Developing a scenario-based approach in a Trades context

1. Developing a scenario-based approach in a Trades context Willfred Greyling Centre for Foundation Studies Waikato Institute of Technology Ara mai he tētēkura Growing leaders He Wānanga Leadership in Literacy and Numeracy Education Tangatarua Marae, Waiariki Institute of Technology 10 - 11 October 2013

2. Focus: Scenario-based approach to literacy and numeracy Scenarios: Use small-scale building projects to develop LN skills Main aims: Methodology: Develop Trade-specific scenarios for Building and Construction Principles and practices Measures of progress: Gain reports comparing TEC assessment scores before and after T tests comparing pre- and posttest scores on a self-efficacy rating scale (Bandura, 2007; Seligman, 2011) • To outline the principles and practices we applied • To compare outcomes for two groups (regular cohort and Maori Trade Training students) • LN progress • Perceptions of self-efficacy

3. Designing scenarios: Principles and practices • Integrating perspectives from the Progressions [Predict, Observe, Analyse, Record and Reflect] Principles & practices Seven small-scale scenario-based projects A low level deck A pergola A fishing kayak shed A boundary fence A dog house for two Great Danes A raised bed A field shelter for a horse • Authentic tasks/learning • From mediated to autonomous learning • Awareness of literate and numerate reasoning in a vocational context • Building relationships of trust (whanaungatanga) • Make the tradesman’s role and practices the vision to be pursued • Adopt an holistic view (kotahitanga) • Working together (mahi tahi) • Emphasise diversity and difference.

4. Low level deck: Pre-planning exercise Websites: www.mitre10.co.nz; www.ehow.com; www.youtube.com; www.bunnings.co.nz  From the website information, decide as a group on the best way to build the client’s deck. (Talk to your tutor before moving on) (Collaborate) Sketch a scaled plan of the deck using the A3 graph paper with appropriate dimensions (N) Use the shopping list provided to cost the deck using the pricing guide (LN). Add labour costs at your hourly rate (N). Add reasonable transport and sundry costs (N) Add GST of 15% to arrive at a total cost. (N) Prepare a written quote for the client. (N) Scenario: A customer has answered your advert in the Waikato Times, asking that you call round to the house to talk about building a small deck at the back of her house, big enough to take a four seat table and chairs with a sun shade umbrella. Scaffolding: What you need to do now! • Work in your groups. Decide who will speak to the client and go to the address of Mighty River Power house No 6 (Role play) • Work together to measure the area and note the measurements (Collaborate). • Try to visualise the shape of the deck and sketch out with added dimensions (Authenticity) • Go to the computer and check out some of the popular DIY websites (Technology as a resource)

5. Delivery • Who? A carpentry tutor, the LN-embedding tutor (designer) & student support person • When? 9-10:30 am 10:30am-12pm for 8 Fridays • How? [Scenarios; lesson plans; IT] • Week 1: TEC assessments & Self-efficacy rating scale • Week 2 and 3: Negotiating the role of the tradesman (role definition and practices) & forming groups • Week 4 to 6: Mediating project 1 • Week 7 and 8: Project 2 (Learners on their own) • Week 9: Feedback, TEC assessments and Self-efficacy rating scale Vision: Defining a builder’s role and practices • Communication & collaboration to be effective/efficient • Writing skills & specific texts to become employable • Visualising an object, task or job [using site plans] • Personal safety in the workplace • Numeracy skills [measuring, mental calculations, area, volume, length, width, angles, Pythagoras, etc] for building and construction jobs • Estimating costs, measurements, area and volume. • Problem-solving [i.e. critical thinking, changes in design, delays] to be efficient and effective • Reading the NZ standards, charts, tables, regulations, etc. • IT skills • Professional responsibility & ethics [Standards, ethics, taxes] • Making a living • Why are these important?

6. Self-efficacy rating scale • Following Bandura (2008) and Seligman (2011), we developed the Self-Efficacy and Personal Agency Rating Scale which consists of 24 items on a 7-point scale. • The reliability coefficient for the total scale was 0.849 (alpha coefficient). • The scale consists of three subscales: • Total of subscales: Perceived Self-efficacy (alpha: 0.849) • Subscale 1: Vision, goals and planning subscale (8 items) (alpha: 0.742) • Subscale 2: Grit subscale (Seligman, 2011) (8 items) (alpha: 0.659) • Subscale 3: Tenacity and resilience subscale (8 items) (alpha: 0.750)

8. Improved performance: Maori group & regular group

9. T-test results: Within-group comparison of means on TEC assessments for MTT & Regular cohort

10. Between group comparisons at start and finish

11. Self-efficacy ratings • Between group comparisons: No differences at either start or finish • Within group comparisons for MTT

12. Findings and interpretation We found that • the MTT group outperformed the regular cohort on progress in reading and numeracy. • numeracy gains for MTT students were statistically significant. • both groups maintained high positive levels of perceived self-efficacy (total scores, as well as vision and planning; Seligman’s grit subscale and the tenacity and resilience subscale) Interpretation and conclusions: • Scenario-based learning and its principles may have had a motivating effect. • MTT students’ gains could be related to • our focus on collaboration (mahitahi) and relationship-building (whanaungatanga) • their sense of urgency. • Self-efficacy ratings remained positive for the 8-week period. Perhaps we should lift our expectations for these students. • The vision subscale came closest to a significant result. The tradesman’s role definition may serve as a motivating and transforming vision for students (i.e. a pull factor). • Follow-up progress assessments and self-efficacy ratings may allow us to gain more insight into what happened to these students.

13. Thanks for attendingNgā Mihi