Addressing diversity

RE-ENGAGE VULNERABLE ADULTS WITH EUROPE

Addressing learners’ diversity and contact the labour market .

CEPA El Fontán.Oviedo

Oviedo 8,9 April 2014

1. INTRODUCTION2. RATIONALE3. OBJECTIVES4. CONTEXT5. METHODOLOGY6. EVALUATION7. PROJECT IMPLEMENTATION

INDEX

THE TEAM

Fight irregular attendance & dropouts

Links with the employment service

Flexible methodology

INTRODUCTION

Dealing with diversity. A flexible methodology. Promoting the learners’ continuity. Links with the labour market.

Better academic outcomes

INTRODUCTION

This experience is open to: Adults with an early dropout of

Secondary Education. Adults with a poor learning experience. Precarious workers with little training

or at risk of exclusion. Unemployed or low skilled employees.

INTRODUCTION

These learners meet some or most of the following criteria:

They have family or work obligations that make their attendance very irregular.

They had an inadequate schooling or had a bad school experience.

They lack specific learning skills. They look for an easier way to learn.

INTRODUCTION

We follow our colleague at the CEPA El Fontán Dr. María Luz Pontón and her doctoral thesis:

“Adaptive teaching to enhance English language acquisition in Secondary Education for Adults”.

RATIONALE

We respond to diversity taking into account that adults learn…

RATIONALE

At their own pace

In a different way

Following their own cognitive styles

1. To get a persistent attendance and prevent dropouts.

2. To address the wide diversity of learnes by teaching adaptively.

3. To improve academic performance.4. To pair and to connect the learners

with the labour market.

OVERAL OBJECTIVES

1. To help learners continue and persist in their training.

2. To facilitate access to e-learning platform.3. To support learners to develop continuity

strategies.4. To involve learners in the design and content

of the course.5. To help them identify their own goals and

make decisions about their learning process.6. To create links with employment agents in

order to engage low-skilled workers.

SPECIFIC OBJECTIVES

STAFF: 6 teachers AREAS involved in the Project:

Communication (Spanish and English)

Science and Technology (Maths and Computer Skills)

CONTEXT

LEARNERS Secondary Education/Key Competence

1. Age:18 to 50 2. Employment situation: most are unemployed3. Country of origin: Ecuador, Venezuela, Peru,

Brazil, Spain, Romania, Senegal, Morocco4. Languages: Spanish,Portuguese,Romanian,

French,Senegalese,Arabic5. Training backgrounds:

• poor primary/primary/incomplete secondary

CONTEXT

Age range: 18- 50

18-20 21-25 26-30 31-40 41-50 >50

AGE

ESPA 1.2

KEY COMP

Gender

0

5

10

ESPA 1.2 KEY COMP.

SEXO

HOMBRE/MALE

MUJER/FEMALE

Country of origin

47%

17%4%4%

4%

8%

8% 4% 4%

España Ecuador Venezuela

Perú Paraguay Brasil

Rumanía Marruecos Senegal

Languages

76%

8%

4%

8%

4%

Español Portugués Senegalés Rumano Árabe

Employment situation

024

68

10

1214

ESPA 1.2 KEY COMP.

Employed Unemployed Sporadic job

Stakeholders We have the cooperation of the Public

Employment Service (professional certificate)

CONTEXT

CONTEXT

Engage learners in cultural events as part of their training.

Resources and support We have the support of the directive

team that provides: A schedule for the coordination of

teachers involved in the project. Availability for carrying out the

activities. A shared schedule of three teachers. Trainee teachers who help us carry out

the activities.

CONTEXT

Resources and support We also have:

A computer room.

The E-learning platforms : http://aulaelfontan.com/course/view.php?id=20

http://campus.educastur.es/course/view.php?id=5754

The research made by one of the participants, Dr. Maria Luz Pontón Álvarez for her doctoral thesis.

Previously prepared materials.

CONTEXT

Difficulties The schedule for coordination and

teamwork is quite short. Coordination with trainee teachers is

difficult. Stay at the centre is limited in time. Reluctant to work with adults.

Timing of the courses. We would like to have annual term courses.

CONTEXT

1. Teacher role2. Student autonomy3. Personal support4. High expectations for all

learners5. Relevant learning6. Avoiding negative feeling

METHODOLOGY

EVALUATION

EVALUATION INDICATORS EVALUATION TOOLS WHEN

Improved continuity Tracking dropouts(% of dropouts)

Every two weeks

Improved attendance Tracking attendance(% of attendance)

Every two weeks

Use of e-learning platformBenefits of e- learning platform

Usage tracking /monitoring

Nº of activitiesFeedback from students

and teachers

Monthly

EVALUATION

EVALUATION INDICATORS EVALUATION TOOLS WHEN

Student involvement in the design and content of the course

Nº of sheets of curriculum developmentFeedback from students and teachers

Every two weeks

Improvement of student skills Academic outcomesFeedback from students and teachers

End of term

Changes in student attitudes Feedback from students and teachers

End of term

EVALUATION

EVALUATION INDICATORS EVALUATION TOOLS WHEN

Benefits of activities with local stakeholders

Feedback from students, teachers and stakeholders

End of term

Organization and teacher cooperation

Tracking meetingsNº of meetings

Every two weeks

Resources of time and space TimetableUse of classrooms

End of term

Phase 0 - Constitution of the working group.

Phase 0.1 -. Coordinating the project design

Objectives, methodology, evaluation, timing… Contact the local employment agency. Distribution of tasks and trans-national visits to our partners.

Phase 1 - Attention to diversity

Preparation of materials with different levels of difficulty Preparation of resources, learning activities and assessment

for the e-learning platform Preparation of a questionnaire for the self-knowledge of

learners Preparation of mentoring activities:

Training pathway Exploring their own expectations and priorities Introduction into the working world

PROJECT IMPLEMENTATION

Phase 2.-Information and presentation of the work plan to the learners

Timetable Procedures Access to e-learning platform Curriculum Development Sheets

Phase 2.1-Working with learners in the areas of: English Language Mathematics and computer skills

Phase 2.2-Tutoring job on self-knowledge, priorities and work culture

Phase2.3- Working in collaboration with the public service of employment for briefings on the workplace.

PROJECT IMPLEMENTATION

Phase 3.-Work on Continuity: Tracking attendance:(% attendance

for each subject) Tracking continuity (beginning

students, students who leave)

Phase 4 - Collection of results. Analysis and conclusions.

PROJECT IMPLEMENTATION

Phase 5- Sharing and dissemination of experience and results.

http://re-engage.weebly.com/ http://fontan.blog.com/ Trans-national Grundtvig meeting

in Oviedo Presentation of activities and

practice Share experience

PROJECT IMPLEMENTATION

Phase 5- Sharing and dissemination of experience and results.

http://re-engage.weebly.com/ http://fontan.blog.com/ Trans-national Grundtvig meeting

in Oviedo Presentation of activities and

practice Share experience.

Any ?????