Transforming ideas into action when Foundation

Skill needs are identified

Ann Leske: LLN SpecialistConsultant and TeacherAnnleske@concen.net.auLeonie Francis: Riverina Institute TAFENSWHead Teacher LLN Education

http://www.dfeest.sa.gov.au/About-us/Our-Department/Initiatives-programs/Foundation-Skills-Workforce-Development-Project/Foundation-Skills-Workforce-Development-Projects-Resources#sa

Addressing Foundation Skills – 10 Step ProcessThis is an attempt to provide a ‘formula’ for identifying and delivering the required Foundation skills within a Unit of Competence. It is imperative that practitioners have a formula for identifying the Foundation skills within the unit if the skills required for the job are to be addressed appropriately.Ten steps have been identified:

1. ‘Unpack’ Units of CompetencyChoose the vocational Units of Competency [eg CHCPRT001 - Identify and respond to children and young people at risk (Release 1) or the cluster of elements etc that are being delivered and ‘unpack’ the performance criteria to identify which Foundation skills and what level of Foundation skills are required within the competency. To unpack the performance criteria look for trigger words.

2. Identify trigger words within the elements and performance criteria The trigger words are action words with a related word; these are the words or phrases that indicate the Foundation skills. When the action word is identified, for example, ‘apply’ (action word) knowledge (related word), the next step is to analyse how the knowledge is applied. Another example is ‘collecting’ (action word); analyse what or how something is collected.

There are several resources that have been developed by Industry Skills Councils (ISCs) to support practitioners in this process. For example the following resources are available on the IBSA Building Strong Foundations website:Example Trigger Words Glossary - practitioners can use this as a basis for developing their own list of ‘trigger’ words appropriate to their industry sectors/qualificationsIdentifying Foundation Skill Requirements – uses the BSBWHS406A Unit of Competency as an example to locate trigger words to identify the foundation skill requirements within the elements and performance criteria.Once the trigger words have been identified and analysed, determine the level of Foundation skills required.

3. Determine level of Foundation/Core Skills requiredAs ISCs update industry Training Packages, the relevant Australian Core Skills Framework (ACSF) levels will be identified. This information can generally be found in the companion volumes. Until that work is completed, VET practitioners/LLN specialists can utilise the ACSF to determine the required levels.

Ann Leske: LLN SpecialistConsultant and TeacherAnnleske@concen.net.auLeonie Francis: Riverina Institute TAFENSWHead Teacher LLN Education

The FSK Foundation Skills Training Package Unit Matrix is also a useful reference to support the identification of Foundation skills levels.

ACSF Mapping of Electives - a useful example of how the ACSF levels have been identified in two Units of Competency (LGACORE101B & LGACORE105B) by Government Skills Australia.

4. Determine how the learner’s Foundation skills beginning level will be assessedVET practitioners often use an indicative assessment which involves a range of pre training skills check strategies, including one to one conversations. In addition, there is a range of diagnostic assessment pre training skills-check tools which can be customised, especially with the support of an LLN specialist.

Diagnostic assessments are good practice and are best completed before the student is offered a place in a course, to determine their needs and their pre-course foundation skills level. No cost pre training skills-check instruments are available from Precision Consultancy, and the ACER website offers a range of instruments for purchase.

As an example, a student may need to complete a form with their personal details; the student would have this knowledge, however, they may not be able to write the information down on the form. Therefore, this could indicate that the student may require significant support to develop the writing skills required for the course.The next step is to determine how this skill will be trained and assessed.

5. Determine how the Foundation skill(s) required of the competency can be delivered and assessed within the training.

As much as possible use authentic workplace tasks, behaviours and documents to integrate the delivery and assessment of the identified Foundation skills with the vocational skills. Examples might include completing workplace WHS forms (writing), interacting with a client (oral communication, problem solving), menu planning (estimation skills).This information goes into the Training Plan Validation Tool.

6. Use a training validation tool to show where the Foundation skills fit within the unitTraining Plan Validation Tool – this template is available on the IBSA Building Strong Foundations Website. The tool allows the VET practitioner/LLN specialist to detail where the Foundation skills fit within the unit; how they will be addressed etc. (It is also useful for easy sharing of information with other VET Practitioners within a Registered Training Organisation [RTO], so that the information is not isolated to one VET practitioner.After including the information about where the Foundation skills fit within the unit, identify ways in which they can be addressed.

7. Document ways in which the Foundation skills will be addressed within the unit of delivery.

Using the Training Plan Validation Tool record which learners require foundation skills development, what Units of Competency (eg from the Foundation Skills Training Package) or delivery strategies will be used (and how) to address the skills gaps.

The training validation tool plan backs up and supports the adjustment of the session plan to meet the Foundation skill needs of the learner.Complete the training plan validation tool template ensuring that the delivery and assessment is included in the plan before deciding who is best to deliver the skill.

8. Identify if the VET practitioner can deliver the skill/knowledge or if a specialist should be utilised

When determining how best to assist the learner to reach the required level of Foundation skills, consider whether the VET practitioners have the required skills; and if not, what professional development would support that skill development. Alternatively, use the services of a Foundation skills specialist.

VET practitioner skills can be developed using a range of professional development resources which are available through the ISC websites, particularly the Building Strong Foundations website. The resources include short video clips (2 - 6 minutes) or more structured sessions, for example, Manufacturing Skills Australia’s “Making Connections” program.

Foundation skills specialists can either: Workshop strategies with VET practitioners to address the learner Foundation

skill gaps and how to modify the session plans to deliver and assess the Foundation skills, or

‘Team teach’ with the VET practitioner(s) using an integrated delivery model, or Provide Foundation skill support to learners, individually or in groups.

9. Ensure the session plan includes strategies etc to address required Foundation SkillsAdjust the session plan to incorporate the strategies identified in the training validation tool or in the discussion with the Specialist to address the required FSK/ACSF level. While working with these strategies for delivery consider the assessment strategies.

10. Ensure assessment includes assessment of the competency level of foundation skills required within the Unit of Competency.

The Foundation skills assessment will be included with the assessment of the Unit of Competency and does not need to be assessed separately. The training plan validation tool will detail this approach.

By following this process the delivery and assessment of the Unit of Competency will include both vocational and foundation skills.

Resources to address the aspects not coveredSeehttp://buildingstrongfoundations.ibsa.org.au/content/resources-and-links

Training plan validation toolYou 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 incidentsFoundation 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 using relevant workplace technology will be provided.

Training spaces An agenda will be listed on the whiteboard and checked off as the session progresses.

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.Round table, group discussion will be used to involve all learners in the session content.

Some sessions will be conducted in the ICT lab for learners to access relevant software.

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 toolWhere 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

Pre-training assessment of learners

Talking to learners about foundation skills

.

Course design How/when will the LLN skills be taught?Pre-training?Within training?Each session/some sessions?

F2F Elearning Combination

approach.

Adapting existing materials

Aiming for Clarity Authentic

Texts Simulated

Practise (Oral skills)

Delivery approaches

Who will teach the LLN Skill – VET or LLN?Which LLN core skill? Which core skill delivery strategy?Where/how can learners access targeted LLN skill support?

Training spaces

How can the training space (F2F or online) maximise LLN core skill development? Delivery responsibilities

Who is responsible for what re the preparation and delivery

VET teacher

LLN teacher

VET and LLN teacher?

Strategies for Supporting LLN in VETWithin and outside class 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 targetedPreparatory Program prior to vocationalcourse

Txt message Information Pack

Hotline 1:1 sessions VET and LLN team teaching

Learning Hub or place

VET teacher with LLN teacher accessible

Elearning access to resources

Technology ‘go to’

Use Learning Management program eg Edmodo Moodle

Study Centre Learning Buddy

Mentor Model examples

How to : Step by StepGuide

Embedding L&N

SkypeGoogle + Hangout

Targeted skills workshop -repeated

Webinar connectionAdobe ConnectGo 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 stylesHave 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 experiencesAccept that some learners will need more training than others

Offer information/resources more than one wayPromote 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 studyProjects, targeted tasks, use of personal learning time

Are practical Identify the relevancy of the delivery aspect/strategy/approach to the workplace context

LLN Teachers discuss strategies o overcome a learning challengeThis is an example of Transformation into Action

How does the example achieve that?

These are examples of making Core Skills explicit

Service Skills Australia Model for Integrated Foundation Skill Support (MIFSS 2)© Commonwealth of Australia 2013Pps 58 – 62, and page 35

Re a di ng s t r a te g ie s

Set the scene Before any reading activity, give learners an explanation of the purpose for the reading and what

they will be looking for in the material. This way they will have greater opportunity to decipher the text.

Encourage peer support, e.g. pair work or buddy groups.

Build required skil lsNew vocabulary

Write up new terms and key words and clarify meaning in use – give an example of where learners may expect to see these words.

Encourage learners to highlight key words and concepts in texts.

Reading strategies Encourage learners to develop reading strategies, such as skimming, scanning, detailed reading

and critical reading. If using a long or more difficult text – get learners to chunk it down to manageable bits by

isolating certain key paragraphs in the text using a highlighter pen.

Make it c lear Use readable, accessible texts – make sure that dense text is broken up and photocopied pages

can be clearly read. Read key information in trainer notes or handouts aloud. Be aware that this can be a stressful

and shaming exercise and so it is important not to ask someone to read aloud if they do not want to.

Use visuals as supports Find ways of presenting material in other ways than written information. Reinforce written materials with visuals – e.g. a diagram, photograph or a demonstration. Provide English language and first language vocabulary for key words to English as a second

language learners.Use reference material

Demonstrate how to use reference material, libraries, the internet, etc. Provide a clear set of ‘how to’ steps and expectations about how this information may assist

workers to do their job.

S pea k i ng a n d l i s t en in g s t r a t eg ie s

Set the scene Discuss the various types of speaking and listening required in the training and on the job. Discuss the features of ‘getting your message across’ and ‘understanding what someone else is

saying’.

Build required skil lsNew vocabulary

Point out that terms have different meanings, and also possibly pronunciation, in different contexts, e.g. a baker makes a cookie, an IT technician disables ‘cookies’ on a computer, a carpenter uses a ‘cookie’ to splice two bits of wood together.

List and explain colloquialisms and how they are pronounced, or avoid colloquial language (unless it is clear they are fully understood by the listener).

Make it c learTo get a message across

Use gesture and intonation (stress on certain words in a sentence, rise and fall of voice) to indicate the key points.

Repeat key ideas and learning points using the same language each time to give learners additional opportunity to understand.

Assist learners to practise giving factual reports by providing a ‘scaffold script’ (similar to the points covered in writing). Adjust these for the spoken word.

Use clear, unambiguous language. Speak naturally, but at a moderate pace. Do not raise your speaking level for people who do not speak English as a first language if they

do not understand, or make them feel ‘stupid’ if they need to ask questions. Give instructions or feedback using signposting, e.g. ‘I am going to talk about three areas. The

first...’.

Use visual material as supports Highlight key points and terms on the whiteboard in a training room situation to reinforce oral

explanations and as a visual cue to learners. Use pictures, diagrams and demonstration to support verbal information.

Think about cultural issues Be explicit about rules and conventions for different communication situations, e.g. group tasks,

workplace learning, or reporting to a supervisor. Recognise that politeness and answering questions vary culturally. Recognise cultural differences in non-verbal communication (direct or indirect eye contact, use

of hand gestures, etc.) and be sensitive to any miscommunication. Be aware that learners from non-English speaking background may be confused by instructions

that are too ‘soft’, e.g. ‘I wonder if you might try...’, as opposed to ‘Try...’.

Provide support with l istening skil ls Learners may have highly developed listening skills in other language(s), but may be restricted in

using these skills because of difficulty with English. Vocational trainers and assessors can help learners to extract relevant information by: avoiding long periods of teacher explanation giving a handout with the main points or questions before learners listen providing question sheets or tick boxes to complete when listening asking ‘checking for meaning’ questions to elicit a demonstration of comprehension avoiding closed yes/no questions, such as ‘Do you understand?’ allowing learners to summarise or discuss what they have listened to in pairs, and asking

questions before moving on.

W ri ti ng s t r a te g ie sSet the scene

Discuss the different types of writing required for different purposes, e.g. note taking, data collection or report writing.

Encourage peer support, e.g. peer proofreading, pair work or buddy groups.Build required skil lsNew vocabulary and spelling

Reinforce written materials with visuals – e.g. a diagram, photograph or a demonstration. Provide English language and first language vocabulary for key words to English as a second

language learners in upper and lowercase letters. Allow for practice. Offer some basic strategies for developing accuracy in spelling, e.g. ‘look-say-cover-check’, or

assist learner to develop a personal dictionary of regularly needed words (with visual prompts).Make it c learProvide a scaffold

Offer examples of the different types of writing as a model that learners can refer to later if necessary, e.g. a filled out safety checklist, an Incident Report form, or a field trip report.

When you provide a scaffold, discuss the various layout features of the text with the learner, such as:

headings and sub-headings linking words for paragraphs when writing explanatory information, e.g. and, but, then, however sequencing words for writing a factual account, e.g. first, then, next stock phrases for making contrasting points when presenting an argument, e.g. on the other

hand, the points against are. Be aware of and explicitly demonstrate the drafting process: planning, drafting, editing and

proofreading, reviewing and preparing final copy. Build independence by providing less ‘scaffolding’ and encouraging more and more learner

independence as they gain in experience and skills U s in g m ind m a ps

Mind maps help learners who may struggle with constructing written responses. They are more compact than conventional notes, often taking up one side of paper – which can

help those learners to make associations easily and generate new ideas. Building a mind map gives learners the time and space to do some planning – to think about

what they want to write, how they are going to represent a concept, what ideas they want to link, and how they will link them.

There is a range of mind mapping software available – free and commercial – that can support learners in mind mapping.

A mind map does not have to be elaborate or sophisticated. It could be as simple as a diagram like the one in Figure 2 below. Based on the snapshot in Section Error: Reference source not found of this resource, the mind map in the figure begins to plot who Error: Reference source not found will talk to and what he will say to Mal.

You could use any of the activities in this resource to model the process of mind mapping with your learners.

Figure 2: Building a mind map of who Massi will speak to and what he will say

talks toWhat they talk about

1 9W ri ti ng Gu id e l in esWriting at work can be difficult because you have to communicate something, often without a great deal of time to do it.

Organising your thoughts before you write can help you say exactly what you want to say and can also save you – and the reader – time. Follow these four simple rules when you write:

1. PlanBefore you write, think about: who will read your document (your audience), to decide what you write and how formal you need to

be why you are writing (your purpose), to decide the main things you will say; if you are writing

something long, like a report or a memo, make notes about the key messages you want to include.

2. DraftIntroduce your reason for writing, and then write something about each key message, trying to keep it clear and concise. Your aim is to get your important points across clearly, and also to save the reader’s time. The examples below show you the difference.

Wordy and unclear:I have been thinking and the Santa thing is a pretty stupid idea. The scissor lift is dangerous to operate if you don’t know what you are doing. There are so many things to go wrong. So you will just have to think of something else.

Concise and clear:Could we talk about using the scissor lift at the event? Without an experienced operator it is dangerous.

Do not try to use long or difficult words if you do not understand their meaning. Simple words used well are often more effective than long words used in the wrong way.If you are writing a report or a memo, think about any spread sheets, graphs or images you could add to make your work more interesting or informative.

3 ProofreadIn business, using the wrong spelling, punctuation or grammar can affect your credibility –people can think you are not good at your work. So make sure you proofread your work carefully, looking for those errors.

Spell check can help, but it will not pick up when you have used the wrong word spelled correctly.

If you know that you make mistakes with spelling, punctuation and grammar ask a trusted co-worker for help. Try to notice the errors your co-worker finds, so that next time you do not make the same mistakes.

Building your own personal dictionary of regularly used words or expressions can help you do this.

4. ReviewGo back over your final draft. Is the layout and organisation suitable? Are you happy with the order you have presented your messages in?

talks to