Transcript Using Individual Learning Plans with Adults Erin Kimmel

Using Individual Learning Plans
with Adults
CoTESOL Presentation
Saturday, October 25, 2008
Erin Kimmel
Spring Institute for Intercultural Learning
[email protected]
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Session Objectives
• Describe the key components of an
Individual Learning Plan (ILP)
• Relate the use of ILPs to characteristics
of adult learners
• Review ILP formats from adult learning
institutions
• Identify ways to incorporate the best
elements into a short program
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Skills for Life
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British government program to reduce number of adults with low levels
of literacy/numeracy (math) - estimated at 5/15 million people, 16/46%
of adults aged 16-65 in the UK
Goal was to virtually eliminate functional illiteracy/innumeracy
– free classes in literacy, numeracy and ESOL for UK residents
– development of a core curriculum for each basic skill
– development of national teaching qualifications for teachers of adult basic skills
– an inspection regime to ensure the quality of delivery
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Funding started at £167 million ($246.7 million) in 2000-01 up to £995
million ($1.58 billion) in 2006-07
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Focus on tailoring instruction to individual needs
http://www.literacytrust.org.uk/Database/moserec.html
http://www.niace.org.uk/Organisation/advocacy/Policy_Briefings/NIACE-Policy-Briefing-SfL.pdf
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An Individual Learning Plan
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This is based upon screening, initial and diagnostic assessment, and
follows agreement with the learner on goals and targets. A completed
ILP should include:
Results of assessments;
The learner’s long-term goals;
The goals of the program to be followed, cross-referenced to the
national standards or core curriculum;
Any other goals that the learner wishes to achieve, both social and
personal;
Targets and dates for meeting them;
A programme of dated progress reviews;
Space to record achievement of targets and any developments in the ILP;
Signatures of learner and teacher.
http://www.niace.org.uk/projects/learningfromexperience/EBS/Good-Practice/ILP.htm
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ILPs
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Characteristics of Adult Learners
• Breakout session for participants to list
characteristics
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ILPs in Adult Education - pros
• Allow for teachers to engage with
individual students
• Make courses more goals-oriented
• Enable adults to take responsibility for
their learning
• Are an effective progress tracker
• Are transferable records of student
achievement
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ILPs in Adult Education - cons
• Create an unnecessary layer of
bureaucracy
• Can be incomprehensible to low level ESL
students
• Are time-consuming
• Are an educational fad that will pass
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The Abbreviated Version
Meet with student
1. Check information from database for accuracy
2. Discuss long-term goal (what was the catalyst
for registering on this course?)
3. Discussed self-perceived weaknesses and set a
short-term English goal
4. Give some suggestions on how to improve in
areas of weakness
Use volunteers to help students meet short-term
goals and other areas of concern
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Student Info
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Improve Retention and Attendance
• Allow the opportunity to check for correct
contact information
• Create a forum for students and teachers to
discuss barriers to attending class
• Enable teachers to personalize the course
content
• Offer the opportunity to suggest support
available
• Develop a stronger relationship between
the teacher and students
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