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8/2/2019 WORLD CAFÉ TABLECLOTH NOTES
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WORLD CAFÉ
TABLECLOTH NOTES
A compilation of the raw notes * from MTML’s March 7 th , 2012 Forum –
“Exploring Learner Pathways: Meeting at the LBS/ESL Intersections” *These are the direct notes from the tablecloths intended to trigger participants ’ recollections of the dialogues that took place
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Transitions Table: - Dialoguing on successful transitions Literacy needs to be local Referrals – We need an ESL/LINC/etc. referral system similar to LAN (in the LBS
world) Status of person in Canada – a hindrance Need to have a warm handover to other transitional places – will lead to more success! # caps in childcare facilities – causes limitation, hard to transition learners Co-location of classes & services (ex. Storefront model) **Regular/continuous dialogue between agencies/service providers Providing resources for/address need of the learner beyond the ESL/literacy class Use HR (hiring practices) to seek out practitioners with awareness/skills beyond “just” literacy and
ESL Are our assessment reflecting our learners? – no such thing as “no progress” Transitions to work limited by current job market! Computer literacy is critical
GBC offers workshop on taking college entrance test Field trips to next step locations! Transitions to employment or post-secondary education can be blocked by many barriers, including
o Immigration statuso OW clawbackso Loss of subsidized childcare
Knowing the requirements – i.e. what’s required for college Look at PMP Action Centre as a case study for seamless transitions and integration between
LBS/ESL/Academic Upgrading and other EO services Q: What are the common transitions points between LBS and ESL? Improve the quality of technology in the LBS programs. Also providing funding in the LBGS
programs for more computers; which will allow for a more fulsome blended program Co-location Fewer barriers; less dependency on our programs; awareness of options to transition to;
orientations to college; realistic goal setting; entrance test support/prep; iPads for everyone;computer/tech literacy
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Low-level Literacy Learners Table: Dialoguing on a multiplicityof meanings
Barriers: trauma; war; health; racism; work; poverty; class
Reading and working is over privileged
A diagram of social attitudes as a scale
On one side: reading and working Other side: confidence, learning, community
ESL Literacy: Few language skills in th eir language; maybe don’t feel stigma as much
Not about reading and writing well, but about testing well! – (Vanessa Wong)
**Placement and assessment is an issue as they are not sensitive to show the progress of low-literacy levelas they progress very slowly
Our definition of new literacy is changing (UNESCO 2004), but other measurement systems are still basedon meaning only reading and writing as the sign of progress.
Text-based learning versus learning about the world
Pre-benchmark literacy:
Need 1-1 volunteer tutors
ESL literacy – inability to read and write in first language and English; or literate in a non-Roman alphabet
ESL literacy – low reading and writing skills in 1st
language, so the goal is to move them into mainstreamESL; focus is on reading and writing and less emphasis on speaking and listening (that is done late inmainstream ESL)
To combat attrition rates, positive encouragement and reinforcement, humour – confirm/validate whatthey already know. Find out why they’re there.
Provide context and meaning in the classes – the lessons learned and can be applied to their daily lives.
ESL literacy – those who don’t know how to read/write in English or speak ;
Needed: a visual chart to show ESL; LINC; LBS and ESL literacy levels – and how the se overlap or don’toverlap
“Rose” couldn’t write her name – bright, resourceful, 40 years
ESL – highly educated can interpret world
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Pathways/Profiles Table: Reflecting on common pathways andwrap-around services
Brain science
Setting goals! - Aspirations versus goals
Service coordination – the intersection of LBS and ESL
Point of Source! – Assessors – go to client’s community organization
Teachers who know students make referrals
Not organized path
Can’t put everyone in a box
Holistic approach – pathway the wrong metaphor – linear metaphor’
They go out and come back.
ESL/LBS learners’ movement is not linear!
Concurrent Learning*** - many different skills involved
Partnerships – e.g. LBS/AU; LBS/Adult Credit; LBS/ESL.
Word “literacy” is misleading – need a new language to describe what we do.
Concurrent learning rather than linear; with partnership – college
Learner pathways are more cyclical; Go out, then regroup, try different pathway… life unfolds
Concurrent learning as opposed to one method of learning
Life work and circumstances affect the path.
Need list of programs that support learning disabilities.
Shouldn’t view the switching from ESL/LBS/ESL as negative - could be necessary.
Practitioners’ lived experience does not alight with government expectations.
LITERACY ADVOCACY GROUP.
Ongoing evaluation – needs, goal, determine path
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Keeping up with Diversity/Diverse Needs Table: Reflecting ondiversity and sharing promising practices/initiatives
Diversity includes behavior; mental health
Teamwork at PTP is a system in place to address diversity.
Co-operative learning projects which brings groups – diversity together
Flexibility – partnerships
There is a reason/reasons why someone is in LBS
Tricky checkmarks – impasse
Engaging, relevant class work
Training, support – learning disabilities, mental health, medical conditions, drugs
Redeeming qualities for education, motivation, progress:
Seniors = stimulation?
#’s = job?
OW – no invitation of going to work = cheque?
Motivators: lack of commitment; age
Multiple barriers:
OW client (social) Language Personal health/family Loss of work skills Timelines with new curriculum Motivation – finance, self
Initiatives:
Literacy group is catalyst to the learner for a one-stop wrap-around support/intervention and
provide services/program Layers coordinated by literacy administrator/instructors etc. to client achieving goals
Needs of instructors and administrators:
PD on how to handle diverse situations – especially mental health/LD or of multi-barriers
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Different flavours of diversity: Experience work, education Age Circumstances, experiences (life) Abilities, talents Inclusion and equity *** Mental health issues Economic/social
Definition of Diversity: ***
Issues Challenges Barriers Perspectives Regionally - influxes of immigrants
How to address the needs:
Flexible Individualized/ customized to goals Pairing of interests, tasks, goals
Diversity of students:
Goals Culture Ages
Intelligences LDs