Dublin Adult Learning Centre research examining one to one tuition

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    Dublin AdultLearning Centre

    Dublin Adult Learning Centre

    Summary andRecommendations

    One by One

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    THEDUBLINADULT LEARNINGCENTRE (DALC)

    celebrates its tenth anniversary in 2007. During these

    ten years, the landscape of adult education and

    literacy provision in Ireland has changed considerably.

    At the end of 2006, it was decided to undertake a piece of

    research that would be particularly embedded in DALCs

    philosophy of providing basic education services to ensure

    that everyone in the inner city has the opportunity to avail

    of the right to develop their literacy and numeracy skills

    and would be relevant and interesting to the wider

    adult literacy community in Ireland.

    The aim of the research was to further the understanding

    of progression within the context of one to one tuition

    in the Dublin Adult Learning Centre.

    Factors that affect student participation, motivation and

    progression were explored through interviews with students,

    tutors and DALC staff. Other sources of information student

    databases, interview forms and internal reports were also

    used as research material.

    Three progression opportunities moving from non-

    participation to participation, progression from one subject

    to another and progression from non accredited to accredited

    outcomes were explored to examine the experience of

    progression of one to one students along a range of

    potential progression routes.

    How students recognise and identify their experience of

    progression in their roles as workers, family members,

    community members and as individuals was also examined.

    From September 2005 to June 2006, 511 students enrolled in

    DALC for a variety of courses, e.g. reading writing, general

    studies, numeracy, and computers. Of these, 117 were

    students who were availing of one to one tuition; 69 of these

    were new registrations. One to one tuition plays a major

    role in adult literacy and for many students is the first step

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    in addressing literacy difficulties. Of the one to one students,

    43% were female and 56% were male. Nearly half (48.7%) were

    employed. One important finding from the DALC student

    database is the fact that of the 91 students registered withDLAC in 05/06 who had received an accredited outcome

    (not necessarily in that year), only 15 students had

    started in one to one tuition.

    One to one students come to DALC with a range of goals and

    motivations. These can include clear outcomes that students

    wish to achieve e.g. acquiring PSV or driving licence, but many

    students also register for tuition with a broad objective of

    improving their reading, writing or spelling.

    It is not really important to me to do an exam or

    anything, I just want to be able to be like everybody

    else, do you know what I mean, Id like to have been

    able to learn how to drive. I just want to be like

    everybody else. (Anne)

    For students who have literacy difficulties the decision to

    address these difficulties through attending an adult learning

    centre is a very significant step and an important progression

    from non-participation to participation. For the students, an

    external event or change in circumstances e.g. redundancy or

    attending a CE scheme, can often be the trigger to initiate

    action in relation to literacy tuition.

    . . . reading comes up with everything, no matter

    what you do . . . I was hiding it over years whenI was working; I was working for eight years.

    I just had enough of it, I have got the high blood

    pressure and everything and I said ah no, enough is

    enough . . . I was taking 5mg everyday for it. Id say

    that is what brought that on, Id say that will go

    away from me now in the years to come. (Tony)

    This research shows that significant non-accredited literacy

    progression takes place for students through one to one

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    tuition. Both tutors and students give examples of specific

    literacy skills they have acquired through tuition e.g. using

    context for comprehension or specific computer skills. Whilst

    students and tutors describe the specific strategies they havedeveloped through literacy tuition, they are more likely

    to report their progression in terms of grounded

    practical changes in their lives.

    That I am learning that little bit every week, that

    keeps me focused, even if it is one word, to me that

    is something. I am getting better so I am learning.

    That will keep me focused. (Patrick)

    Progression is presented using examples of literacy use in

    everyday contexts e.g. being able to write a birthday card,

    reading books and newspapers, filling out forms, using teletext

    and computers, helping children with home work. Literacy use

    occurs through the various roles an individual may take up e.g.

    as family member, worker or citizen.

    A number of one to one students had also progressed to group

    learning situations. One student interviewed had achieved

    accredited outcomes through literacy and computer tuition. In

    general, one to one literacy students were not motivated by the

    prospect of achieving accredited outcomes although ongoing

    formative assessment strategies did play a positive part in the

    tuition process for students and tutors. A framework for

    assessment that involved the student and tutors in active

    feedback and monitoring was seen as a positive contribution

    to the learning experience. Goal setting and motivation was an

    important component of successful progression within one to

    one tuition. Significant support for students tuition is gained

    from various groups of people tutors, family members, CE

    supervisors and other CE participants.

    Overall the availability of a variety of progression routes within

    DALC that are equally valued one to one and group tuition,

    accredited and non-accredited learning ensured that

    students have their specific literacy learning needs met.

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    It is clear from the research that the one to one tuition provided by DALC meets

    the goals and learning aspirations of a significant amount of adults returning to

    avail of literacy tuition. The research has identified a number of progressions

    that take place and can be identified and recorded by students and tutors. For

    many students their learning needs are met through one to one tuition and they

    do not aspire to have these achievements accredited. The value attributed by

    the students to the learning experience is in their ability to apply their new

    literacy skills in everyday situations. It is recommended that the perspective of

    this body of literacy students be taken into account at the policy level as well as

    by local literacy tuition providers. While these students may report types of

    progressions that are similar to those of students pursuing accredited outcomes,

    e.g. improved employment opportunities, they and their tutors more frequently

    name outcomes related to changes in how they use literacy in their everyday

    lives and increases in self-confidence.

    It is recommended thatDALCand the adult literacy sectorin general continue to value these non-accreditedoutcomesand

    developmeasures, supports and resources to support these

    students and tutors.

    Non-participation to participation is the first significant progression for

    students. This early stage of participation needs to be particularly

    well resourced and supported for both student and tutor.

    It is recommended that a system is put in place inDALCwhere there is a formalized check inwith tutors after six to eight

    sessions to see if the student is attending regularly and identify

    any particular areas of support for tutors.

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    Recommendations

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    This research focused on progression for students who remained in DALC.

    Information from the database does reflect a number of students who register

    with DALC and leave within a short period of time. Students interviewed were all

    current and therefore they provide no information on the reasons people leaveshortly after beginning tuition or what might have supported their ongoing

    engagement.

    It is recommended that further research be carried out in thisarea to identify supports that might encourage students to continue

    with tuition.

    When all students conclude one to one tuition there is no formal exit interview

    or final evaluation. It is clear from the research that adults engaging voluntarily

    in education have reasons to cause them to leave tuition e.g. family care

    responsibilities and often return at a later time or they may leave because their

    needs were met. A final evaluation between tutor and student would also provide

    an opportunity to assess and consolidate the progression that has taken place.

    It is recommended that a framework beput inplace to gatherinformation from students at the end of their engagementwith

    literacy tuition.

    Progression from one to one to group tuition can be very significant.

    The extra benefits of literacy training in a group situation with peers have been

    documented. Amongst the students interviewed some had made this transition

    successfully and others chose to remain in one to one tuition having tried some

    group tuition. Whilst this is recognised by DALC staff as a positive progression,

    it is not currently an explicit progression route that tutors consistently explore

    and plan with students. The taster courses provided by DALC during the

    summer are an option for some students.

    It is recommended that that some new innovative short-termgroup tuition options are developed, whichwould enable students to

    experience benefits of group learning situationwithout giving up the

    supportive atmosphere of one to one tuition.Thiswould also require

    one to one tutors to identify and encourage students who could

    benefit from these options.

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    For some students it can be a significant progression to move from non-accredited

    to a accredited course of study. Very few students who initially engage in one

    to one tuition progress to accredited outcomes. The interviews with both student

    and tutors support the finding that the majority of students who engage in one toone tuition are interested in acquiring practical literacy skills that they can apply

    in their everyday lives and were not motivated by the accredited outcomes.

    Successfully attaining certification was seen as relevant for those seeking

    employment. However the majority of one to one students were either

    already in employment or not in the labour force.

    While accreditationmay havemost relevance for those in or seeking to join

    theworkforce or those participating on CommunityEmployment Schemes,

    It is recommended that tutors are supported in exploringaccreditation options with one to one students.

    Tutor training is delivered prior to volunteer tutors being assigned students.

    A variety of in-service training is then available throughout the year in a range

    of topics e.g. spelling, material development, getting started with writing and

    dyslexia. However some of the practical teaching issues raised by tutors arise

    after meeting and working with students in actual tutorial situations.

    It is recommended that the training be broken into twocomponents with a compulsory attendance at support meetings and

    training hours after the first eight to ten tutorials are completed.

    Completed baseline information on the starting levels of students was not

    available for this study. During the last year, DALC staff developed a new

    framework for assessing student literacy levels. This assigns reading and writing

    levels and has the capacity to capture small incremental progressions of each

    student. This could provide very useful information on the starting levels

    and progression of one to one students.

    It is recommended that further research is carried out inDALCusing this database information to examine any relationships between

    factors that affect progression e.g. length of time spent in tuition and

    progression from one level to another.

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    DALC is committed to student-directed learning. The student centredness of the

    one to one tuition is reflected in the materials used and the approach taken by

    tutors. In the initial stages of tuition it is difficult for many students to work within

    a learner directed framework. This could be due to a number of factors, unclear

    goals, uncertainty about the parameters of literacy tuition and prior educational

    experience. However the philosophy of DALC and its tutors is to work withthe student to reach this stage of independence and direction.

    It is recommended that tutor training, resources andmaterialsthat would support this framework be reviewed andstrengthened.

    Students and tutors emphasised the importance of homework in achieving

    significant progression in terms of literacy skills but also in promoting

    independent learning. However it also emerged from interviews with students

    and tutors that this is not always promoted strongly by tutors or prioritised by

    students. Existing students could promote this aspect of learning . . .you have to

    put the work in, you are wasting their time and your own time. If you just walk out

    of here and if you are only doing one day a week or a half a day, if you are only

    doing that and you walk away and you only come back the following week and

    you didnt do anything, it is a waste of time completely. (Tony)Also some resources

    that are not worksheet based e.g. suggestions for activities that students could

    engage in independently could be developed by DALC students and tutors.

    Whilst literacy tuition is voluntary and completing any tasks between

    tutorials is also voluntary, It is recommended that newstrategies be put in place to promote independent work by

    the student outside weekly tutorials.

    Setting goals is an important aspect of learning and motivation. The research

    showed that many students, returning to adult literacy tuition, do not articulate

    clear outcomes they wish to achieve. These often develop as they gain a

    clearer sense of what progression is possible and important for them.

    It is recommended that the area of goal setting andmotivationbe seen asmore central to the tutoring process, beginning with a

    greater emphasis in the initial tutor-training programme.

    European Union

    Structural Funds

    The work of the Dublin Adult Learning Centre is supported by the following: