| This action plan is an on-going plan and is updated regularly.
|Current situation: As an ESOL tutor working with literacy classes, I feel more confident in planning for individuals in sessions. I have applied theories I’ve learnt from my course/research, but would like to explore my skills and develop my knowledge further.I have a good general understanding of the Adult Literacy Core Curriculum, and whilst many providers have move over to Functional Skills, I feel that Literacy is an area I would like to develop in more detail as I believe it underpins alternative courses.I struggle with confidence, and try to change too much at once. I aim for my action plan to be long-term if needed.
I’d like to feel confident in:
- Consolidating knowledge and skills around: each skill area, theories in particular
- Learning new knowledge and skills
- Building further confidence as a teacher of English
- Understanding my learners better
- Participating in networks of other teachers
- Using a wider range of classroom resources
|Steps to successTheories
- Research Functional/Liberal/Critical Models of Literacy
- Try in sessions/add to teaching practice checklist
- Conduct more research on models of literacy as course goes on
- What models are in ESOL and Literacy curriculums?
Genres have different structures depending on audience/purpose/social context and learners need to be taught conventions of different genres explicitly.
- Focus on how to construct different types of texts through modelling/sharing/scaffolding. An example of this could be an email/letter writing template.
Compose a list of strategies to support writing composition/research this more
- KWL grid
- Using discussion beforehand
- Mind map
- Complete chart
- Sequencing words/activities
- Language experience
- Scaffolding/starter sentences
- Wh- questions
- Character creation chart
- Story boards
- Lists/sticky notes
- Kernel sentences
- Consequences game.
- Use readability and SMOG on some texts and then use with learners using guidance from NIACE
- try out some strategies
- use Miscue Analysis and review
- text, audience, purpose, context table (see writing post)
- More about top-down/bottom-up approaches
- Research subskills more!
- Frith – she did Life Scientific on Radio 4 – research!
- Do more research on Searchlights model, and other models
- Do more research on Rose Report/Simple View
- I need to do more research to ensure careful phonics planning – buy Phonetics for Phonics
- Where to start with learners – at the beginning? Surely this links to IA? Is there an IA for beginner readers out there?
- That there are other strategies (language experience)
- Word decoding – our brains scan through to find correct word and meaning
- Composition – 2 diff sides (see lesson handouts)
- Gather some text types for genre work – find handout from lesson
Speaking and listening
- Read – Teaching speaking and listening a toolkit for practitioners
- Kelly, G. (2000) How To Teach Pronunciation, Longman.
- Read Skills for Life Quality Initiative
- It develops learner’s thinking (Pring 2007/Vygotsky 1978; Bruner and Haste 1987)
- It’s difficult to remember/organise classroom discussions (Davis 1996; 1997, Chamberlin 2003; Even and Wallach 2003)
- Give learners a chance to talk/discuss in class and make sure they know why they are performing these tasks.
- Ask learners what they can do if they want clarification on something
- look at (in more detail in future) articulatory phonetics, acoustic phonetics, auditory phonetics, glottal stops
- read Kelly How to teach teach pronunciation, read learner English – Liverpool sounds
- Plan for discussion – respect each other’s opinion/turn-taking, interruptions
- Research glottal stops etc
- Thinking about a book called Learner English which focuses on errors that speakers of a particular language make, I want to try to research some characteristics of learners’ talk which I might come across.
- Recap IPA chart
- Research Geoff Petty for feedback process
- In Access for All – supported way for marking
- Scaffold feedback
- ask them to find their errors
- ask them to find spelling errors (out of 10 possibly)
- underline the errors for them – get them to work out why
- encourage autonomy – underline errors, but ask them to write/study in their personal dictionaries/use dictionary/ask peers/ask tutor/use electronic aids
- think about what’s going to be useful for them!
- book on learning difficulties training (see what’s available!)
- Any NIACE/NRDC training?
- Any ESOL training that would be applicable?
What to do if learners aren’t sure of something – helping them become autonomous
- need to build their strategies – i.e. ask each other, use dictionaries etc, use internet – we all need a way to reassure us that our skills learnt are correct
- Make sure learners know why they’re doing something – any better ways to do this?
- Make a reading list for each assignment
- Plan for them!
- Make a glossary of terms so I don’t have to keep researching them!
- Learn to spell the words I find difficult using the same methods as I’m expecting learners to
|Overall completion date:One academic year
|SWOT analysis of the action plan, identifying what will support and/or hinder my progress towards implementing my plan
|Strengths:Uses sources of expertise like NIACE/NRDC etcStructured approach – knowledge first then application.Addresses both subject knowledge and pedagogy.
||Weaknesses: Structured approach – depends on increasing confidence in subject knowledge.
|Opportunities: I have opportunities to get other people’s feedback by publishing a blog. See www.excellencegateway.org.uk/cpd/cpdlibrary/ for approaches.
||Threats: It will be difficult to achieve without help – not a lot of support available.
|Books/journals: See Further Reading blog post
- Line manager
- Blog followers (who will hopefully comment!)
- Other Co-ordinators across the country
E-books I’ve bought, NIACE/British Council/Excellence Gateway/NRDC/children’s literacy sources/TES
|Reflection: It’s going to be difficult for me to achieve all of this, and as I lack confidence, I need to develop some personal strength, as I won’t always have someone reassuring me of my opinions etc! Ihave a lot to cover, and need to make sure I keep this action plan up to date. I will add to the same one, rather than have multiple ones like I did in my PGDE! I’ll colour co-ordinate the things I feel I’ve explored enough (for now), so if something is still in black text, I might have done a lot of reading/thinking/action but not feel like I’m confident in that area yet.
|Review: Review every few weeks.