Violence and Learning: Moving Research into Practice Submitted by: Kate Nonesuch

I am working as part of a national study to figure out how to take the research about violence and learning in ABE/Literacy into the field so that instructors and programs can best accommodate the many students who have past or current experience with violence. A second goal of the project is to try out a refined model of practitioner research that includes workshopping our data at events like the ABEABC conference. The twelve participants in the project will use the feedback from these presentations to finalize their reports in a book and CD. (The full proposal can be viewed on-line at www.jennyhorsman.com.)

At the workshop I presented the results of a survey I am conducting which asks practitioners in the ABE and Literacy field to respond to questions about their experience with the effect of violence on learning, signs and symptoms learners present, useful strategies for use with students, and barriers instructors face in dealing with this issue. I asked participants in the room to respond to my data: what surprised them in my findings? did the findings confirm or contradict their experience? how would they interpret seeming inconsistencies in the data? The discussion was useful to me, and, I hope, interesting to those who took part. The project is funded by the National Office of Literacy and Learning (NOLL), Human Resources and Social Development Canada. A full report on the project is due about this time next year. Watch this space! An interesting website on this topic: www.learningandviolence.net.

Geometry on Geoboards Submitted by Jean Atkinson, University College of The Fraser Valley

The Geometry on Geoboards workshop had three parts.

First, the participants worked on a problem-solving activity using geoboards. The task was to create all possible pentominoes. (Pentominoes are shapes consisting of 5 squares, all squares sharing at least one side.) The group rose to the challenge and, by sharing their initial individual shapes and cooperating to find others, were able to discover all twelve pentominoes.

Then I shared how I had used the activity this semester with my fundamental and intermediate classes. The students did the pentomino activity in conjunction with some problems from the textbook about area and perimeter that they often find puzzling. (They do not readily accept that shapes with the same area can have different perimeters.)

The workshop concluded with a discussion that focused on the difficulties we (mathematics instructors) experience when we try to implement “hands-on activities” and other recommendations for best practice. Some of the findings from Kate Nonesuch's recent research on best practice for teaching numeracy to adults, particularly with regard to “student resistance,” were used as stimulus for discussion.

Participants were: Janet, Barb, and Leonne from UCFV; ktamblyn@tru.ca, ksimon@tru.ca and dhammi@capcollege.bc.ca.

Community Adult Literacy Program Update Submitted by Jill Auchinachie

The Community Adult Literacy Program external review committee met on June 26^th and 27^th at the Executive Hotel in Vancouver. The committee reviewed 67 applications: 38 existing programs and 29 new submissions. Marissa Thola, Education Officer, Developmental Programs, Ministry of Advanced Education, chaired the meeting. The committee made its recommendations and they were forwarded to the Minister of Advanced Education.

CALP review members made several suggestions on how to improve the new application document for clarity in instructions and for ease of completion; Marissa will take these recommendations forward.

Continued...