications from the menu. Another menu box allows you to search the publications. There is a tick box for free publications.
National Research and Development Council (NRDC) http://www.nrdc.org.uk/. There is absolutely no reason why a Literacy tutor can't keep abreast of current developments or theories related to Literacy learning. Much of the resource is freely available to download. Hard copies are also often available.
Skillswise can be found at http://www.bbc.co.uk/skillswise . This is an absolutely brilliant website. One of the few drawbacks is that it caters only for E3 (Entry 3) and above.
Sparklebox http://www.sparklebox.co.uk/ is a primary school resource. Many of the worksheets in pdf form are not appropriate for adults. However there are templates for games, flash cards and suchlike which can be tailored to meet the needs of an adult learner.
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