learner agency in literacy and numeracyv2 - Skills …...Learner agency in adult literacy and...
Transcript of learner agency in literacy and numeracyv2 - Skills …...Learner agency in adult literacy and...
Learner agency in adult literacy and numeracy
Damon Whitten & Liam Frost-Camilleri
How do adult learners engage in learning situations?
25:1
Tutor: Have a discussion with the people around you, what does that ratio mean?
Three responses to an invitation to engage
Type one: AvoidanceDarrell pulls his hood up, averts eyes, and draws on his book throughout lesson.
Type two: ResistanceHarley: F**k, I don’t know what it means. [Pushes his chair away from the desk, indicating non-participation]
Type three: EngagementJohn: Well, what, what does “ratio” mean? Andrea: Ratio is like, well… John: Parts, parts to it. Andrea: Two parts. And that one there, [points to 25:1] is like twenty-five mlsto one litre.
Future workplaces will place radical learning
demands on individuals
The old systemTerry collects, packs and ships several products. As part of his role he:
• Checks that each package is under 1kg and loads it on a pallet.
• Informs Mainfreight how many pallets need to be picked up each day
• Fills in a dangerous goods form if sending ‘adhesive’ (standard criteria).
The new systemMainfreight introduces new systems that drive learning demands.
• All packages to be weighed and recorded, then added to find the weight of each pallet.
• The volume of each pallet is to be measured and given to Mainfreight in advance.
• DG forms require new weight and classification for subsidiary risk and packing group.
How would you go about learning these new skills?
How would a person who struggles with literacy and numeracy approach this challenge?
In a perfect world…
Identify and set learning goals
Make a plan Enact learning strategies and monitor progress
Self-management and regulated learning
Lack of success
Change learning
strategies
Try again!
Success
Goal setting Make a plan
Self-regulated learning
The decision to initiate action requires ‘enabling beliefs’
BeliefsAttitudes
ValuesEmotions Identity
Enabling beliefs, attitudes, emotions, identities, attitudes and values
Learning management skills, literacy, numeracy and problem-solving skills
What is learner agency?
Learner initiated and goal-oriented ACTION!
Apprentices’ perceptions of the supported acquisition of Literacy and Numeracy Skills
Regional TAFEEngineering students – 1st 2nd 3rd years
3 weeks of work, 1 week training.
Key findings and recommendations
Industry expectation vs student focus
And transference
Literacy vs multiliteracies
And workbooks
Revision to LN Support including
best practice
Learning discourse
Warm up…
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How did that task feel?
You are a certain kind of person, and there is not much that can be done to change that.
STRONGLYDISAGREE
STRONGLYAGREE
I have difficulty maintaining my focus on projects that take more than a few months to complete
STRONGLYDISAGREE
STRONGLYAGREE
= Fixed mindset
= Lacking grit
Less likely to take risks
Feedback as a personal attack
Failure is permanent
Abilities are innate and unchangeable
Feedback is a chance to develop
Failure is a chance to learn and grow
Abilities are something you can improve through practice
Embrace challenging tasks, put in more effort
Moser, Schroder, Heeter, Lee & Moran, 2011
Praise wisely
E.g. Well done, you scored 8/10, you must
have worked hard…
This example praises EFFORT and
PERSEVERANCE
E.g. Well done, you scored 8/10, you must
be smart…
This example praises TALENT or
INTELLIGENCE
Cultivate
Don’t give up on your students Leave no room for helpless behaviour
patternsDo not protect students from challengesHonest critical feedback in the form of
“not yet”
Rissanen et al. (2019)
Now, with a growth mindset…
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