NCALE (Vocational)

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Unit Standard 21204 Element 6: Use literacy teaching strategies to promote adult literacy skill development in the training or education programme.

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Content and Learning

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

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assessment activity 1

Written summary

Report on the ways in which your planning and delivery of a specific area of numeracy teaching e.g. place value is based on current theories of adult teaching and learning.

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assessment activity 2

Design a teaching and learning activity

Design a teaching and learning activity to address an identified scenario based on numeracy learning needs (this may be linked to content area 3). Scenario example: An educator working with learners in the building industry has identified that his learners need to be able to calculate areas. This calculation requires multiplying multi-digit whole numbers and decimal numbers. The diagnostic assessment indicates that a learner is not competent at basic multiplication facts up to 10 x 10, and the main strategy used by the learner for multiplication is repeated addition. Design a teaching plan for this educator incorporating activities (in the context of calculating areas) for building multiplication facts, understanding place value, and increasing multiplication strategies. See the overview grids in Teaching Adults to Make Sense of Number to Solve Problems, pages 17 – 18

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assessment activity 3

Deliver a teaching and learning activity

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

Be observed by your colleague(s) delivering activities – for example, using a Teaching observation form such as those in Appendix E.

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Suggested teaching and learning activity 1

Benchmarks for capacity

see Teaching Adults to Measure and Interpret Shape and Space, page 24 Purpose: to consider processes for contextualising teaching and learning sequences Based on the support material in the resource books, demonstrate how the guided teaching and learning sequence could be contextualised to two industry areas e.g., hospitality and construction

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Suggested teaching and learning activity 2

Multiplication and division facts

see Teaching Adults to Make sense of Number, page 83

Purpose: to demonstrate teaching of multiplication and division facts Demonstrate a method of assisting learners to acquire multiplication and division facts which is based on using known facts to find unknown facts.

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Suggested teaching and learning activity 3

Model teaching and learning activities for numeracy

Purpose: to consider numeracy teaching and learning activities. Model teaching and learning activities for numeracy that progress learners from using materials, to imagining the concept without materials, to generalising the number property eg., teaching place value: see Teaching Adults to Make Sense of Number to Solve Problems, page 73-79) for easily contextualised generic lessons to use for introducing whole number and decimal place value. Also see Teaching Adults to Make Sense of Number to Solve Problems, pages 69 – 72 and page 87 for teaching percentages, decimals and fractions.

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Suggested teaching and learning activity 4

Role play

Purpose: to consider numeracy teaching and learning activities Develop a teaching role play that demonstrates a specific numeracy skill teaching sequence and present to the group.



References

Recommended resources (see reference list for details)

  • Baxter, M., Coben, D. et al. (2006) Measurement wasn’t taught when they built the pyramids – was it? The teaching and learning of common measures in adult numeracy.
  • Benseman, J., & Sutton, A. (Eds.). (2008). Facing the challenge. See chapters 11, 13, 14
  • Coben, D., Rhodes, M., et al. (2007) Effective Numeracy. This report is one of five that arose from the NRDC Effective Practice Studies which explored teaching and learning in reading, writing, numeracy, ESOL and ICT. It investigates approaches to the teaching of numeracy, aiming to identify the extent of learners' progress, and to establish correlations between this progress and the strategies and practices used by teachers.
  • Gal, I. (2002) Statistical Literacy. This paper proposes a conceptualisation of statistical literacy and describes its key components.

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  • Ginsburg, L., Manly, M., & Schmitt, M. J. (2006). The components of numeracy.
  • Nonesuch, K. (2006). Changing the way we teach math. A manual for teaching basic math to adults.
  • Tertiary Education Commission. (2008e, f, h). These resource books accompany the learning progressions and contain a large number of activities for teaching specific numeracy knowledge, skills and strategies
  • Tout, D., & Schmitt, M.-J. (2002). “The inclusion of adult numeracy in adult basic education.”

Performance criteria

6.1 At least two adult literacy strategies and two learning activities are used to address identified literacy needs. Range: literacy needs include but are not limited to – reading, writing, listening and speaking, numeracy.

6.2 Teaching strategies are flexible and accommodate the emerging needs of individuals and/or groups.

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