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This seems like a really "best-practice" way of running a class irrespective of whether indigenous learners are present.
In fact it's hard to conceive of good results ever coming out of a class environment that does not engender mutual respect and exchange of information particularly, as well as learning with others and active participation.

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Comes back to what we've been discussing about making it very easy for the student to see the practicality of what they're learning to do.
Using policy documents and so forth as we discussed to teach skills.

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True. Instructional skills need to be adapted through for a cross-section of cultures.

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Definitely include that in the S&S chart. That is workplace setting documentation that our target audience learners need to be familiar with and this is good practice of reading and comprehension.

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Is this something that can be built into a curriculum? Or does it require a good teacher who can do it in-class?  It is not going to be possible to anticipate the cultural needs of every student to come through our doors.
And again, I feel like you can't assume that cultural background is the only thing that defines how someone engages with content. I don't relate to things the same way other white Australian males do.
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I think it needs to come from the educator; cultural intelligence is important when teaching as some will be CALD - culturally and linguistically diverse - and less didactic methods will ensure that active participation and cooperative learning happens so that the various individuals help each other learn.

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Hence a lot of scaffolding is required in the learning process.

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Well, we are on the right track here, seeing as how our work so far has been working towards scaffolding learners in the right direction

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Anyway, in terms of our learners' motivation, I think one of the angles where we can promote the program would be through job network agencies as we provide skills that enable people to potentially/hopefully gain employment and even higher-skilled employment than they would have been fit for before. Yes, learners are likely to enrol in the program of their own volition but they would also be targeted by job network agencies to help further their skills for employment and given that part of our S&S idea is to create a resume and cover letter which would help in application for jobs.

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Paolo Freire saw improving literacy as a means of emancipating learners from their socio-cultural milieu and this can apply to the economic status and prospects of individuals. We should scaffold our learners through a process of awakening self-awareness, encouraging confidence in communication and gathering skills to be utilised in society including the workplace.

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'Furthermore, stories from Indigenous voices ‘insist that the reader rely on another body of knowledge’ in order to understand. In the classroom, this push to rely on an unfamiliar body of knowledge embodies a step into a space in which the white teacher is not the ‘expert’ knower, but the ‘new’ learner.' (Webster & Ryan, 2014, pg. 141). The educator should be a facilitator more than a teacher imparting knowledge didactically.

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If I have any luck with this lady I'm supposed to be talking to from Salvo's Employment Plus, that might give us an "in" to pursue this down the track...

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That would be awesome! :-)

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Don't forget Communicare's Certificate I in General Education for Adults. :-) I'm waiting on the State Library contact and the Dept of Training and Workforce Development contact.

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Providing a lesson plan that is appealing, inclusive and engaging with learner feedback and participation will contribute to a greater retention of knowledge and understanding. This will promote a greater participation in classes and a desire for ongoing development and learning. Lessons should promote curiosity, a desire to learn and the development of life skills that are applicable in real world application.

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Understanding the learners goals for the course will provide support to the course content. All learners actively participating in an Adult Education course are doing so to better themselves, their education, knowledge and understanding to better their economic situation. The course needs to produce something that is tangible, ie that the students needs are being met and superseded.

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And given the theory of andragogy, we need to ensure that objectives are covered with the learners but that in hands-on tasks, they have a sense of self-determination like selecting who they play in role-play and what topic they choose for research and presentation. Andragogy assumes that adult learners are self-determining, bring vast life experience (and therefore activities should relate to real-world scenarios pertinent to their lives), have an individual vested interest in the study and problem-solving or bridging a gap in knowledge and/or skills.

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Improving education is the key to improving a societies and reducing poverty.

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Webster & Ryan's democratic education. Accessibility and equity. Publicly-funded English and Digital Literacy program. An awareness of educator bias is required to avoid making presumptions, prejudices and judgments on the education level of other Australians. Education is not  restricted to a classroom and informal learning does take place in remote communities; the capacity for learning  depends on prior learning experience however the learners can achieve equally based on their own merit.

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Another educator bias of which to be aware is to assume that all students of indigenous descent will function in the same way.  For instance, from my reading of Webster & Ryan it seems that they very interested in the circumstances of students in remote and underprivileged communities.  On the other hand, my family "in-law" for the last 13 years is of Noongar-Yamitji descent but live in the suburbs of Busselton, and I could see only very limited parallels to their circumstances.

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You're right. They are not all going to behave in the same way but definitely in rural and remote areas, there may be considerable informal learning which we cannot overlook. And creating activities that are hands-on and involve interaction seems to be important for Indigenous culture; to build rapport with learners and with the educator.

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I'm not comfortable with this. It's like we're being asked to look at an aboriginal student as less capable of engaging in the usual way, almost special-needs.  Again, I'm going back to my own personal experience, coz that's all I've got, but there's plenty of folks in my family-in-law who've engaged with the educational system quite successfully.  My other half did a TAFE Diploma and her sister is about to graduate in Nursing.  There's other examples in the family - not a lot of examples, but enough for me to feel like it proves they don't suffer from any inherent deficiency.I'm not saying none of this has any merit, or that it's not applicable to certain individuals, but we can't just apply it across the board on the assumption that every aboriginal is the same.

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Perhaps we could also initiate a community outreach drive that encourages adults in need to attend a seminar on the education options available? Perhaps see what the local cernterlink support agency have on offer

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Laura                                      Adult education assumes that the adult students are learning because they want to improve themselves and their personal situation. The voluntary nature of this learning experience produces an adult learner that is  committed to achieving a result that provides a beneficial change in their life.  The tangible end result of the course needs to be identifiable. 

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Laura                                      Adult education assumes that the adult students are learning because they want to improve themselves and their personal situation. The voluntary nature of this learning experience produces an adult learner that is  committed to achieving a result that provides a beneficial change in their life.  The tangible end result of the course needs to be identifiable. 

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Again - applicable to all learners, 100%

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I really like this concept

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So... having had overnight to think about it, I think what I'm trying to say is that when you (Andrea) actually run this curriculum, it's gonna be in the suburbs somewhere and our learners will be adults who've come to us of their own freewill and have their own motivations for being there, and things they want to attain from the process. In the absence of having any feedback to back this comment up, it still seems like we can expect a higher level of engagement "off the bat" than in the situations that W&R are describing.

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Andrea                                    Print states 'Many people involved with curriculum development, including many teachers in schools, believe that the starting point for constructing a curriculum lies with the formulation of content' (1993, pg. 140). I think we run along with Hilda Taba's linear approach first diagnosing needs then setting objectives before the selection and organisation of content. Content will be based upon the situational analysis and objectives.

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Andrea                                    Print states 'Many people involved with curriculum development, including many teachers in schools, believe that the starting point for constructing a curriculum lies with the formulation of content' (1993, pg. 140). I think we run along with Hilda Taba's linear approach first diagnosing needs then setting objectives before the selection and organisation of content. Content will be based upon the situational analysis and objectives.

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Andrea                                    Also Print states '‘Most follow the path suggested hereand write objectives based on predetermined aims and goals' (1993, pg. 140). I think thus far we have a good set of aims developed and set objectives or learning outcomes. The research illustrates what we need to teach adult learners with low literacy skills. 

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Andrea                                    Also Print states '‘Most follow the path suggested hereand write objectives based on predetermined aims and goals' (1993, pg. 140). I think thus far we have a good set of aims developed and set objectives or learning outcomes. The research illustrates what we need to teach adult learners with low literacy skills. 

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Research indicates that low English and digital literacy levels affect employment opportunities, employment retention, workplace productivity and flexibility. It also affects the level of societal engagement that an individual does and additionally, the health and wellbeing of individuals.

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Andrea                                   Print: Chapter 7 ‘For our purposes content is defined as the subject matter of the teaching-learning process and it includes the knowledge (facts, concepts,generalisations, principles and so forth), processes or skills associated with that knowledge base and the values associated with subjects or whatever is being learnt’ (1993, pg. 141)

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Andrea                                   Print: Chapter 7 ‘For our purposes content is defined as the subject matter of the teaching-learning process and it includes the knowledge (facts, concepts,generalisations, principles and so forth), processes or skills associated with that knowledge base and the values associated with subjects or whatever is being learnt’ (1993, pg. 141)

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Our content would be focused on the material such as policy documents but also the skills required, practice of reading and comprehension, use of

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Andrea                                    Print (again): '‘At the other extreme of the continuum is the view that process really isthe content and that knowledge is simply a fabric to place over theframework of skills (process)' (1993, pg. 144). A good aspect to ponder on as we want to scaffold the learning of skills. 

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Andrea                                    Print (again): '‘At the other extreme of the continuum is the view that process really isthe content and that knowledge is simply a fabric to place over theframework of skills (process)' (1993, pg. 144). A good aspect to ponder on as we want to scaffold the learning of skills. 

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Also, '‘Research skills such as conducting library searches, using indexes, collecting data, analysis, synthesis, generalising and so forth are an example, as are the range of skills integral to the problem-solving process' (1993, pg. 144). We can do a research by discovery learning on a pertinent topic to vocational settings such as team-building skills, conflict resolution, collaborative project facilitation and scaffold learners with accessing and identifying credible sources and utilising them in a report - Microsoft Word handout and Powerpoint presentation. The presentation can be marked on English literacy speaking skills, use of vocabulary and professionalism.

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Print says content selection criteria rest on significance, validity, social relevance, utility,  learnability, interest and states '‘When selecting content for a curriculum, developers are faced with afundamental problem-what content to include and what to exclude' (1993, pg. 151). I feel that we adhere to this in our S&S chart thus far although I ponder the 'learnability'. It should aim to cater for different types of student strengths and capacities for learning. I think the activities we set relate to the topic and skills and can be learned; we have formative and summative assessments that measure the use of vocabulary, professional conduct, reading and comprehension and writing tasks. I hope that we have developed good assessments by which to measure the learned skills. 

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Print says content selection criteria rest on significance, validity, social relevance, utility,  learnability, interest and states '‘When selecting content for a curriculum, developers are faced with afundamental problem-what content to include and what to exclude' (1993, pg. 151). I feel that we adhere to this in our S&S chart thus far although I ponder the 'learnability'. It should aim to cater for different types of student strengths and capacities for learning. I think the activities we set relate to the topic and skills and can be learned; we have formative and summative assessments that measure the use of vocabulary, professional conduct, reading and comprehension and writing tasks. I hope that we have developed good assessments by which to measure the learned skills. 

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Chapter 7 of Print provides a good guideline for the selection and organisation of content as per what we have to cover in the project report according to the guidelines. 

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Chapter 7 of Print provides a good guideline for the selection and organisation of content as per what we have to cover in the project report according to the guidelines. 

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Print Chapter 8 has content on learning activities and learning opportunities.

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Print Chapter 8 has content on learning activities and learning opportunities.

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‘Learning opportunities, learning activities, learning experiences, teaching-

learning strategies and method are terms frequently used interchangeably

to explain what the teacher does to facilitate learning within the

student.’ Pg. 164

‘While educators often use the above terms synonymously,a distinction

is becoming increasingly apparent within the literature, emphasising the

difference between intent and result. Learning opportunities and learning

activities emphasise what is offered to learners, while learning experiences

suggests what results from those activities.’ Pg. 164

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'Techniques that have subsequentlybecome familiar in business education involve case-study analysis,simulations, small group inquiry, role-playing as well as interactiveteaching sessions. These methods have had the effect of making the taskof learning business management more realistic and more valuable.' Pg. 166

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'Techniques that have subsequentlybecome familiar in business education involve case-study analysis,simulations, small group inquiry, role-playing as well as interactiveteaching sessions. These methods have had the effect of making the taskof learning business management more realistic and more valuable.' Pg. 166

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This is good because we have included role-play within the tasks.

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'Not all students learn equally well when the same strategies are
employed. For example, some students prefer to learn through an
inquiry method, while others favour an expository approach.' Pg. 166 - VARK - Visual, Aural, Read/Write, Kinesthetic - learning styles. Useful to do at the beginning of program.

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'The principalgroupings of teaching-learning strategies are:1 Expository teaching.2 Interactive teaching.3 Small group teaching/discussion.4 Inquiry teaching/problem solving.5 Individualisation.6 Models of reality.' Pg. 167. I think we utilise expository (multimedia = passive learning), interactive (Q&As with facilitator/educator and interactivity between learners), inquiry/problem solving (in our case, inquiry-based learning by discovery method which is also individualised/demonstrating independent work capacity) and models of reality (real-world scenarios/information - Print Abstract reality:‘Role-playingStudents adopt rolesand act out situationsto reflect: poverty, jobinterview, sharetrading.’ Pg. 177). And small group via Think/Pair/Share. 

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'The principalgroupings of teaching-learning strategies are:1 Expository teaching.2 Interactive teaching.3 Small group teaching/discussion.4 Inquiry teaching/problem solving.5 Individualisation.6 Models of reality.' Pg. 167. I think we utilise expository (multimedia = passive learning), interactive (Q&As with facilitator/educator and interactivity between learners), inquiry/problem solving (in our case, inquiry-based learning by discovery method which is also individualised/demonstrating independent work capacity) and models of reality (real-world scenarios/information - Print Abstract reality:‘Role-playingStudents adopt rolesand act out situationsto reflect: poverty, jobinterview, sharetrading.’ Pg. 177). And small group via Think/Pair/Share. 

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Wheeler's
'principles' are included below (1967: 130):
1 Learning is an active process in which the learner must be involved.
2 Learning proceeds more effectively if, as well as being an active
participant, the learner understands what he is learning.
3 Learning is considerably affected by individual goals, values and
motives.
4 Frequent repetition of response to a class of situations is important in
learning skills.
5 Immediate reinforcement promotes learning. Cognitive feedback is
most effective when time lapse is minimaL
6 The wider the range of experiences presented to the learner, the more
likely are generalisation and discrimination to occur.
7 Behaviour is a function of the learner's perceptions.
8 Similar situations may elicit different reactions from different learners.
9 While transfer does occur, it is usually much less than people think
What there is may usually be attributed to similarities between the
tasks involved. Both likenesses between situations and possibilities of
transfer should be pointed out specifically.
10 Group atmosphere affects both learning product and accrued satisfaction.
11 Individual differences affect learning. Such differences are both biogenic
and sociocultural.
12 All !earnings are multiple. Although focus may be on one particular
(desired) outcome, other !earnings t􀆒ke place simultaneously.' Pg. 181

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More reading, yay

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I still haven't told you the constraints I thought of for our curriculum.  I know I had a lot of stuff down which was related to the constraints under which learners might function.  I'm thinking about things like various learning disorders, or dyslexia, or mental health issues.  Even people who don't have anything diagnosable may be held back by their pride, or whatever.
Work, or other life commitments - they might be already employed, which would impose constraints on when they could get to class.  Still hopeful that if we manage to distribute the Questionnaire we might see if people actually list these types of things as issues.

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Funding would be another one.  I mentioned already that I suspect in a real-world situation you might use MS Access rather than pay for the license on another database program, seeing as we already have to use Office suite for like everything else in the course.  You (or someone) will need to pay for hardware - you can't assume the learner will be able to bring their own computer.  Teaching space.  Teachers' time.  Handouts...
And if you find someone who wants to fund you, that may come with its own set of constraints.  They maybe bring their own ideas to the table about what they think ought to be in the curriculum?

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Geography.  Even if you found the perfect space at the perfect price in Clarkson, if you wanna pitch the thing to learners in Forrestdale, that's not gonna work so great.

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Cognitive bias - we've talked about this a bit, but I dunno if we've actually labelled it as a constraint.  It so is though.  I'm thinking it's one that we can do something about though, as we can use feedback and stakeholder engagement to garner some solid data which will dis/prove our preconceived notions.
We talked a bunch about teaching/practising professionalism, and I'm still not sure that that doesn't fall under this category hey.  I feel like just because someone can't read so good it doesn't follow that they don't know how to behave in an office.  But I'm just saying stuff, I have no way of quantifying this.

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Andrea                                    True. The learning setting in the S&S shows that it would be community-based but a formal learning space with computer access for learners. We would have to factor in hire of a room/learning space into the resources. 

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Andrea                                    True. The learning setting in the S&S shows that it would be community-based but a formal learning space with computer access for learners. We would have to factor in hire of a room/learning space into the resources. 

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We have cognitive bias in the report I think.
MS Access is a good one but there are free CRM online databases that you can utilise. We could use either. Access can be finicky but is good practice.

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Community Based Adult Education programs are based on the premise that the Adult learner is motivated to learn. Utilizing the cyclical process of ideation, we are better positioned to design a course that is innovative and human centered. The aim is to go beyond the normal methods of problem solving by encouraging methods such as brainstorming and storyboards to share information and promote an engaging and supportive learning environment.

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The life skills application was what i wrote yesterday... not sure why it did not save my work or why it has your name there Andrea. The point i was making is that the learning process needs to be designed to boost the options of the end user with a real world application by increasing the  employability of the adult learner.

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That's probably my fault. When we first started playing with this padlet it was a mess and there was no way of knowing who wrote what. I was manually changing each now to have our names on it.
Last night at like midnight i spent a bit of time on here still doing that. It either didn't show up for me that you'd been in here or i forgot - either way, my bad.

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That's probably my fault. When we first started playing with this padlet it was a mess and there was no way of telling who wrote what til i stayed going through and putting names to each note

I was mucking around last night at like midnight, and it either didn't show up that you'd been in here or I forgot. Either way, my bad.