Jeg kan-metodikk

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					I can do it!

           Holte/Røynestad, Sept. 03
Presentation 1

• M. A. from the University of Oslo, Norway,
  continuing education in counseling
• 10 years of experience in teaching adults
• Project Coordinator/adviser at Vox since
• Teaching women classes in Furuset since
• Developing:
  – Booklets in Norwegian and Social science for
                Holte/Røynestad, Sept. 03
Presentation 2

• M. A. from the University of Oslo, Norway
  ,continuing education in Norwegian as a second
• 7 years of experience in teaching adults
• Project Coordinator and adviser at Vox since 2001
• Teaching women classes in Furuset since ’97
• Developing:
   – Booklets in Norwegian and Social science for
   – ”Can-do” method
   – Study work-shop
                 Holte/Røynestad, Sept. 03
What is Vox?

A national institute for adult education
Main purposes:
• To initiate, coordinate and document
  research and development projects about
  all aspects of adult education
• To facilitate contact and collaboration among
  all national actors in the field
• To spread knowledge about important
  developments in the field both national and
  international (
              Holte/Røynestad, Sept. 03

1) Projects in Furuset - a part of Oslo
2) Skoleverkstedet - an educational
   training centre for immigrant women
3) Syllabus guidelines
4) The target group
5) Challenges
6) Small aims – small steps!
7) ”Can-do” statements
8) Our ”Can-do” method
9) One example - travelling

                 Holte/Røynestad, Sept. 03
Disposition, cont.

10) Structured modules of ”Can-do”
11) How to assess
12) The purpose of our assessment
13) Mastering and motivation
14) Mastering and learning
15) Conclusions
16) Sources

                Holte/Røynestad, Sept. 03
District Furuset:

• Demography: 30 000 inhabitants, 26% with a non-
  Western background, large numbers of young
• Many different nationalities
• Skoleverkstedet - school and catering project
• Tekstilverkstedet - production of clothes
• Kvalifiseringssenteret - the qualifying center
• Job searching center
• Minority consultants
                Holte/Røynestad, Sept. 03
Skoleverkstedet – an educational
training centre for immigrant
•   A cooperation between Furuset district and Vox since ’96
•   5 days a week, a low threshold project
•   2 levels: basic and intermediate: 12 + 12 participants
•   Norwegian with Social science, practical everyday use maths,
    health, gym and computer training
•   Public health nurse
•   Norwegian language training in combination with catering
•   Fees from the Employment Authorities
•   Maximum 3 years, transfer to other courses/projects
•   The new Introductory Program for refugees and asylum

                     Holte/Røynestad, Sept. 03
The target group

 “Level B with 4 different skill levels is
 adjusted for course participants who have
 little or no basic education from their home
 country. Some of them are illiterate. Others
 have reading and writing skills, but they are
 not functional. They cannot use the written
 language as a tool for writing at school or in

              Holte/Røynestad, Sept. 03
Target group, cont.

• Level B: very heterogeneous group
• Participant’s background:
  – wide age span: 19 – 60+
  – changes in the group composition

• Common denominations for our participants:
  – communicate orally
  – poor or no writing skills

                  Holte/Røynestad, Sept. 03

Level B:
• A “neglected” group in the ed. system
• Little teaching material/educational aid
• The number of years at school concerning
  our participants varies a great deal/different
  didactic traditions
• How to make participants with little schooling
  more autonomous

             Holte/Røynestad, Sept. 03
Small aims – small steps!

• David Little, Trinity College, Dublin:
  ”If they [the refugees] are to become fully integrated members
  of their host society, they must profit from every language
  learning opportunity that presents itself, outside the classroom
  as well as inside; and the best way of equipping them to do this
  is by helping them to develop the capacity to set their own
  learning goals […] and evaluate their own progress”

   ”[…] responsibility for the learning process lies with the learner,
   there should be no barriers between formal learning and other
   areas of life; and this should allow learners to transfer their
   growing capacity for autonomous behaviour to other spheres of
   activity. In other words, language teaching that is intent on
   developing learner autonomy can give refugee learners a great
   deal more than proficiency in the language of their host
   society”            Holte/Røynestad, Sept. 03
Small aims – small steps, cont.

• 3000 classes - “an unlimited” amount of time
• How?
     - through the ”Can-do” method
     - the goals must be realistic and
  achievable             for this particular
     - register progress

              Holte/Røynestad, Sept. 03
The ELP’s ”Can-do” statements

• Based upon ELP- European Language
  (Common European Framework of
  Reference: Learning, Teaching and
  Assessment, 2001)
• Describes different levels of language skills:
      - Basic (A1and A2)
      - Threshold (B1 and B2)
      - Advanced (C1 and C2)
• Self-assessment
               Holte/Røynestad, Sept. 03
Our ”Can-do” method

• Based on the work of R. Oanæs Andersen
  (Norwegian Language Assessment, University of
• We are using the method, not the self-assessment
• The method must be adjusted to all targets groups,
  on all levels
• Our ”Can-do” – not a hierarchy of language levels
• Threshold level
• Assessment is made through simple “Can-do”
                Holte/Røynestad, Sept. 03
• The “Can-do” statements are thematically structured
One example: Travelling
                                           Yes   No
• I can tell the time.                       1   1
• I can read and understand time tables.         1
• I can read the time tables and
  understand the duration of the trip.       1   1
• I can read and understand a simple city
  map.                                       1   1
• I can buy tickets from a ticket machine.       1
• I can buy tickets from the Sept. 03driver. 1
                                    bus          1
Travelling, cont.
                                                Yes   No
• I can check time validity of tickets.         1     1
• I can travel to and from the city
  center on my own.                             1     1
• I can ask somebody for the right
  direction.                                    1     1
• I can explain the right direction to
  others.                                       1     1
• I can tell the difference between right
  and left.                                     1     1
• I can phone the Traffic Information Center
  for time for departures and arrivals.         1     1

                    Holte/Røynestad, Sept. 03
Structured modules of “Can-do”

•   Travelling
•   Catering practice
•   Children and school
•   Health
•   House management and home
•   Public services
•   Adult in a modern society

              Holte/Røynestad, Sept. 03
How to assess

• In small homogenous language groups
• Preferably with a two teacher system (financially
• We explain what “I can do” really means
• The teacher reads the statements out loud
• Difficult words are explained
• We use concrete/real examples (which we have
• Assessment without making the participants nervous
• All No-answers are noted and used to create
  individualized curriculums
                Holte/Røynestad, Sept. 03
The purpose of our
• To discover about their real skills
• To underline that all experience/knowledge
• To create a positive feeling of mastering
• To create further motivation for learning
• To reveal what skills they are still lacking
• To give insight into their own learning
• To create a feeling of making progress
  (through assessment)Sept. 03
Study work-shop

• 3 days a week after the lunch break
• All part. have individualized curriculums
• E.g. exercises in reading, writing or oral
  training at different levels, in addition to “I
  can do”-exercises
• Teachers have an advisory role, give
  students help to find suitable material at their
  own level
• Students work independently by focusing on
  what they need to learn most
• Structures and makesSept. 03 learning more
                 Holte/Røynestad, the
Mastering and motivation

• Motivation is created, but must be maintained
  throughout the learning process
• “Motivation” comes from lat. motivus: ”put something
  into motion”
• Motivation– the most important factor for all learning:
- Instrumental motivation: reward motivation
- Integrative motivation: genuine thirst for
• The ”Can-do” method begins at the level the pupils
  are at, based on the skills and knowledge from their
• The method offers good experience and conditions
  to master more skills – more motivation for further
  learning.       Holte/Røynestad, Sept. 03
  Mastering and learning

•Adults strengthen their self esteem
through mastering experiences which
are important to them

• Our task is to make sure that positive
mastering is experienced at the very
beginning of a new course

                Holte/Røynestad, Sept. 03
 Traveling: How to understand a
 bus ticket

• Day?
• Month?
• Time?

           Holte/Røynestad, Sept. 03
   Bus No. 20 from Galgeberg til
   Skøyen (Oslo)

• L?
• N?
• left -
• top -
             Holte/Røynestad, Sept. 03
    An example: Time table
Bus No 20 from Galgeberg to Skøyen station

• When does the first bus depart from Galgeberg?
• When does the first bus depart from Carl Berner?
• When does the last bus depart from Galgeberg?
• What’s the name of the next bus stop after Ullevål hospital?
• How long does the bus take from Tøyen to the hospital? (N –
  normal traffic conditions)?
• How long does the bus take from Tøyen to the hospital? (L –
  little traffic)
• You take the 8.53 A.M. bus from Galgeberg. What is the time
  when you arrive at the hospital?
• You live at Torshov. You have an appointment at Majorstua at
  2 P.M. When do you have to take the bus in order to be there
  on time?
                    Holte/Røynestad, Sept. 03
The “Can-do” method:
• Based on positive learning experiences
• Strengthens the participants’ self esteem
• Makes it possible for a greater responsibility for
  one’s own learning
• Opens up for flexible learning
• Makes it easy to plan individualized exercises
• Focuses on participant activity
• Suitable for counseling activities
• Secures teaching structure
• Enhances the quality of class room activities
                  Holte/Røynestad, Sept. 03

• Berggren og Tenfjord: Andrespråkslæring, Gyldendal 1999
• Bråten, Ivar (red): Vygotskij och pedagogiken (Cappelen
• Common European Framework of Reference: Learning,
  Teaching and Assessment, EU 2001
• Handal og Lauvås: Veiledning og praktisk yrkesteori
  (Cappelen, 1994)
• Haugerud og Kvam: (red) Livslang læring, (Skaalvik &
  Skaalviks artikkel, NVI 1993)
• Little, David: ”Meeting the English Language Needs of
  Refugees in Ireland” (Trinity College, Dublin)
• Norberg, Perly Folstad: Sluttrapport fra prosjektet
  Norskopplæring for voksne innvandrere (Vox 2002)
• Norsk språktest: ”Jeg kan”-utsagn. Beskrivelser av
  språkferdighet, UiB 1998
                     Holte/Røynestad, Sept. 03

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