Prince Charles Week 5

1. Review

Quiz Alternate Link

2. Guidelines for creating strong passwords

What are the two most common passwords?

Other examples of poor passwords.

Hand out and activity.

3. Responsible Digital Communication

Who said: “With great power there must also come great responsibility.”

Digital Etiquette Quiz

Digital Citizenship Guidelines – Handout

AC 1.4 – Outline the importance of digital communication – Complete answer in assessment booklet

4. Social Media

Watch video…if you can!

AC 1.6 State what is meant by social media?

Google online to find a definition. Write answer in assessment booklet.

Game

Prince Charles – Week 3

March 8, 2018

Cybercrime

Which of these three statements about cybercrime do you think is true?

“It makes more money for criminals than illegal drug trafficking”
“Someone’s identity is stolen every 10 minutes as a result of cybercrime”
“An unprotected PC can become infected within four minutes of connecting to the Internet”

What checks can be made to ensure messages received are genuine?

Quiz

I received this email from PayPal yesterday. Is it genuine? If not, why not?

What if I click to show the images…does it look genuine now?

What if I click on the link in blue that says Manage/Cancel Transaction? Where will it take me?

Oh no! What have I done? Should I visit this site anyway?

What was that site anyway?

I can copy the web address by right clicking on the link.

Does this look like a genuine web address for PayPal?

Watch this video….if you can!

The manner in which adults learn, differs vastly from that of children. Consequently, traditional pedagogical techniques are often ineffective when applied to adults and young people. This is because they have a vast array of personal and vocational experiences which they bring with them, into the learning environment.

Andragogy

Malcolm S. Knowles (1984)¹ termed the theory and practice of adult education as andragogy. The principles of andragogy are as follows;

• Adults need to know why, what and how they are learning
• Adults often wish to be autonomous and self-directing
• Adults have a range of knowledge and prior experience which can shape attitudes to learning
• Adults usually learn best when something is of immediate value
• Adults often focus on solving problems in contexts or situations that are important to them in their life
• Motivation to learn tends to be based on the intrinsic value of the learning and the personal pay-off

David Kolb (1984)² focused on experiential learning and suggested that there are four stages that follow on from one another, to complete an adult cycle of learning.
• The first stage is concrete experience where a student has active experience of learning something first hand
• This is then followed by reflective observation on that personal experience
• The next phase of the cycle, abstract conceptualisation, focuses on how the experience is applied to known theory and how it can subsequently be modified for the final stage of future active experimentation

Facilitating Adult Learning

Facilitating adult learning requires greater emphasis to be placed on student focused teaching methods, as demonstrated by the theories of Knowles and Kolb. This often entails applying a flexible and meaningful approach to learning strategies which encompasses the following elements:
• Providing options for learners about where, when and how they learn
• Delivering training in a respectful manner and treat learners as equals
• Modifying teaching styles to suit adult learners
• Outlining aims and objectives at the beginning of each training session
• Focusing on learning outcomes as opposed to teaching goals.
• Establishing specific objectives in the Individual Learning Plan (I.L.P.) which reflect real life ambitions
• Promoting learner responsibility, activity and discovery as opposed to teacher control and content delivery
• Encouraging learners to share their experiences
• Contextualising learner activities
• Monitoring progress and using positive feedback to implement improvements and improve self esteem
• Providing additional resources as and when necessary
• Being receptive to learner observations, suggestions and feedback

What are Learning Styles?

Additionally, all individuals have their own personal likes and dislikes when it comes to learning. This is referred to as their ‘learning style.’ Learning styles are not fixed and may change as the student gets older. Learning styles may also vary, depending upon the subject matter being taught.

VAK Learning Styles

Originally devised in the 1920’s, the Visual-Auditory-Kinaesthetic (VAK) model is a simplistic tool, used to assess an individual’s preferred learning style. Visual learners prefer seeing and reading and benefit from graphs, illustrations, handouts and watching a DVD. Auditory learners favour speaking and listening thus, brainstorming or question and answer sessions would suit them. Kinaesthetic or tactile learners have a preference for touching and doing and like activities that involve examining objects and participating in role play. Most students gravitate towards one of these primary styles and tend to look for their dominant learning style, in each learning situation, because they associate that style with learning success. This theory is supported by David Kolb² who believes that students learn faster and more effectively if teaching methods match their preferred learning styles.

References

1. Knowles, M. S. et al. (1984) Andragogy in Action. Applying Modern Principles of Adult Education. San Francisco: Jossey Bass.

2. Kolb, D. (1984) Experiential Learning : Experience as the Source of Learning and Development. Englewood Cliffs, New Jersey: Prentice Hall.

What are Functional Skills?

October 5, 2014

What are Functional Skills?

Functional skills play a daily role in the lives of adults and young people. Basic levels of literacy and numeracy skills are fundamental in securing employment, living a fulfilling life and also contributing positively in the community. Indeed, in this technology driven era of the 21st century, the days when millions of jobs were unskilled or semi-skilled are long gone. Thus, it could be argued that the demand for essential skills is now far greater, than it ever has been in the past. Even undertaking the most menial of jobs can be riddled with form filling and record keeping.

Functional Skills Definition

Functional skills, also know as key skills, core skills (Scotland) and essential skills (Wales), can be defined as;

‘The ability to read, write and speak in English, and use mathematics at a level necessary to function and progress at work and in society in general. This definition equates to a robust level 1 in literacy (including English for Speakers of Other Languages (ESOL)) and numeracy.’

The above definition has latterly been extended to include ICT skills also. Level 1 standard is broadly equivalent to D-G grade GCSEs.

In 1999, a working group headed by Sir Claus Moser¹ estimated that 20 percent of adults, possibly as many as seven million people, had severe problems with ‘functional literacy’ and ‘functional numeracy’ skills. The working group was tasked with delivering a set of recommendations for reducing the number of adults with low levels of basic skills. The report also identified the need to establish a standards framework, for literacy and numeracy, in order to better describe the differing levels of individual ability. These were referred to as Level Entry 1, Level Entry 2, Level Entry 3, Level 1 and Level 2.

Whilst individuals may be assessed as being at a specific level overall, it should also be borne in mind that ability levels may fluctuate, across the different aspects of the discipline. For example, a learner may be proficient in his or her speaking and listening skills, but not in reading and writing. This is commonly referred to as a ‘spiky’ profile. This is why essential skills practitioners should rely upon the initial assessment as a guide only. Furthermore, diagnostic tests, are typically needed to ascertain a learner’s ability in the differing areas.

The findings of Moser’s report resulted in a series of national strategies being launched, across England, Wales, Scotland and Northern Ireland. These initiatives were designed to ensure that adults and young people were given opportunities to acquire the necessary functional skills, to secure and maintain employment, as well as being able to participate fully in society.

Central to the national strategy, core curriculums were produced for both literacy and numeracy.

Literacy covered the ability to:
• speak, listen and respond
• read and comprehend
• write to communicate.

Numeracy covered the ability to:
• understand and use mathematical information
• calculate and manipulate mathematical information
• interpret results and communicate mathematical information

Immigration Impact on Functional Skills

Furthermore, due to the significant increase in immigration from Eastern European countries, to the UK, over the past decade or so, English for Speakers of Other Languages (ESOL) is also posing additional literacy challenges. The 2011 Census for England and Wales² identified 4.2 million usual residents, aged 3 years and over, whose first language was not English. Of those, 138,000 could not speak English at all. A further 726,000 could speak English, but not well.

Possible Consequences of Functional Skills Needs

For adults and young people, having essential skills needs can present serious disadvantages in life. It frequently results in unemployment and inevitably restricts much of what life has to offer. It reduces job opportunities and potentially results in a lifetime of unemployment. For some, it leads to a life of crime. As Natale³ (2010, p.2) states, ‘There is a proven correlation between illiteracy, innumeracy and offending.’ She supports this statement with some disturbing statistics:

• 48% of prisoners have literacy skills at or below Level 1
• 65% of prisoners have numeracy skills at or below Level 1
• 67% of offenders were unemployed at the time of imprisonment

Impact of Poor Key Skills

In his report, Moser¹ (1999) identified the impact that poor essential skills has upon families, society and the economy. Of particular concern, he highlighted the ‘inter-generational’ effect of essential skills needs. Children of parents with poor literacy and/or numeracy skills are placed at a disadvantage in school, by virtue of their parents’ needs. Unless broken, this cycle is prone to repeat itself, again and again.

The Moser Report¹ (1999, 3.9) also identified some worrying statistics about adults and young people with essential skills needs, for communities and society in general. Compared with those with adequate essential skills, adults with poor essential skills are:
• Up to 5 times more likely to be unemployed
• More likely to live in a household where both partners are not in paid employment
• More likely to have children at an earlier age, and to have more children
• More likely to have children who also struggle with essential
• Less likely to own their own home
• Less likely to be in good health
• Less likely to be involved in public life, a community organisation or to vote
• More likely to be homeless
• Over-represented in prisons and young offenders institutions
For adults and young people whose first language is not English, it is far more difficult to integrate in the community, if they are unable to communicate effectively in English. Ultimately, this will lead to segregation and also has the potential to generate tension and unrest, thus damaging local communities.

Essential Skills and the UK Economy

A society of adults and young people with essential skills needs also has an adverse effect upon the country’s economy. Unskilled and semi-skilled jobs are decreasing due to competition from developing countries. Consequently, the United Kingdom is having to adjust. This means that an increasing number of job opportunities are in highly skilled sectors, such as Information Technology. These require a higher degree of literacy and numeracy skills. An unskilled labour workforce will be unable to meet these challenges and will therefore, be detrimental to the county’s productivity and economy.
Overall, a lack of functional skills can inhibit adults and young people from reaching their full potential and leading a rewarding and fulfilling life. It can lead to unemployment, poverty, homelessness, poor health and potentially, criminal or anti-social behaviour. It also has far reaching consequences for the economy, community and society.

References:
1. Moser, C. (1999) The Moser Report – A Fresh Start [online], London: DfEE. Available from <http://www.lifelonglearning.co.uk/mosergroup/>

2. Office for National Statistics (2013) 2011 Census: Quick Statistics for England and Wales, March 2011 [online] p. 6. Available from <http://www.ons.gov.uk/ons/dcp171778_297002.pdf>

3. Natale, L. (2010) Factsheet – Education in Prisons [online] p. 2, London: Civitas Institute for the Study of Civil Society. Available from <http://www.civitas.org.uk/crime/factsheet-EducationinPrisons.pdf>

Teaching Adults Functional Skills

December 14, 2013

Teaching Adults Functional Skills

In the United Kingdom there is an increasing demand for essential skills tutors who are able to teach basic literacy and numeracy skills to adults. Teaching functional skills English and functional skills maths, can be extremely challenging, especially as there are relatively few suitable functional skills resources available. With increased immigration, there is also a need for specialist ESOL (English for Speakers of Other Languages) tutors. Teaching adults can be extremely rewarding. It is also an ideal career choice for more mature individuals who are looking to work part-time, or alternatively change career paths.

If you want to teach literacy or numeracy skills to adults then you will need to obtain a minimum Level 3 qualification in the relevant subject area. You can study for a Level 3 Certificate in Essential Skills Practitioners in the subject areas of literacy, numeracy and ESOL. Most of these courses are run on a part-time basis for 3 hours per week. Although they typically last for between 24 to 30 weeks, depending upon your course provider, you should sensibly allow one year to achieve your qualification. This is because you need to obtain a minimum of 15 hours teaching practice, some of which will be observed. Don’t panic about this. Most local authorities will allow you to volunteer in their essential skills classes, subject to a satisfactory Disclosure and Barring Service Check (DSB) which replaced the Criminal Records Bureau Check (CRB). It is important to point out at this stage that it is standard practice for an employer to obtain a DSB certificate, prior to allowing you to work with vulnerable adults and young children.

Additionally, it is advantageous to obtain a Level 3 Preparing to Teach in the Lifelong Learning Sector (PTLLS) certificate which, at the time of writing, is being replaced by the Level 3 award in Education and Training.

Alternatively, you may already have a skill and want to teach that to adults. Adult education centres are usually on the look out for tutors. Popular courses include First Aid, Health and Safety and Food Hygiene. Arts and crafts is popular as is martial arts classes. In recent years, the demand for sugarcraft classes has risen considerably with the rising popularity of elaborate cupcakes and cake decorating. In this case, you would also benefit from obtaining your PTLLS qualification as this provides an introduction to basic practical teaching skills, principles and theory. In this case, you would also benefit from obtaining your Level 3 PTLLS / Education and Training qualification, as this provides an introduction to basic practical teaching skills, principles and theory.

If you’re finding this all rather daunting then please, don’t be dissuaded from teaching adults. The acronyms and differing qualifications sound far more complicated than they really are. However, if you are considering a career tutoring adults, then you may find “What is Teaching in the Lifelong Learning Sector?” by Ann Gravells, compelling reading. It provides an essential introduction for anyone contemplating a career in teaching in the lifelong learning sector. It also provides advice on selecting what subjects to teach and how to become qualified.

Prince Charles Week 5

1. Review

2. Guidelines for creating strong passwords

3. Responsible Digital Communication

4. Social Media

What checks can be made to ensure messages received are genuine?

Quiz

Andragogy

Facilitating Adult Learning

What are Learning Styles?

VAK Learning Styles

What are Functional Skills?

Functional Skills Definition

Immigration Impact on Functional Skills

Possible Consequences of Functional Skills Needs

Impact of Poor Key Skills

Essential Skills and the UK Economy

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Accuracy Disclosure

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