Bridges Into Learning For Adults Who Find Provision Hard To Reach Developing Adult Teaching And Learning Practitioner Guides PDF Download

Published by NIACE in partnership with the National Research and Development Centre for Adult Literacy and Numeracy (NRDC), this is one of a series of guides to good practice - each in a key area of adult education - arising from five Effective Practice Studies carried out by NRDC from 2003 to 2007. The series looks critically at how emerging and published research can inform the development of teaching and learning strategies for adults. It is designed to support practitioners working in a variety of settings. Each guide in the series aims to update teachers on research and to encourage them to reflect on their practice. They are intended to inspire teachers to try ideas and approaches which research suggests are effective. Principles of good practice are illustrated by clear and relevant case studies from current research. All examples are highly relevant to the classroom. Pointers to further reading are provided. Bridges into learning for priority groups in the community looks at how literacy, language and numeracy classes are delivered in the community, contributing to a broader understanding of teaching adult language, literacy and numeracy across different contexts. It is aimed at practitioners, managers and those who are supporting initial teacher training and professional development in adult literacy, language and numeracy. It draws upon recent research in this area and collaborations with many practitioners working in community settings who have helped shaped this work by contributing their ideas and experiences. Using case studies and examples, the guide sets out principles for working in informal, community learning environments. Table of contents: Introduction: Being able to participate in a communication-rich society * Adult LLN in different settings for different learners * The research: looking at literacy and learning in people's lives * Researching in community settings * A social perspective that recognises people and their lives * Five principles of social practice teaching Guidelines for working in community settings: Four learners, four lives * Lives and learning in community settings * Four principles to support working in community settings * Principles to support working in community settings: In action * Principle 1: Take account of people's current circumstances and responsibilities (Caroline's everyday literacy and numeracy practices - implications for teaching and learning) * Principle 2: Take account of individual barriers to learning (Sophie's everyday literacy and numeracy practices - implications for teaching and learning) * Principle 3: Take account of people's feelings of social exclusion (Steve's literacy and numeracy practices - implications for teaching and learning) * Principle 4: Recognise and acknowledge people's existing skills and competencies (Teresa's literacy and numeracy practices - implications for teaching and learning) Supporting adult literacy, numeracy and ESOL teaching in community settings * Possibilities and challenges * Dipping in and out * The 'right time' * Teaching using a social practice pedagogy * Flexible provision: What counts as learning? * Responsive teaching and ethical issues * Reducing barriers to learning * Why people attend * Key Issues for putting the principles for working in community settings into practice.