3A: How to achieve success in meeting the needs and interests of learners

YOIs are required to work with a very diverse group of young people who have a range of needs and interests. Every attempt should be made to meet these needs and interests in ways that reflect what is offered by the best of mainstream services, particularly in relation to the assessment of, and provision for, specific learning difficulties. However, assumptions should not be made about the interests or needs of young people. All the strategies employed in the design and support of learning programmes should be based on a thorough assessment as outlined in CIF Question 2 of this Guide.

Differentiation

Young people at risk of offending are often construed as being educationally ‘deficient’. Linked to this is an assumption within traditional remedial approaches to teaching basic skills that assumes that these skills have to be mastered before learners can tackle more advanced tasks, such as problem-solving, cognitive reasoning, reading comprehension and written communication. Research on more effective models in the US challenges this assumption. These studies suggest that, regardless of attainment level, the curriculum should feature comprehension and complex problem-solving tasks to develop cognitive skills. The curriculum should integrate literacy and numeracy into more challenging tasks that allow learners to apply these skills to real-life situations (Gemignani, 1994)

All learning programmes, therefore, should provide challenging work for young people to engage in, while using a range of strategies for scaffolding the learning so that greater independence is built over time (see Figure 12).

Figure 12: Scaffolded learning: increasing learner independence

Strategies for learning

There is a strong relationship between learners’ use of effective learning strategies and their academic attainment, but this does not necessarily mean that ‘intelligent’ individuals are both good learners and also develop good learning strategies (Adey et al, 1999). It is more likely that children and young people with low academic attainment did not absorb some of the basic learning strategies required for school learning during their primary education.

In contrast to learning styles, learning strategies are under conscious control and can be learned and improved upon over time. Young people who have not been introduced to effective learning strategies at an early stage of their development can make significant educational gains, if learning and thinking strategies are enhanced over a period of time. Effective learning strategies can be developed, despite lack of early exposure (Adey et al, 1999).

This means that all staff should provide young people with resources and stimuli for engaging with literacy, numeracy and language learning in a range of contexts. Such resources should encourage learners to reflect consciously on the strategies they will need in order to get the best outcomes, and to develop a repertoire of such strategies over time (Youth Justice Board, 2004).

Increasing the motivation to learn

Young people’s attitudes to engaging in literacy, numeracy and language programmes are often affected by experiences and feelings such as:

• negative school experiences
• lack of self-confidence in relation to learning and education
• poor attitudes towards education.

(Sutton, 1992; Kerka, 1995)

Such characteristics interact with other organisational and institutional factors to prevent attendance and reduce attainment.

The major motive for entering literacy, numeracy and language provision appears to be a desire for self-development (including work-related motives) and a better self-image. The major barrier appears to be sensitivity to the stigma attached to low attainment:

Young adults in particular, are sensitive to the stigma attached to poor basic skills and this acts as a real deterrent

(Brooks et al, 2000)

Effective programme design, therefore, needs to provide very positive experiences if young people are to be motivated to participate in and learn through prison and community-based programmes. Research on the relationship between motivation (Graham and Wiener, 1996; Stipek, 1996) and effective programme design (Sutton, 1992; Kerka, 1995; Tolbert 2002) recognises the need to provide a learner-centred experience that:

• involves the learner
• uses an individualised approach
• involves the learner in formative assessment
• provides formal recognition for progress.

However, the development of motivated learners cannot be left solely to those providing instruction, such as teachers and tutors, whether in the secure estate or in the community. A multi-agency or whole-organisation approach is likely to prove more effective. In order to ensure that this happens, staff must ensure that there is coherence across all contexts so that learning can be transferred and applied in a range of settings. All staff should also demonstrate positive attitudes to education and training, ensuring that after welfare issues, the promotion of learning is the most important function of the establishment.

Motivating through enrichment

Many young people also ‘need’ to have their interests extended and expanded from what they already know, through, for example, arts and environmental enrichment programmes with literacy, numeracy and language embedded properly in them and referenced to the core curricula.

One of the core developmental areas within the PLUS strategy is enrichment programmes based on arts and environmental themes. These mobilise the resources and interests of the learners while providing the opportunity to embed literacy and numeracy learning through highly structured, objective-based activities mapped to the curriculum elements.

Arts enrichment programmes are being funded and developed in partnership with Arts Council England. Additionally, these activities provide opportunities for developing more responsible citizenship and for reparation. Such programmes should, if effective, lead to enhanced motivation, commitment and learning for young people who offend or are at risk of offending.

The following example is taken from the Pond Kit. It shows the links between the curriculum elements, the guidance provided for practitioners, the activity itself and the potential outcomes for young people.

SAMPLE FROM PLUS STRATEGY ENRICHMENT PROGRAMME PRACTITIONER PACK (POND KIT)

Download sample from PLUS strategy enrichment programme PDF (1.04Mb)

These models are likely to have implications for the design of all programmes, particularly in relation to embedding literacy, numeracy and language in vocational learning and in the links that could be established with work experience opportunities. The Skills for Life embedded learning materials provide similar models. All these materials provide a model for working with mixed attainment groups in more informal settings.

Managers and practitioners have a key role to play in ensuring that such models are evaluated robustly. They can also contribute by disseminating and promoting their effective use.