embedding learning

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Embedding learning. Teaching vulnerable learners and those on community orders or probation. Embedding Learning: starter activity. 2. Why embed learning? What learning needs to be embedded? What is embedded learning? How can teachers embed learning successfully?. Why embed learning?. 3. - PowerPoint PPT Presentation


  • Embedding learningTeaching vulnerable learners and those on community orders or probation

  • Embedding Learning: starter activityWhy embed learning?

    What learning needs to be embedded?

    What is embedded learning?

    How can teachers embed learning successfully?Embedding learning*

    Jay Derrick

  • Why embed learning?Learners prefer learning to be embedded (Martinez, 2002; Roberts et al, 2005)

    They aremore motivatedfind learning easier in a work or practical contextfeel more confident/less stigmatisedEmbedding learning*

    Jay Derrick

  • What needs to be embedded?Literacy and languageEveryday mathematicsEveryday ICTStudy skills to support on-going learning

    These are sometimes called the Minimum Core: all learning and skills sector teachers are now formally responsible for supporting minimum core learningEmbedding learning*

    Jay Derrick

  • What is embedded learning?Embedding learning*

    Jay Derrick

  • What is embedded learning?Embedded teaching and learning combines the development of literacy, language and numeracy with vocational and other skills. The skills acquired provide learners with the confidence, competence and motivation necessary for them to succeed inqualifications, in life and in work.

    A Contextual Guide to Support Success in LLN Provision: Embedded Learning. DfES (QIA 2008)Embedding learning*

    Jay Derrick

  • There are three ways to support embedded learningEmbedding literacy/language, everyday maths and/or ICT in teaching and learning of the main subjectDeveloping your students study skillsUsing feedback to support embedded learningEmbedding learning*

    Jay Derrick

  • Planning to embed literacy, language, everyday maths and ICTYou do not have to be expert to support students embedded learningThink about your main curriculum: what elements of the minimum core does it naturally contain?Another way of thinking about this: What minimum core skills do your students need to learn their main curriculum effectively?Remember to build on your students existing skills as far as possibleEmbedding learning*

    Jay Derrick

  • Embedding learning in Life and Employability skillsMinimum core skills might include:Confident and clear speaking and listeningFunctional reading skillsFunctional writing skillsFunctional mathsFunctional ICTStudy skills: planning, organisation, and timekeeping

    The appropriate balance of these will be different for each student, depending on their existing skills and their learning goalsEmbedding learning*

    Jay Derrick

  • Planning for embedded learningThere are three approaches you could use:

    Teaching some minimum core skills directly: adding specific elements of the minimum core into your lesson plans, separately from your main curriculum

    Teaching some of these skills at the same time as your main curriculum

    Focussing on these skills as part of feedback on classroom tasks and activitiesEmbedding learning*

    Jay Derrick

  • Classroom activities for embedding learningEmbedding learning*

    Jay Derrick

  • Starter ActivitiesYou can use starter activities in a number of ways:

    To provide productive activity for students who arrive early or on-time

    To start the lesson in a lively way that will motivate students

    To give a flavour of what is to come later in the lesson

    To model productive learning behaviour right from the startEmbedding learning*

    Jay Derrick

  • Suggested Starter ActivitiesLearners work in pairs list the ways that teaching involves either Maths, English or ICT skills

    Learners discuss a question in groups of 5 or 6: eg what level of qualification is necessary to work as a teacher?

    Learners make group contributions to a blog or wiki page via mobile phones, laptops, or in writing

    Learners swap homework assignments, and proof-read them for spelling mistakes, grammatical errors and typos

    Learners organise their notes and hand-outs in a folderEmbedding learning*

    Jay Derrick

  • 1. Literacy and languageAn effective way to support literacy and language learning is by giving constructive feedback on any writing tasks your students do as part of their learning

    One way of approaching this is to think about their writing at word, sentence, or text level

    In your feedback you focus on one or other of these levels at a time, so as not to confuse the learner. Aspects of literacy and language relating to each level are given on the next slide

    For more on literacy, please refer to the Literacy CPD sessionEmbedding learning*

    Jay Derrick

  • Embedding learning*

    LevelWritingReadingSpeaking and listeningWord


    Word orderText

    Presentation skills

    Jay Derrick

  • Embedding learning*

    LevelWritingReadingSpeaking and listeningWordHandwritingSpellingPhonicsWord recognitionWord comprehensionPronunciationVocabularySentenceWord orderPunctuationUse of tensesUnderstanding tensesGetting meaning from contextTextParagraphingRegisterUse of connectivesOrdering informationUnderstanding relevanceText comprehensionPicking up detailSkimmingScanningPresentation skillsIntonationUse of vocabularyBody language

    Jay Derrick

  • Reflecting on literacyHow can we improve our learnersvocabularies?spelling of key terms?punctuation?grammar (sentence level writing)?reading confidence?confidence producing written assignments (planning, drafting, paragraphing, lay-out, proofreading, editing)?confidence in speaking clearly?

    You will find some ideas on the next slides

    Embedding learning*

    Jay Derrick

  • vocabularies

    Encourage (or require) students to keep A-to-Z vocabulary note books of key terms and definitionsHave regular quizzes (oral or written, teacher or student led) of the meaning of key termsGet students to make posters of key terms and their definitions and post these around the classroomEncourage students to read as much as possible and to report back and recommend booksHave a weekly or fortnightly slot where students quiz each other on new words they have foundWiden your own use of vocabulary in your teaching and resources

    Embedding learning*

    Jay Derrick

  • spelling of key terms

    Encourage or require students to keep spelling books where they record and practice the spelling of key terms (and have quizzes/create games to practice these)

    Have regular (if short) spelling strategies sessions where develop students repertoire of strategies

    Display these key terms around the classroom, getting students to make the displays if possible

    Embedding learning*

    Jay Derrick

  • punctuation

    Make/get posters about the use of each punctuation mark and display

    Circle/code these as punctuation errors, but get learners to correct themselves- or peer correct

    Look at students work and use punctuation difficulties as the basis for group punctuation workshopsEmbedding learning*

    Jay Derrick

  • grammar (sentence level writing)

    Teach the term Standard English and the potential differences between Standard English and other dialects of English

    Circle /code grammar errors, but get learners to correct themselves- or peer correct

    Look at students work and use Standard English grammar difficulties as the basis for group workshops

    Embedding learning*

    Jay Derrick

  • speaking and listening

    Realistic role plays: job interviews, making a complaint to a bank, call centre work

    Imaginative role plays: media interviews with people in the news, celebrities, etc

    Debates: get students to choose topics

    Drama: plays and poetry reading build in performance evaluation by students

    Embedding learning*

    Jay Derrick

  • Activity: literacy and language

    See Activity sheet, small group discussions on literacy and language

    Note, there are similar discussions on maths, ICT and Study Skills suggested below

    Select what is most important to your group and you can fit in to the available time for this session. If necessary, plan this for future discussionsEmbedding learning*

    Jay Derrick

  • 2. Everyday mathsEmbedding learning*

    Jay Derrick

  • Everyday maths examplesEmbedding learning*Choose topics relevant to students, that they have reported as giving them difficulties. These could be:Estimating: eg amount of wood needed to make a cupboardScaling: doubling the quantities in recipesDiscounts and price comparisons: how much do you really save?Sharing out caf or restaurant billsCalculating caloriesBetting odds: how much will you win or lose?

    Jay Derrick

  • Activity: everyday maths

    See Activity sheet, small group discussions on everyday maths

    Embedding learning*

    Jay Derrick

  • 3. Everyday ICTEmbedding learning*

    Jay Derrick

  • Activity 3

    See Activity sheet for small group discussions on everyday ICT

    Embedding learning*

    Jay Derrick

  • 4. Study skillsReading and using written materialsProducing written assignmentsNote-taking (from classes or from writing)Folder/work organisation

    How can we develop these study skills?Embedding learning*

    Jay Derrick

  • Activity 4 See Activity sheet, small group discussions on study skillsEmbedding learning*

    Jay Derrick

  • Reading and using written materialsGet students to think as widely as possible about what reading is or involves, perhaps making posters

    Encourage students to identify own strengths and areas for development; create personal action plans to address these

    Teach and review the terms skimming, sca


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