Program design is a balancing act
∗ Individual learner needs, goals, learning styles, barriers
∗ Needs, levels and interests of the group
∗ ACSF levels
∗ Training package or accredited course guidelines
∗ Learning context
∗ Needs of other stakeholders
∗ Using the information from the learner’s initial assessment
∗ Needs – where are their strengths & weaknesses
∗ Goals: where are they aiming for:
∗ help children/grandchildren,
∗ Another course,
∗ Consider short and long term goals
∗ Learning style. Is there an obvious one?
∗ Barriers to learning:
∗ inside classroom, feelings about numeracy, confidence
∗ outside classroom, personal issues, restrictions
Individual learner needs, goals, learning
∗ Make a class profile (Use the information from each learner’s initial assessment and interview):
∗ Learning style, what are the various styles in the class
∗ Mix of ages,
∗ Mix of genders,
∗ Relationships within class
Needs, levels and interests of the group
∗ Government funding requirements, e.g. LLNP
∗ How does this affect the class?
∗ Are all students required to meet the same goals?
∗ What are the ACSF indicators of each learner ?
∗ What are the implications for the class?
∗ Content is described in the elements and performance
criteria of the curriculum
∗ In numeracy it is often written from a ‘concept’ aspect
∗ delivery is expected to be ‘in a context’
∗ Real life
Training package or accredited course
∗ Is the delivery:
∗ Community based?
∗ In a classroom
∗ In a hall or other
∗ Is it a workplace context?
∗ WELL funded
∗ Employer funded
∗ Is it a VET context?
∗ In a vocational class, assisting students, team teaching
∗ Tutorial support, removed from the classroom
∗ Other context?
∗ Who are the other stakeholders?
Needs of other stakeholders
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