Session Objectives

At the end of the session you should be able to:-

• Recap minimum core skills• Identify skills gaps in your learners • Complete speaking and listening

activity in pairs • Explain elements required for giving

clear and effective feedback

Minimum core

• Link to PowerPoint

• Leitch quiz activity

Leitch report findings

• Interactive quiz• In order to deliver a world class work force

it was identified that literacy and numeracy skills need to be improved

• From September 2007 all teacher training has included minimum core

• All new teachers and trainers must have personal literacy and numeracy skills at level 2

The report of the Leitch Review of Skills, ‘Prosperity for All in the Global Economy - World Class Skills’, was published in 2006.

The report added further weight to the argument for improving the skills for life of the population for UK to become a world

leader. • One of the main thrusts of the government’s

Skills for Life strategy is “embedding” the basic skills of literacy and numeracy. The concept of embedding is that students on other courses, usually but not exclusively vocational courses in colleges, can be helped to improve their literacy and numeracy skills as part of their course, rather than separately.

Recap Minimum core skills

• What are the 3 core skills

• Which report lead to the introduction of core skills?

• How many adults do not have functional skills above a 7 year old?

Core skills; a teacher must:

• Be aware of the processes and sub-skills which have to be mastered for good communication skills to develop.

• Be able to analyse students’ work and identify problem areas.

• Help students set goals and make a plan of action.

• Provide materials and activities to help students tackle problems.

Watch this video clip to see some common problems with

maths

•There are many common errors in maths, the most common issues are around place value.•Watch this video

•Link to Kentucky maths

•In pairs look at the six problems and identify what mistake the person is making in finding their answer. (10 minutes) •Peer support ensure that everyone has input. Feedback to group

CPD Activity

• Identify your own CPD needs

• For example what did you identify on the carousel events last week. What speaking, listening, reading and writing skills do you need to support your learners?

Take a break

Setting goals and breaking it into steps

• The role of the teacher is to set and break down goals into steps involved in achieving the goal

• You may think that time spent on setting targets, planning and evaluating is taking time away from the ‘real’ task of getting on with the work.

• In fact when students are involved in these activities they feel more in control of the situation and will have a greater sense of purpose and direction.

• These are motivating things and lead to a better quality of learning

Speaking and Listening Activity

• In pairs take it in turns to describe to each other and see how good your communication skills are.

• Note this is embedding numeracy in to the lesson

Giving Feedback Activity

• In pairs identify the characteristics of good feedback

Elements of effective feedback

• What are the core elements of effective feedback?

• What makes a good peer reviewer?

• How do you structure effective feedback?

Feedback Activity

• In groups of 2 or 3 look at the feedback and identify whether you think that the feedback is good feedback. If not how could it be re written to be more effective.

• Feedback to group and share ideas for good practice

Session Objectives

At the end of the session you should be able to:-

• Recap minimum core skills• Identify skills gaps in your learners • Complete speaking and listening

activity in pairs • Explain elements required for giving

clear and effective feedback