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Smile/raise your hand if you find
yourself completing the following
activities at work
SMS, email, chat rooms, social networking
sites, internet, blogs
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What do these 3 words mean to you?
Language
Literacy
Numeracy
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Address adult language, literacy and
numeracy skills
TAE40110 Certificate IV in Training and
Assessment
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TAE Bus
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Design Units TAEDES402A Use training packages andaccredited courses to meet
client needs
TAEDES401A Design and develop leaning
programs
BSBREL402A Build client relationships
and business networks
Delivery Units TAEDEL401A Plan, organise and deliver
group-based learningTAEDEL402A Plan, organise and facilitate
learning in the workplace
TAEDEL404A Mentor in the workplace
BSBCMM401A Make a presentation
Assessment Units TAEASS401A Plan assessment activitiesand processes
TAEASS402B Assess Competence
TAEASS403B Participate in assessment
validation
B i g V i e w
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Overview
• What LLN is
• Why LLN is important
•
Methods of addressing LLN needs• Customising programs and learning materials
to meet core LLN needs
•
The Australian Core Skills Framework (ACSF)• Getting specialist assistance with LLN
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Language
• All modes and skills involvedwith communication – speaking, listening,observing, reading and
writing
• Words, phrases andsentences, grammaticalstructures
• Slang and jargon
• Body language and tone ofvoice
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Language
Each cultural group,
profession, trade,
industry, community
and social group has
their own particular
language and their own
preferred mode/s ofcommunication
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Literacy
• Language in use
• The ability to useacceptable or correct
grammatical forms,construct logical,coherent sentences
•
Awareness of tonesand connotations in arange of differentwork, social or cultural
contexts
Literacy is about reading and writing and speaking and listening
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Numeracy
• Use, application andinterpretation ofarithmetical and
mathematical relatedconcepts and language
• They incorporate the use of
mathematical ideas thathelp people make sense ofthe world
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What are some of the common
arithmetical and mathematical
applications we use in our everyday
lives?
Calculate costs, payments, charges
Read graphs
Calculate GST
Calculate %
Balancing bank accounts
Measuring distances, width, etc
Understanding distances
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Numeracy
• To be numerically literate, a person must becomfortable with logic and reasoning
•
It involves developing confidence andcompetence with numbers and measures,
including probability, data and spatial sense
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Why are language, literacy and numeracy skills
important for the workplace?
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The need for LLN
Employees in a particular workplace may need
to:
• Read signage that must be displayed
• Take and record measurements
• Fill in accident/incident reports
•
Contribute to health and hygiene plans likeHACCP (Hazard Analysis of Critical Control Points)
• Acquire licenses to operate equipment
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The need for LLN
Skills required by employees:
• Follow verbal and written instructions
•
Complete paperwork• Understand and respond to business
documents
•
Interpret and understand diagrams, policiesand procedures
• Read signs and labels
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The need for writing skills
Are you ever asked to:
• Prepare reports
• Instruct
• Document
• Outline
• Interpret
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The need for speaking and listening
skills
Are you ever asked to:
• Share
• Contribute
• Present
• Inform• Collaborate
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The need for numeracy skills…
Are your asked to:
• Adjust
•
Convert• Estimate
• Calculate
• Determine value
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And there is another one…
Foundation skills
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Foundation Skill
Learning skills–
being aware of yourself as alearner and how to learn
It is relevant to traineeships, apprenticeships,
certificate and diploma programs, degree and post-graduate programs
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Who will likelyneed LLN
support?
1. People whose first languageis not English
2. People with limited or
disrupted education
3. People who have not
undertaken formal learning
for some time
4. People whose training has
been disrupted by disability
or illness
5. People from disadvantaged
backgrounds
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Potential barriers to learning
• Language difficulties
• Cultural background
•
Physical impairment• Previous experience
• Learning styles
• Motivation• Personality traits
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How to minimize some potential barriers tolearning?
1. Simple texts, Emphasis on pictorial learning materials, Paired buddy
system, good English speaker with poor English speakers
2. Positive person assistance/support/advice, Paired buddy system, Additionaltraining time
3. Prepare seating arrangements, Additional time to practise, Use pictorial
aids
4. Support transfer of skills to new situation
5. Incorporate various training methods so that most can use preferred
learning style, Encourage self-management of learning but provideappropriate advice when needed
6. Counsel where necessary, Identify and talk through motivational/attitudinal
issues, Provide encouragement, Relate training to work performance
7. May be related to poor motivation, Counsel where necessary, Use buddy
system, Discuss preferred ways of learning, Encourage group participation
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How do we determine whether a prospective
learner has the language skills to engage and
successfully complete training?
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Our options:
• Formal testing – LLN assessments, LLN tests
• Semi-formal methods – benchmarking using
the National Reporting System
• Non-formal methods – enrolment methods
(interview, self-assessment) that collect LLN
information
• TOEFL – Test of English as a Foreign Language
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LLN assessment systems
Most LLN systems use a rating scale to place
learners at a particular language, literacy and
numeracy level:
• TOEFL – Test of English as a Foreign Language system – test
• ISLPR – International Second Language Proficiency Rating – scales for assessing skills
•
IELTS – International English Language Testing System – assessment system
• LLNP/NRS = Language Literacy and Numeracy Program underthe National Reporting System – levels for assessing skills
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Testing LLN skills
• Trainers can also get asense of a learner’s LLN
skills by observing themperforming required LLNskills on the job.
• Observation can enable
trainers to build a pictureof learners’ confidence
and competence
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Testing LLN skills
•Facilitators, trainers and assessors must understand thelevels of LLN as they relate to specific qualifications andshould be able to read and use validated LLN assessmenttools, read and interpret ACSF learner profiles
• The tools and testing methods used to identify LLN trainingneeds or skills gaps can be developed in conjunction withLLN specialists who have recognised LLN qualifications
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Tools for testing LLN skills
There are a number ofdifferent tools that canassist with LLNassessments:
• Enrolment forms• Self-assessment
checklists
• Interviews
• Reading comprehensiontests
• ESL testing
•
Numeracy tests
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Activities for testing LLN skills
• Demonstrate ability tofollow instructions
• Follow a flow chart to
get correctinformation
• Prepare a work plan
•
Summarise a piece ofwriting
• Make a shortpresentation
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Individual Learning Plan
• Once you have gained informationabout the LLN needs of yourlearners, an individual learning plancan be developed. This may be
developed in consultation with theLLN specialist.
• The plan should remain a private
and confidential documentbetween the facilitator and thelearner unless the learner’spermission is given to share the
information with another party.
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What is the
facilitator’s role
in LLN?
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Facilitator’s role in LLN
Demonstrate and modelspeaking and listeningskills:
•
Issuing clearinstructions andexplanations
• Responding effectivelyto questions
• Adapting vocabulary tofit with understandingof audience
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Facilitator’s role in LLN
Demonstrate and modelreading skills:
• Producing documents atappropriate level for
learners• Adapting documents to suit
settings and topics
• Helping learners identifydifferent types of documentsand document use
• Making judgements aboutwhich written documentswill be suit learner needs
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Facilitator’s role in LLN
Demonstrate and modelwriting skills:
• Helping learners focus onpurpose for writing
• Clearly explain writingstyles
• Provide opportunities forlearners to practicewriting skills
• Provide examples ofwriting as models forlearners
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Facilitator’s role in LLN
Numeracy skills:
– Basic numbers recognition
– Transition of numbers towords and vice versa
– Understanding values
– Using a calculator
– Simple arithmetic
–How measurements areachieved
• E.g. determine amount ofpaint required, correct lengthof pipe
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Facilitator’s role in LLN
• Use workplace
examples:
– Discuss work-relateddocuments
– Provide completed
examples of forms
– Scenarios
– Statistics and
numerical data
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Facilitator’s role in LLN
It is up to facilitators to ensure
that learning materials are
properly customised and
contextualised – converted to alevel that will be useful and
understood by the learners
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Facilitator’s role in LLN
• When delivering training, it isimportant that facilitators beaware of new language, signs
and symbols that are used indifferent professions andtrades
• Check for any regulatory orlicensing requirements thatwill impact on the training
and LLN ramifications
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Facilitator’s role in LLN
• If delivering from trainingpackages, facilitators mustdetermine the core LLN skillrequirements in a unit of
competency – identify thewords that indicate the needto demonstrate essential LLNskills
•Contextualisation andcustomisation must notinterfere with the integrity oflearning outcomes or units ofcompetency
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Customising training
When customising training to
meet specific LLN needs it
might be appropriate to:
• Develop a new program or
set of materials
• Adapt an existing program
or set of materials
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Customising training
• Adapting written text: – Use plain English and simple
explanations
– Simplify concepts
– Use plenty of white space
– Use bullet points and tables
instead of paragraphs
– Use diagrams, charts anddrawings
– Use example workplace
documents where possible
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Customising training
• Adapting verbal delivery:
– Speak clearly and not tooquickly
– Check understanding byasking open questions
– Use demonstration at sametime as verbal delivery
– Use short, simple instructions
– Clearly explain acronyms,abbreviations and jargon
– Emphasise key words bywriting them down
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Customising training
• Accommodate numeracyrequirements by:
– Provide calculators
–Provide clear, basicexplanations
– Break explanations intoclear, distinct steps
– Repeat processes as oftenas necessary
– Allow time for practice
– Encourage peer support
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Customising assessments
•
Assessments must be,regardless of the LLN skills of acandidate, valid, reliable andfair.
• Allowable adaptations or
adjustments include: – Verbal questions and
responses
– Demonstration of skills andactions
– Extra time to completeassessments
– Group project work
– Provision of interpreters andtranslators
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Customising assessments
• RCC and RPL might provide aviable assessment option forthose with low LLN skills
•
A workplace observation styleassessment plus a supervisorcompetency report mightprovide sufficient evidence forRCC/RPL
• A portfolio of work-basedevidence can serve as thebasis for RCC and alleviate
stress or anxiety by candidates
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Facilitator’s role in LLN
• Facilitators need todetermine whetherthey have the requisiteskills for helping
learners with LLN issues
• Where the needs of thelearner cannot be
accommodated itbecomes necessary toarrange for specialistsupport
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LLN specialist assistance
An LLN specialist will have knowledge of:
• Adult learning requirements
• Language and literacy development
• The use and application of numeracy and
mathematical concepts
• Testing procedures for assessing language, literacy
and numeracy• The VET sector – policies and procedures
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LLN specialist assistance
Acceptable LLN qualifications include:
• Certificate IV in Language, Literacy and Numeracy
Practice in VET
• Diploma in Language, Literacy and NumeracyPractice in VET
• Advanced Diploma in Language, Literacy and
Numeracy Practice in VET• TESOL, CELTA, DELTA – other recognised post-
graduate qualifications
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LLN specialist assistance
Utilise expertise of an LLN specialist to:
• Validate any core skills assessment a facilitator
develops
• Adjust learning plans and lesson plans to
integrate LLN training into an existing program
• Deliver specialist training and support
• Become more aware of and more
autonomous with LLN issues
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LLN specialist assistance
• Interpreting services are sometimes required
• National Accreditation Authority for
Translators and Interpreters (NAATI)
•
Website: www.naati.com.au
http://www.naati.com.au/http://www.naati.com.au/
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Learning Support strategies
• It is essential that learners be givenopportunities to practice their new skills in avariety of situations
• To make learning interesting, construct avariety of activities that include active, funand humorous ones, but do not allowcompetition to override the learningexperience
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Learning Support strategies
General support techniques include:
• Breaking learning goals into small achievablesteps, demonstrating the LLN practices that will
be required in the workplace• Role modelling the required LLN practices
• Encouraging active participation and sharing ofideas and experiences
• Only providing relevant information
• Acknowledging contribution and participation
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Monitoring learning
The degree to which strategies assist development of skills willhave a large impact on the vocational outcomes for learners
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What should be
observed and
monitored?
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Monitoring learning
• Observe and monitor: – Individual learner progress
– Group interactions
– Participation in group
activities and assessments – Conflict or behavioural
difficulties
– Learner confidence
–
Demonstrated improvementin LLN skills
– Readiness for assessment
– Degree to which learningoutcomes are achieved
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Review
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Next Session
• Group-based training delivery
• Learning theories
• Creating an inclusive learning environment
• Reasonable adjustment
• Effective communication
• Learning activities
• Session structuring
• Dysfunctional behaviour
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