Creating Learning Partners: A facilitator’s guide for training effective adult literacy tutors

Option 2 Creative expression, discussion
Why choose this option? Choose this option if you are comfortable with using an arts-based approach to explore a concept. Materials and equipment Flip chart Large piece of newsprint Markers/crayons STEP-BY-STEP PROCESS Ask tutors why people write. Explore the fact that we write to communicate and for a purpose. Put up a large piece of newsprint. Tell the group that together they will create a mural on it. The activity will provide an opportunity for movement, visual appeal and humour. Ask all tutors to use markers or crayons to simultaneously create images and pictures of the multiple ways writing is part of day-to-day life. Alternatively, if you want to reduce repetition, you could have one group of tutors start the mural and then ask the next group to add more images. Sum up by asking tutors the following questions: How could this visual activity be adapted between a tutor and a learner to open up dialogue on how writing fits into the learner’s day-to-day needs? What challenges with writing has the learner encountered? How has the learner managed to deal with those challenges? Ask tutors to brainstorm the reasons people have for writing. Write their ideas on the flip chart or note them on the mural. For example, people write to convey a message for enjoyment to accomplish a specific goal to get information Again using the flip chart or the mural, make a list of the different items people want to write: lists journals letters cards e-mails Some of the writing we do is informal, while other writing is formal. Ask tutors to identify from the lists and/or mural what is formal and informal writing. Ask tutors why is it important for the learner to see the purpose and reason for writing. Write their ideas on the flip chart. For example: We use it in our day-to-day life. When learners can see the purpose and reason for writing, they may be more willing to write. Have tutors brainstorm how they could include writing in their sessions. Write their ideas on the flip chart. For example, keeping a journal could be part of the session.

Option 2 Creative expression, discussion

Why choose this option?

Choose this option if you are comfortable with using an arts-based approach to explore a concept.

Materials and equipment

Flip chart
Large piece of newsprint
Markers/crayons

STEP-BY-STEP PROCESS

Ask tutors why people write. Explore the fact that we write to communicate and for a purpose.
Put up a large piece of newsprint. Tell the group that together they will create a mural on it. The activity will provide an opportunity for movement, visual appeal and humour.
Ask all tutors to use markers or crayons to simultaneously create images and pictures of the multiple ways writing is part of day-to-day life. Alternatively, if you want to reduce repetition, you could have one group of tutors start the mural and then ask the next group to add more images.
Sum up by asking tutors the following questions:
- How could this visual activity be adapted between a tutor and a learner to open up dialogue on how writing fits into the learner’s day-to-day needs?
- What challenges with writing has the learner encountered?
- How has the learner managed to deal with those challenges?
Ask tutors to brainstorm the reasons people have for writing. Write their ideas on the flip chart or note them on the mural. For example, people write
- to convey a message
- for enjoyment
- to accomplish a specific goal
- to get information
Again using the flip chart or the mural, make a list of the different items people want to write:
- lists
- journals
- letters
- cards
- e-mails
Some of the writing we do is informal, while other writing is formal. Ask tutors to identify from the lists and/or mural what is formal and informal writing.
Ask tutors why is it important for the learner to see the purpose and reason for writing. Write their ideas on the flip chart. For example:
- We use it in our day-to-day life.
- When learners can see the purpose and reason for writing, they may be more willing to write.
Have tutors brainstorm how they could include writing in their sessions. Write their ideas on the flip chart. For example, keeping a journal could be part of the session.