Rationale

The aim of the project was to investigate the newly created exemplar activities, to evaluate and report on the effectiveness of these resources and teaching approaches in meeting the needs of maths and English learners and to report on the training that other teachers may need before using the exemplar activities.

Participating organisations welcomed the opportunity for their specialist, experienced tutors to contribute to the national debate around the new Functional Skills Maths and English activities.

They were able to trial the new activities with learners from some of the most economically deprived areas of the country.

Project Activities and Outputs

Approach and Methdology

The project team met regularly throughout the project. At an initial meeting it was agreed that the organisations would work collaboratively in pairs based on geographical location.

Participants attended a research CPD day where a ‘learning study’ approach was proposed. This was particularly effective in this project as the participants were being asked to evaluate a solution that had already been developed.

Participants collected evidence such as lesson plans, photographic evidence of activities being undertaken and learner completed work.  They sought feedback from learners about the activities they had undertaken and received feedback from the observer of the session. They were able to focus on the effect of the activities on specific learners.

Findings

Keeping learners engaged and motivated is key to retaining individuals on course especially for lower level learners.  The learners really enjoyed the activities and this can only help to motivate them to continue with their learning. The activities are current and purposeful; learners were able to see the direct link from maths and English to everyday life

Project participants valued the collaborative action research approach and welcomed the opportunity to work with representatives of other organisations.  Being able to network with other providers, enabled practitioners to gain an insight into how other organisations teach and how they would best use the resources in future practice. It was agreed that they could be integrated into current teaching programmes easily – either as stand-alone sessions, after the various skills have been grasped, or as dissected, ‘bite-size’ portions to fit the needs of the learner.

Tutors have been able to spend time specifically focusing on their own key learning points from evaluating the activities, something that they often feel that they do not have the time for.

For some participants it was their first opportunity to use action research and this has had a profound effect on them. One teacher described it as a revelation, an opportunity to stop and take stock of just where they were in terms of their teaching, learning and assessment practice and really concentrate on the needs of the learners and how best they are met.

In this project, it proved helpful to begin their investigations by constructively criticising materials which had been produced elsewhere.  This starting point seemed to reduce teachers’ defensiveness about their own practices and fostered collaborative studies which studied how colleagues adapted and improved existing materials.  This evaluative stance helped them give and take feedback from fellow professionals whose opinions were valued as they were borne out of common experience.

Professional Learning

Evidence of changes in teaching, learning and assessment practices.

Traditionally maths has been taught didactically and learners often fail to see the relevance of maths in everyday life. Through this project participants have been able to explore ways in which they could make lessons more engaging and enabling.

More opportunities for mathematical discussions and investigational work have been introduced within teaching sessions enabling learners to develop problem solving strategies.

Being able to network with other providers, enabled practitioners to gain an insight into how other organisations teach and how they would best use the resources in future practice. It was agreed that they could be integrated into current teaching programmes easily – either as stand-alone sessions, after the various skills have been grasped, or as dissected, ‘bite-size’ portions to fit the needs of the learners.
In a roll-on roll-off class, learners are typically working at different levels and on different topic areas so this project provided an opportunity to bring the learners together as a team, improving collaboration between them. Learners were very positive about the activity and it promoted lots of discussion and opportunities for further learning.

Tutors have been able to spend time specifically focussing on their own key learning points from evaluating the activities, something that they often feel that they do not have the time for.

“The teacher found that by providing the materials, but then stepping back to allow the learners to self-correct was empowering for them. This teacher felt that the use of action research had allowed her the opportunity to reflect on her own teaching practices which had not happened for many years and discover habits which she felt she should change.

One example of changes in her teaching, learning and assessment practice were that instead of stepping in all the time to help or tell learners what was right or wrong, she was able to encourage them to make their own decisions.

She realised when she did this her learners displayed more confidence than before in correcting their own work and in setting their own targets. Using reflective practice had a big impact on this teacher”.

For some it was their first opportunity to use action research and this has had a profound effect on them. One teacher described it as a revelation, an opportunity to stop and take stock of just where they were in terms of their teaching, learning and assessment practice and really concentrate on the needs of the learners and how best they are met.

“My background is Functional Skills English and this project came at a nice point in the evolution of a practising English teacher.

In my prior experience I have already seen so many changes; Basic skills, Key Skills, Adult Literacy, Functional Skills to mention a few, but what next? To be a part of this research and to be able to make a contribution is quite an honour.

I hope my research not only credits, but also supports the next generation of functional skills standards and that my study will also help in the long-term success, skills and progress of any learner who ever undertakes a Functional Skills English course.”

Evidence of improved collaboration and changes in organisational practices

The participants feel that they have benefitted from being able to meet peers from other organisations and being given the opportunity to discuss teaching strategies and resources in a variety of contexts.

Attending meetings such as the dissemination event allowed time to explore and share ideas about what was working or not in the projects they were running. Learning study observations also created an additional dimension to the project and allowed for further exploration of practices.

This would have been further enhanced if the teachers had been able to observe sessions in other organisations but due to timetable commitments that wasn’t possible.

The project gave teachers time to reflect on their current practice and what worked in their teaching and learning. This led to evaluation and changes to practice and these new ways of working provided challenge and motivation.

Evidence was captured by learning study observations and reflective discussion. The template ‘A Guidance Framework – Planning a Learning Study’ which was introduced at an OTLA research CPD day was an excellent resource as it provided structure and a system for future improvement, in that both the host and visitor were forced to consider alternative ways to develop the activity for future use.

At one organisation the project has prompted staff to question the Roll-on/Roll-off principle of permitting constant additions through enrolment to a class as this can interfere with the smooth and coherent delivery of topics and of the development of skills.

One tutor commented that she had completely changed her usual way of teaching from sequential to concrete whereby she used ‘real life travel enquiries’ to look at holidays for some learners who were planning a holiday, a train journey for another learner who was planning to go to London and a bus journey for two other learners who were planning to go on a day trip.