Author(s): UK: Department for Education and Schools (DFES)

Institutional affiliation/Agency/Program: (same)

Publication date or date of most recent update: 2005

Number of pages: 84 in sample module

Website URL: http://www.dfes.gov.uk/readwriteplus/embeddedlearning/
searchresults.cfm?setting=Production_Line_Manufacturing&
sett_title=Production_Line_Manufacturing

Type of product (lesson plans, curriculum, training product): Work-related basic skills curriculum

Subject of materials: Basic skills and background knowledge needed to understand and use processes and strategies in production environment.

Target population: Instructors and Learners

Skill levels of instructional materials (lessons, curricula): ABE Intermediate High (NRS Educational Functioning Level 4). Could be adapted for use with lower levels of ABE or ESL.

Training required: None provided but instructors should complete a thorough review of materials to become familiar with embedded learning theory (i.e., functional context), lesson content and methods, targeted skills, and potential adaptations for various audiences.

Abstract: Practitioners frequently request job-related basic skills curricula and materials. The Embedded Learning Portal offers access to a variety of work-related basic skills curricula that are embedded in a functional context of job areas in specific industry clusters: Catering, Cleaning, Early Years (Child Care), Communication for International Nurses, Hairdressing, Horticulture, Hospitality, Painting, Production, Retail, Construction, Social Care, Transport, Warehousing, Entry-level Employment, Health and Safety, and others. The general website also offers a link to case study research (2005) supporting this model and use of these work-related basic skills materials and methods. The case studies and evaluation reports indicate that practitioners do not generally use the curriculum as is, but instead cut and paste pieces to supplement other materials they are using.

This review focuses on Module 2 of Production Line Manufacturing; however, many of the comments on this module can be applied or are relevant for other modules. The introduction illustrates the activities in the module (with page numbers) and the basic skills that are targeted in them. It provides an overview for learners with a skills checklist of the typical tasks associated with the job. Instructors have an overview of the module, materials, expected outcomes, and suggested adaptations, extensions, and assessment. The module includes numerous, highly readable graphics that illustrate and help to explain complex production processes. Important vocabulary, abbreviations, codes, and symbols are included as well as ample opportunities for practice and application. Problem-solving and critical thinking techniques are stressed throughout the activities. The module includes a good variety of printed, spoken, and active or tactile activities to address multiple learning styles.

The Portal in general can provide practitioners with numerous realistic workplace materials and sample tasks that can be used as they are or adapted for different populations.

What the experts say: This resource from the United Kingdom provides an excellent approach to work-related contextualized literacy instruction and can be adapted to many levels of literacy and English language acquisition. The materials are well researched, logical, and easy to follow. Each industry module moves from the known to unknown and is anchored in key skill standards and national occupational standards. Each module includes excellent activities for self-assessment. Instructors are offered a number of approaches to "pick and choose" from including different modalities, grouping, and extension activities; learners are asked for their input in respectful and engaging ways. One key admonition is for U.S. instructors to work with learners to identify British vocabulary (tick off, tote bins) and accents in the audio clips and compare and contrast similarities and differences in workplaces when appropriate.