NCALE (Vocational)

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Unit Standard 21204 Element 5: Integrate literacy skill development into the delivery of the training or education programme

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Content and Learning

Plan and deliver activities that will enhance literacy skill development, based on current theories of adult teaching and learning.

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assessment activity 1

Deliver a teaching and learning activity

Deliver a teaching and learning activity to address an identified scenario based on literacy learning needs.

Be observed by your colleague(s) delivering activities – you could use a teaching observation form (Appendix E has examples that can be adapted for specific literacy or numeracy purposes)

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assessment activity 2

Written summary

Report on the ways in which your planning and delivery of a specific area of literacy teaching (eg., vocabulary) is based on current theories of adult teaching and learning.

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assessment activity 3

Portfolio

Capture your processes and reflections on planning and delivering three consecutive teaching sessions on a targeted area of literacy skill development, e.g., reading comprehension strategies. Highlight practical ways in which your practice reflects approaches to adult teaching and learning theory. See Appendix F for an example of a planning template.

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Suggested teaching and learning activity 1

Creating session plans for teaching

Purpose: to develop a sequence of learning to develop specific literacy skills. Using a session plan template (see Appendix F in NCALE Provider Guide for an example) develop a sequence of learning within a specific learning progression. Include resources, teaching points and brief theoretical perspective.

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Suggested teaching and learning activity 2

Modelling

Model application of a concept of adult literacy teaching and learning, eg., scaffolding, tuakana-teina Peers observe using Teaching Observation Checklist (Appendix E: these examples can be adapted for specific literacy or numeracy purposes).

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Suggested teaching and learning activity 3

Develop a teaching and learning activity

Demonstrate understanding and application of a concept of adult literacy teaching and learning, eg., scaffolding, tuakana-teina Purpose: to develop an understanding of adult literacy teaching and learning concepts and their application to practice. Develop a teaching and learning activity for a group of learners. Explain how the tutor could vary their delivery to meet the needs of individual learners



References

Recommended resources (see reference list for details)

  • Benseman, J., & Sutton, A. (Eds.). (2008). Facing the challenge. See chapters 10, 12, 13, 14
  • Burton, M. (2007). Improving reading: phonics and fluency. Practitioner guide.
  • Grief, S. & Chatterton, J. (2007). Developing adult teaching and learning. Practitioner guides – writing.
  • Krudenier, J. (2002). Research-based principles for adult basic education.
  • Tertiary Education Commission. (2008 d, g, i) These resource books accompany the learning progressions and contain a large number of activities for teaching specific literacy knowledge, skills and strategies.


Performance criteria

5.1 Integration includes strategies to address identified literacy needs.

5.2 Integration includes selection and development of appropriate materials to address identified literacy needs.

Candidates will demonstrate that they are able to plan and deliver activities that will enhance literacy skill development, and understand numeracy concepts and plan and deliver activities that will enhance numeracy skill development, based on current theories of adult teaching and learning, including Matauranga Maori.

This page links to NCEA:

National Certificate in Adult Literacy Education