These are just some notes I made about how to get results with learners. Some were produced for tutors and some are just my own notes. All very random, but may be useful to you.
The following outline might work for many learners, but it is just an idea about how to vary the activities during a session. These are only suggestions and may be useful as a starting point, but treat it all as 'flexible' - I would recommend running with any good ideas that pop into your head. Likewise. the 'order' I've put these activities in may be a good starting point but sessions can be a bit unpredictable, so be ready to be flexible. Find alternative 'ingredients' for each activity.
The initial planning process is:- assess for needs
- identify strengths - an absolute priority and should be the main focus when planning work
- decide how to deal with any specific issues/problems
- make a plan (just a wee one - don't go over the top - what's below is probably enough)
- apply it
I'd like to be able to claim that I always plan like this, but it doesn't always work out!
As you can see, the 'preparation' is mainly for the language work section, which means that you're working hard, thinking on your feet for most of the rest of the session. Phew! So that's why teaching is hard work!
Mode
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Activity
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Timing
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Talk
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Chat about key events in learner's week.
Identify about three or four items and make a mental note of these as you'll need them again later.
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15/20 mins max
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Language work
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The focus here is on identified problems with written work, such as spelling.
Use his written work to assess his needs.
Use what's available (for example, the banana spelling resources are pretty good.
Let the learner work on his own on this stuff and then help him to correct it.
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20 mins
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Reading
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Read the learner's choice of novel/newspaper, etc. Brief discussion of characters and plot, or facts and issues. What are his/her thoughts about the material?
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20 mins
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Writing
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Using the three or four events discussed (at top) get him/her to update a journal or diary.
Help him to form the sentences before putting them done on paper.
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?
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Extensions
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Computer games and other word games.
It may be useful to include a bit of group work if possible and introduce a social element to the scene.
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?
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How to help a learner produce some writing.
Here's a couple of ideas about how to get a learner to produce a bit of writing. If you've done the Ital training you'll know that you can write the full sentences as well - as long as it's the learner's words that you write down. This was also produced for another tutor and might be useful.
The plan can also be used as preparation for a solo talk, where the learner has produced a piece of extended writing on a topic and can then use the 'keywords' list as a prompt fror giving an oral report or talk on the topic.
This routine covers the 'talking' and 'writing' parts of the above session plan, but can be adapted to any form of extended writing.
So here goes, in detail at first and then summarised:
| Aims |
To create a weekly opportunity for a learner to produce some extended writing.
To generate enough material to be able to assess the writing needs of the learner and to plan a useful programme of learning.
To allow the learner practice in the process of gathering, organising and presenting ideas in full sentences.
To improve the learner's confidence in his/her ability to produce good extended written communications. |
It is well worth considering in detail what it is that you are trying to achieve.
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| Notes |
During all activity we should be looking for strengths. It is too easy to simply note deficits and to try and work on these. This is very demoralising for a learner. if you see a strength note it, remark on it, and build other activities which will require this skill (basically build up the learner's confidence by identifying the good stuff rather than the weak stuff).
Deficits are secondary, but one of the obvious ones to note is the problem a learner may have with some spellings. These are easily dealt with using some of the worksheet resources we have available (although there is more evidence for improvements in spelling developing from simply writing more than from worksheet exercises). |
Avoid working to the 'deficit model'.
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THE BASIC PROCESS |
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| 1. |
Gather Ideas |
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This can take place in the form of note-taking, mind-mapping (spidergrams), etc, and is done by discussing the topic/idea/genre with the learner; negotiation is the key process here. At this stage you should be the scribe, at least until the learner has mastered the process - this is a tutor's judgement as to if or when that is the case.
Key tutor roles::
- don't ask questions that can be answered with a yes or a no.
- when the learner says something you feel is valuable to the final product, either an idea, phrase or full sentence, write it down (with the learner's agreement).
- do not correct, adjust, or improve what the learner agrees should be noted down. You must place a value on the learner's words.
- allow the learner plenty of time to think. A tricky one to judge!
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Value what the learner's contribution.
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| 2. |
Make a list of keywords/point/ideas then reorder them |
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This, again, is a fully negotiated process with the learner taking the lead. If you feel the learner has made a clearly odd, or even wrong decision, then you must formulate questions that bring that to the attention of the learner, allowing the learner to decide what is the improvement that can be made. pretty tricky.
Key tutor roles:
After stage 1 the learner is faced possibly with a 'jumble' of notes on the page. You must now help the learner to organise and group these notes/ideas.
- Work out what are the key points and produce a list (only single words or phrases)
- Now, using a numbering system can be useful. That is, help the learner to put the list in a better order by numbering each item on the list. What comes at the start of the piece? What would definitely come at the end?
- rewrite the list in the correct order.
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Not being in jug-and-mug mode is quite difficult to sustain. Try not to intervene with value judgements.
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| 3. |
Present ideas in full sentences (and paragraphs if necessary) |
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You, as the tutor, will have written and the notes so far: now the learner takes over. You could scribe if you felt the learner would benefit from that approach - see Ital training materials.
Key tutor roles:
- using the final list of keywords, encourage the learner to say the sentence out loud before writing anything. Please note that it is still not useful to correct what is being written or the writing (spelling, handwriting, etc). As long as the sentences are complete the aims have been met. Reading the material back to the learner will enable the learner to spot any problems.
- don't press the learner to make adjustments once the main body of the text is on the page. Congratulate and expressed your admiration for what a fine pice of work has been done! |
This bit requires skill and patience. |
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VERY SIMPLY PUT! |
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Basically, always respond to and accept the learner's instructions,wishes, words and ideas.
- have a chat about the topic
- make a few rough notes
- put the notes in order
- help the learner to write sentences
- pat him/her on back!
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