My morning class consists of 15 people over the age of 55. Most are immigrants, four are refugees. They do not change teachers. Their stated goals involve social integration and being able to live independently, navigating our healthcare system, the banking system, shopping, and other activities of everyday life without having to depend on their grown children or grandchildren for help. They want to be able to talk to and understand healthcare professionals. Because I am a champion of the client-centred model, they have sculpted and tweaked our class until it is exactly what they want and need. We do very little writing, focusing mostly on their weakest areas: speaking intelligibly and listening comprehension. Though there are exceptions, most have a long way to go when it comes to strategic competence. So that's something we focus on, as well.
I'm not quite sure how to handle my PBLA mandate when it comes to this group. They do not care about their benchmarks. They never progress to a "next level." So for now I am in a sort of "cover my ass" mode, entreating them to humour me as I administer assessments of their skills. I resent having to lead them through a process that brings into the light the fact that their skills have plateaued. I do not want to demoralize them. I look for ways to emphasize what they CAN do, not what they still cannot do. Therefore I have moved to checklists instead of rubrics, have designed the assessment tools in such a way as to highlight what they have learned to do and not the fact that the benchmarks seldom change.
But I do attempt to stay abreast of what my peers are learning. I am trying out the Conestoga College rubrics; I recently volunteered to field test a multi-level module plan with assessment tools. In a bid for the students' buy-in, I told them that all my colleagues across Canada were learning how to use rubrics (some multi-level) and other assessment tools for the purpose of PBLA. I told them it wouldn't be good for me to fall behind and not gain these skills. What if I one day had to teach a mainstream class again with focus on the benchmarks? I wouldn't want to be lacking in this area of my professional development. So would they be so kind as to serve as my guinea pigs? Would they play along with all these assessments that have little value to them? Yes, they said.
What wouldn't they do for me if I asked? But boy, do I ever feel like a schmuck for taking advantage of that.
The literacy students seem to like being assessed, like putting artefacts in their big white binders that we keep in the cabinet. No, they don't go home. And that brings me to what others around me are saying. One thing I hear over and over is: what an unbelievable waste!
The Language Companion for the literacy level seems to be geared for a CLB 2 or 3L. Maybe not even L. The level two teacher covets it. Goodness knows the LC 1-4 is way too high for her students. I've heard of some schools that have removed the LC part of the binders, locking all that paper up in a storage closet somewhere. It's useless to the lower level learners. I am feeling envious of the teachers at the schools where permission has been granted to gut the damned things and make them light enough to lug home and back.
Another teacher cries to me about the wasted money. Imagine, he says, all that printing, all that ink, all that paper multiplied by all the schools across the nation. That's a lot of money that we could have used on something we really need.
Yet another instructor comes to my class just to show me what she just finished printing: inventory sheets times four skills plus About Me for her two classes. "That's JUST the inventory sheets. That. That much paper!!!"
Okay, rant finished. I'm not even going to ask for comments anymore. I've pretty much given up hope that teachers across Ontario or Canada are ever going to coalesce into a vibrant, mutually supportive online community. And many struggling with or critical of any aspect of PBLA seem afraid to speak out. So I'll just keep on doing my thing over here.
P.S. This week I added a page to my website: Literacy - Health. There you will find a whole whack of free printable worksheets to accompany four different CLB 1L resources. If you use them, I hope you'll let me know.