Program details

Wednesday

9.15 a.m. Conference welcome and opening

9.35 a.m. Keynote Presentation

'The importance of trust (and other intangibles) in the adult literacy teaching profession

Susan Bates

More

10.30 a.m. Morning Tea

11.00 a.m. Wednesday morning Block A Concurrent sessions

Choose two 55 minute workshops or one 120 min workshop

A1 11.00 a.m. Community-based training: the heart of Indigenous learning

Rosemarie Colosi and Emilia Biemmi Beurteaux, Karrayili Adult Education (55 mins)

Karrayili Adult Education has been focused on community-based education since its beginnings in the 1980s. Over time Karrayili’s training has responded to changes in government policy towards the Community Development Employment Project (CDEP) scheme and the country’s demands for a skilled workforce. Karrayili has also had to work within government changes to funding for adult education to be able to provide real learning experiences for the people of the Fitzroy Valley.  This session will examine how Karrayili has maintains its focus on community-based training and keeping to the heart of Indigenous learning and training needs through a variety of programmes including Driver Education, Work Readiness, literacy support and others.

Rosemarie Colosi has been teaching for over 20 years in a variety of fields from floristry, horticulture, retail, and special needs.  Presently, Rosemarie is now providing general education support on Yungngora Community delivering CGEA, GATE, Business certificates and White Card. Yungngora is home to 320 people just over 165kms from Fitzroy Crossing. Rosemarie has been working with Karrayili for 18 months.

Emilia Biemmi Beurteaux has been teaching for almost 12 years working mainly with the CGEA and Indigenous students.  She has been working with Karrayili Adult Education Centre for over 8 years and delivers CGEA, GATE and Cert 1 in Business.

A2 12:05 p.m. Solid Futures

Bethany Kinsela and Karina Clarkson, Central Institute of Technology (CIT) (55 minutes)

Solid Futures is a cultural program on Mondays, engaging students in awareness of their own Aboriginal cultural identity, beginning with “Who’s Ya Mob/Where Ya From?”. It includes 27 - 30 learners, ages ranging from 18 to over 55! This ice breaker activity helps the lecturers to identify with the learners and giving the learners an opportunity to get to know themselves and each other through their culture. The group is in the process of woodburning a five metre wall plaque that will hang on the wall of the Aboriginal Workforce Development Council, Perth. Students learn to use hand and power tools to sand back the raw slab of Monterey pine. The learners draft a cultural design, sometimes to a brief provided by an end user, which is then pencilled onto the slab, followed by the design being woodburned onto the slab. While the learners are engaged in this group work, staff build rapport with them on an individual level. They have also produced eight “Talking Tables” within the last year – one for each of Perth’s Universities, the Aboriginal Legal Service, and Dumbartung Aboriginal Corporation, and Nyoongar Kadadjiny Kulark Kart at CIT Northbridge. The process involves an excursion to the organisation that requests a table, a meeting to discuss a design draft, further liaison and visits by the organisation to the classroom, then final unveiling usually on Graduation Day.

Bethany Kinsela has been working at CIT for over a year now as a Lecturer on the Solid Futures program in partnership with the David Wirripanda Foundation. Prior to that she was ‘mumming’ three sensational children. Bethany worked at Lockridge Primary School for five years as an Education Officer, in a very challenging role with the Swan Valley Nyoongar Community, dealing with very young students, and many issues in the broader community. Bethany was the Winner of an ATSI Scholarship at the Australian College of Applied Psychology, Sydney, and is currently studying for a Bachelor of Applied Social Science.

Karina Clarkson commenced work at Central Institute of Technology in early 2012 as a Lecturer within Community Learning & Partnerships on their Indigenous Programs. Prior to this Karina was a Youth Support Officer/Youth AOD Counsellor with the Aboriginal Alcohol & Drug Service. She has a broad work history that includes various Administration and Accounts positions and also worked within the Hospitality Industry.

A3 11:00 a.m. Extraordinary Learning for a Digital Age

Jo Hart C.Y. O’Connor Institute of Technology (120 mins)

An interactive workshop on a project funded under the National Vocational E-Learning Strategy, Jo will share and discuss the model, resources/delivery strategies, progress, outcomes, and the possible next steps. The project is piloting innovative delivery of units from Certificates of General Education for Adults (CGEA) online to regional/remote students and others who can’t access face-to-face classes. Students are learning the skills for learning in the digital age to facilitate access to future training more readily through digital media. This involves a short intensive startup for online CGEA aimed at motivating and engaging students and at developing a habit of regular study. They use a virtual classroom (BlackboardCollaborate) as the main hub/support centre for action learning in the use of Web2.0 technologies and the development of simple media rich e-portfolios using blogs. Supplementary resources are provided via a Learning Management System (LMS). Learning activities are mapped to three units at each of the three levels of the CGEA (Certificates I, II and III).

Jo Hart has been teaching CGEA for about 9 years, nearly 7 of which have been at CY O'Connor Institute in the Wheatbelt. She has taught across all levels and all streams, currently (for the last 3 years) delivering CGEA I/II/III entirely online to regional/remote students, using virtual classroom, LMS and a variety of Web2.0 tools and strategies. Delivering via online/e-learning, particularly using Web2.0 strategies and tools, to reach our isolated (for whatever reason) and/or disengaged learners is her passion! She is currently managing/facilitating a project funded through the Partnerships for Participation initiative of the National Vocational E-Learning Strategy. This involves an intensive start-up for online CGEA and the use of blogging as a strategy for literacy development.

A4 11:00 a.m. Transforming curriculum to put people first

Cheryl Wiltshire, DTWD (55 mins)

Accredited courses offer the opportunity to design at the local level to meet local needs. Cheryl illustrates how this has allowed Western Australia to design VET curriculum products that are truly different. She will argue that if we start from what works for learners, and then provide what teachers need, the other desired outcomes from education and training naturally follow, such as civic development and economic productivity. The question is: how will national initiatives such as the Foundation Skills Training Package affect this local innovation? Do we face catastrophe or opportunity?

Cheryl Wiltshire works in the curriculum team with the Service Delivery branch at the Department of Training and Workforce Development. Her work history includes working as a tutor in the Northern Territory, literacy coordinator in a Labour Market Program and program manager for what is now C.Y. O’Connor Institute of Technology where she was responsible for 13 centres across the Wheatbelt. She also volunteers for WAALC as a member of the executive.

A5 12:05 p.m. Musings from practice: thoughts about strategies to assist adult learners' academic self concept

Jo Taylor (55 mins)

This paper reflects on the conference theme concerning what it is we need to know and understand about adult learners. In the session I propose to interrogate an eclectic series of situations and contexts from my own practice to generate a conversation regarding support and encouragement for adult learners and the strengthening of academic self concept and resilience.

Jo Taylor has worked with adult learners, in adult literacy, curriculum and research, and particularly in the field of Indigenous education.

A6 11:00 a.m. Is teaching grammar a waste of time?

Geoff Pearson Agenda Communication(120 mins)

Following the successful 2011 pilot of the DTWD-funded Teach Me Grammar Professional Development Action Learning Project, Geoff is currently running two more Programs with 24 WA-based language and literacy teachers. The Teach Me Grammar program challenges the twin notions that grammatical knowledge is of little practical value for language and literacy teachers and learners, and that grammar-teaching is necessarily dull and ultimately not worth the effort. In this workshop, Geoff argues that the key reason teaching grammar has fallen from grace is not because grammar itself is of no value, but that it has traditionally not been taught in an engaging, integrated manner that makes it valuable for learners. Drawing both on the work of language theorists/practitioners who have recently re-examined the role of grammar in language and literacy teaching, and on the practical experiences of teachers in the 2011 and 2012 Programs, Geoff will contend that a knowledge of grammar is highly useful to all learners and teachers, but that this usefulness can only be realised through the application of purposeful, learner-centred teaching methods.

For more than 30 years, Geoff Pearson has worked in the field of English as a Second Language and workplace communication skills teaching in Australia and overseas. Since 1996, he has been Director of Agenda Communication, his own Perth-based RTO specialising in this area. He has worked with many enterprises across a broad array of industries, and is also the author of several national and state-level research reports, PD materials and training resources. In 2011, Geoff piloted the Teach Me Grammar Professional Development Program with 12 language and literacy teachers. The success of the pilot has meant that three such programs are now running in 2012.

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1.00 p.m. Lunch

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2.00 p.m. Wednesday afternoon Block B concurrent sessions

Choose one 120 minute session or two 55 minute sessions

B1 2:00 p.m. Integrated approaches to literacy learning in Indigenous contexts

Ruth Wallace, Charles Darwin University, (120 mins)

Integrated approaches to literacy learning incorporate not only the relevant knowledge and skills but also knowledge of the context in which they are used. Multimedia and mobile technologies have provided the means to incorporate learners’ and alternate contexts into literacy development that include learners’ workplace, school, home and community lives. This presentation shares practical examples of using mobile technologies and multimedia in literacy learning in Indigenous contexts. It will be an opportunity to discuss ways to connect to learners’ knowledge and their aspirations for literacy learning.

Ruth Wallace has extensive experience in innovative delivery of compulsory, post school and VET programs in regional and remote areas across Northern Australia. Her interests relate to undertaking engaged research that improves outcomes for stakeholders in regional and remote Australia. Ruth is a researcher and previously VET teacher with extensive expertise in VET practice development, learning communities, literacy and flexible learning.

B2 2:00 p.m. PowerPoint Alive!

Geoff Pearson, Agenda Communication (120 mins)

“Death by PowerPoint” – we’ve all suffered from it at one time or another, but how do we ensure we don’t inflict the same misery on others? First and foremost, we need to see PowerPoint differently – not as a glorified dot-point maker, but as an exceptionally flexible, easy-to-use tool with huge educational potential. This workshop sets out on that mission, with a hands-on exploration of the instructional tools PowerPoint 2010 puts at our disposal. Find out how to: enhance screens with colour and educationally relevant pictures, video clips and sound files; add movement / animation for instructional impact; make and use the slow reveal for greater learner engagement; use hyperlinks to move quickly between screens; and set up fun, whole-group language / literacy exercises and other learning activities. Most importantly, find out how to end “Death by PowerPoint” for good.

For more than 30 years, Geoff Pearson has worked in the field of English as a Second Language and workplace communication skills teaching in Australia and overseas. Since 1996, he has been Director of Agenda Communication, his own Perth-based RTO specialising in this area. He has worked with many enterprises across a broad array of industries, and is also the author of several national and state-level research reports, PD materials and training resources. Geoff uses PowerPoint in all his PD and teaching workshops, and regularly gets asked “How’d you do that?” Most of his tips and tricks he’s learned from watching talented others, and then applied them to his own teaching.

B3 2:00p.m. Coming at it from a different perspective: innovative approaches for teaching numeracy to adults who struggle with maths

Susan Bates, Department of Training and Workforce Development and Carmel Jennings, Centacare Employment and Training (55 mins)

This session will explore and demonstrate some innovative approaches for teaching numeracy to adults who have significant gaps in their numeracy skills and/or little confidence in their ability to do maths. These strategies involve recognising and being guided by learners’ previous experiences to find fresh, real-life approaches to uncovering learners’ mathematical knowledge! The session will be an opportunity for teachers and tutors to extend their repertoire of teaching skills and strategies that can be applied at all levels of numeracy delivery, with all learners, with great success. Susan and Carmel will discuss student-centred approaches in an interactive session focussing on numeracy/maths.

Susan Bates has extensive experience in teaching adult literacy, and a particular interest in the depth to which students are a primary resource for delivering adult literacy.

Carmel Jennings has worked in community-based adult education programs since, as a young mother, she completed her own education in Dublin in the 1980s. As a high performing participant she next took on volunteer roles in the community project and went on to become a tutor and planner for its continuation. For Carmel, adult education is a form of social action; she has never lost that loyalty to the participants first and foremost. In the programs she now manages at Centacare Employment and Training, her goal is to create an organisational culture that is genuinely student-centred.

B4 3:05 p.m. Linguistic Mindfulness: a strategy for teaching and for learning

Karen Slikas Barber, CIT (55mins)

Noticing and exploring incidental language encountered in our daily life is a strategy that can enhance our learning and teaching of language. Such a strategy, described as 'linguistic mindfulness', was introduced and practised in a mixed level (elementary-intermediate) ESL class. The teacher and students collected 'bits' of language they noticed in the course of their daily activities. Language found on the train, at college, at the local swimming pool, on the street, etc. These small texts were then used as a basis for reflection and language analysis activities modelled by the teacher and then used for weekly group work. Through this collection and analysis, the teacher and students developed a learning strategy that can be employed anytime and anywhere and that encourages language exploration. The workshop will outline the procedure, provide examples of the language and its analysis and discuss the merits and shortcomings of the strategy as well as offer guidelines on how to incorporate linguistic mindfulness into ESL classes.

Karen Slikas Barber is a lecturer in the Adult Migrant English Program (AMEP). She has taught at all levels of the Certificates in Spoken and Written English (CSWE) and is at present teaching a multilevel CSWE class in a community setting. Her areas of interest include developing specialist ESL courses and adult literacy and she has published articles, texts and readers in these areas. She has a Master of Education in TESOL and a Bachelor of Science in civil engineering.

B5 2:00 p.m. The Launch Pad

Mariana Joseph and Rebecca Bull, Central Institute of Technology (55 mins)

The Launch Pad programs are specially designed for students aged 15-19 years old. They take a holistic view of students’ experience and development and therefore incorporate personal management, lifelong learning, employability, literacy, numeracy and career development skills. The programs include Certificate II Business and Certificate II and III in General Education. Students’ skills are developed on the Launch Pad courses through a project-based approach. This involves teamwork, management of projects and liaising with business and community organisations. The projects enable students to work to their strengths, build relationships within the community and thus build their social capital. There is an opportunity for practical work placements with the Business course. All students have the opportunity to explore their work/study/career options for the future.

Mariana Joseph is passionate about education and highly committed to lifelong learning. She holds both a full-time position as a Career Counsellor and a casual position as a Lecturer at Central Institute of Technology. Mariana holds qualifications in Education and a post-graduate qualification in Career Development. Currently, Mariana is an Executive member of the Career Development Association of Australia (WA Division); a professional member of the Career Development Association of Australia (CDAA); and a member of the WACE Course Advisory Committee, WA Curriculum Council. In 2011, Mariana was awarded the Miles Morgan Australia Excellence in Career Development Award.

Rebecca Bull is the Youth Programs Coordinator and an Advanced Skills Lecturer at Central Institute of Technology. Through her role Rebecca aims to lead and implement innovative approaches to teaching and learning which ensures positive experiences and success for students, especially those from disadvantaged backgrounds. Rebecca is both a qualified teacher and counsellor and it is her experience in these areas combined that allow her to foster co-operation and build trust in the classroom. Rebecca’s experience working in International Schools in Asia also enables her to engage learners from a diverse range of backgrounds and learning needs

B6 3:05 p.m. The freedoms we have (prison education)

Gerry McCarron and Helena Zielinska, Department of Corrective Services (55mins)

The intention of this workshop is to explore the notion of freedom with regard to an adult learning experience. It is presented by two prison education staff with extensive experience in navigating layers of limitation. One may rightly think that students and staff working in prisons have very little freedoms, given the barbed wire, high walls, jangling keys and sophisticated alarm systems. In one very real sense this is all too true. However, when it comes to facilitating a learning experience there are freedoms. With imagination, creativity, perseverance and a keen eye for every breakthrough, no matter how small, spaces can be created where freedoms can be exercised in order to achieve learning. This workshop explores what these are and their inherent value.

Gerry McCarron currently works as a Prison Education Coordinator at Bunbury prison. He has worked within a wide range of prison education centres, including juvenile detention, metro prisons and Broome prison. His range of experience includes phonics, remote Indigenous education and quality assurance measures such as moderation.

Helena Zielinska has been working as the Adult Basic Education Coordinator for the Department of Corrective Services for over a decade. Her range of experience includes phonics, ABC Two-Way learning, curriculum and quality assurance measures such as moderation.

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4.00 p.m. Afternoon Tea

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4.35 p.m. WAALC AGM

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Thursday

9.00 a.m. Conference Opening

9.05 a.m. Keynote Presentation

Ruth Wallace

More

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10.05 a.m. Morning Tea

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10.35 a.m. Thursday morning Block C Concurrent sessions

Choose one of four 120 minute sessions

C1 10:35 a.m. Numeracy and mathematics: what do we need to know?

Cheryl Wiltshire and others (TBA) (120 mins)

The need for adults to develop and credential their numeracy skills becomes ever more important. More mathematical concepts are built into daily decisions and yet more people fail entry requirements for training due to lack of evidence of mathematical achievement. Yet many adult literacy teachers still doubt their capacity to meet the numeracy needs of their students. This session will explore the available options for professional development and allow participants to discuss their view of what numeracy and mathematics is needed and what to do about the gaps.

Cheryl Wiltshire, like most other adult literacy teachers, has routinely met the needs of adults and adolescents for literacy, numeracy and English Language and is aware of the challenges teachers face in getting the balance right and not feel we are short-changing our students. So whether you are an intrepid adventurer into the world of Mathematics teaching or still feel like hiding under the bed, come along and share what this means for you and your students.

C2 10:35 a.m. Assistive Technology: Solutions for Those Who Learn Differently

Blanche Holzman, Multisense Technology (120 mins)

This presentation will provide participants with an in depth understanding of how assistive technology can be used to support students with specific learning difficulties. The presentation includes a variety of specifically designed, educationally sound, multi-sensory assistive solutions to assist students with learning difficulties in reading, writing, maths and organizational skills. These provide both visual and auditory enhancement to any type of electronic information including scanned, web, Word docs, PDF's and others. These programs can speak out text whilst simultaneously highlighting the spoken word. With the appropriate assistive technology, students who have a Learning Difficulty can more easily achieve academic success.

Blanche Holzman is a highly skilled teacher, learning difficulties specialist, trainer and presenter with an extensive range of experience especially in the areas of literacy and numeracy. She regularly conducts training courses in the use of assistive technology and how it can help struggling students achieve their potential.

C3 10:35a.m. Exploring the social practices approach to adult literacy teaching: the Scottish Adult Literacies initiative, and what we might learn from it

Susan Bates, Department of Training and Workforce Development (120 mins)

Scotland is now 12 years into what has been termed ‘a brave experiment’ in its commitment to delivering adult literacy teaching and learning in response to learners’ needs, rather than according to a curriculum. This session will consist of two parts. Firstly, it will explore the Scottish experience, the commitment by practitioners to the social practices approach; and how it manifested in curriculum, professional development and reporting initiatives. Secondly it will look at what learners experienced, and the impact of teaching strategies that start – and finish – with the learner.

Susan Bates has worked in the adult literacy field for over thirty years. Her recent experience in coordinating the development of a wide range of adult literacy projects in Scotland is the basis of this participatory presentation.

C4 10:35 a.m. The acquisition of grammar in English as a second language or dialect

Olga Trochtova, Central Institute of Technology (120 mins)

This workshop deals with the research done on the sequence and patterns in acquiring grammatical competency in English as a second language. It outlines the specific sequence in which grammatical items are acquired by learners in both a formal and informal learning environment and highlights the relationship this sequence has with the success of learners. Furthermore, it contributes insight into syllabus design and assessing the ESL or English as an additional dialect learner. It provides a deeper understanding of learner errors and teaching techniques and strategies that can be used to support the learner in successful acquisition of grammar in the English language.

Olga Trochtova is an ESL lecturer at Central TAFE and has been working in language education for the last ten years. She recently completed a MA Applied Linguistics and is continuing with PhD work on grammar acquisition in English as a second language.

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12.35 p.m. Lunch

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1.35 p.m. Panel: Getting to the heart of the matter

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2.35 p.m. Conference close