Adult Literacy Core Curriculum - Nationally developed Skills for Life ...

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Sample activities • Practise organising information and ideas to present to other learners (e.g. on a topic related to work, training, study, hobby). Identify five or six main points and make a note of them; sequence the points in a logical order, with an introduction, some development and a conclusion, and think about how to move from one point to the next (e.g. by linking words: firstly, secondly, finally, however, therefore, nevertheless, etc.). Using notes as aide-mémoire if necessary, present the information to partner. Pool feedback and, as a group, identify features of well-structured talk. • Take a contentious statement (e.g. people should not be allowed to beg on the street). In pairs, identify three points for and three against the statement; for each point think of some supporting details, such as examples or evidence from own observations/knowledge. One person organises the points for and the other the points against; pairs present supported points to the group in a logical order. Compare and discuss points raised. • Prepare a presentation using voice-over (e.g. on Slideshow builder, Coursebuilder, Powerpoint or similar), for example for new parents to a primary school. Sample activities • Investigate what makes a discussion effective. Watch a video discussion and observe how participants respond to other points of view. Compare and contrast appropriate and inappropriate responses (in same or different videos) and identify some features of appropriate responses (e.g. try to link own contribution to others’, try to follow on from the last point, only change direction if relevant, and say so). • Divide learners into small groups (three or four) and provide a task that requires discussion and agreement with a time limit, e.g. plan an end-of-term celebration and agree what, when, how to fund it; allocate roles. Appoint one person as observer who reports on how well group managed the discussion (e.g. talking one at a time, focusing on the task, no long pauses, making useful and well-timed contributions, responding constructively to each other’s suggestions, being willing to re-consider own view point, etc.). • Watch a video discussion and count each person’s significant speaking turns (ignore yes, no, mmm, etc.); each group member can be allocated a person ‘to count’. Compare results (was anyone dominant? was there anyone who didn’t contribute? anyone who tried but didn’t manage to?). Discuss possible reasons for each person’s different levels of participation (e.g. degree of confidence, interest, subject knowledge, not sufficiently assertive, other people too dominant, etc.). • Following on from this, identify some ‘turn-taking tips’ for use in their own discussions (e.g. sit in a circle so it is easier for all to be aware of everyone and no one can hide; encourage less confident speakers; try using ‘hard stares’ on those who talk too much; keep tabs on own contributions – don’t opt out but don’t dominate; use your contribution to draw in someone else. • Watch video discussions or interviews that provide good models for appropriate interruption and identify the features, e.g. choosing right time, picking up on what current speaker is saying to provide a lead-in for own contribution or others’. • Using turn-taking tips and phrases for interrupting, members consider how they can use them to develop own discussions skills (e.g. being more aware of others, not ‘switching off’, not getting too ‘carried away’, retaining concentration, remembering the purpose of the discussion). All these inter-related aspects of discussion can be modelled, discussed and practised in parallel, given appropriate materials and tasks. Speaking and listening 45
46 The Adult Literacy Core Curriculum At this level, adults can listen and respond to spoken language, including extended information and narratives, and follow detailed explanations and multi-step instructions of varying length, adapting response to speaker, medium and context speak to communicate straightforward and detailed information, ideas and opinions clearly, adapting speech and content to take account of the listener(s), medium, purpose and situation engage in discussion with one or more people in a variety of different situations, making clear and effective contributions that produce outcomes appropriate to purpose and topic in a wide range of formal and social exchanges Skills, knowledge and understanding Adults should be taught to: 1 listen for and identify relevant information from extended explanations or presentations on a range of topics – understand that relevance will depend on listening purpose – know how to record key relevant points when listening over a more extended period 2 3 See also in the key skills: Communication key skills level 2 Part A: In discussions. . . In giving a short talk. . . Part B: C2.1a, C2.1b Listen and respond SLlr/L2 listen to, understand and follow lengthy or multi-step instructions and narratives on a range of topics and in a range of contexts – understand that different types of presentation make different demands on the listener (understanding and following step-by-step in sequence in instructions, reaching a cumulative understanding by the end of a narrative) respond to detailed or extended questions on a range of topics – understand that some questions require the responder to address more than one subquestion or to give an extended answer that covers several points – be able to construct coherent answers and keep track of the main thread when dealing with this type of question Example Listen to a presentation and note down key relevant points, e.g. from talk by a careers officer on training and employment opportunities in the area. Follow and carry out instructions, e.g. from a supervisor recorded on a dictaphone. Listen for pleasure to a short story, episode of a novel, autobiographical/travel account read aloud on the radio or on tape. Speak at some length in response to open, evaluative questions, e.g. in a job review/appraisal/job counselling interview.
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