Increasing student success through effective literacy & numeracy support Hazel Owen and Bettina Schwenger Centre for Teaching and Learning Innovation Unitec NZ

Overview Definition of literacy Underpinning dynamic variables affecting literacy Literacy & numeracy skills - tertiary education The 'tradeshow' approach (theory / design) Overview of tradeshows Interactive task for you Conclusion / feedback

Definition of literacy

Underpinning dynamic variables affecting literacy

Literacy & numeracy skills - tertiary education

The 'tradeshow' approach (theory / design)

Overview of tradeshows

Interactive task for you

Conclusion / feedback

CRSP Student “Success” Learning in real-world contexts Transferable skills Investigational work Problem solving Small group work Analysis and interpretation tasks

“ Literacy is the ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts. Literacy involves a continuum of learning to enable an individual to achieve his or her goals, to develop his or her knowledge and potential, and to participate fully in the wider society.” (UNESCO, 2003, p. 5) Definition of literacy

Discipline expert Literacy expert Students (Smith, 2008)

Status of literature Literary canon Society & culture Family Political policies Wealth Vocational skills Literacy Freedom/ creativity Access to books Teacher training Education Pedagogy Dynamic variables affecting literacy Reading culture Opportunities to read

Literacy & numeracy skills How many students experiencing issues with literacy & numeracy skills do you think are participating in tertiary education? a)15.5% b) 30% c) 46% d) 73% (Culligan, Sligo, Arnold, Noble, 2005)

The 'tradeshow' approach

‘ The Complete Lexical Tutor’ (http://www.lextutor.ca) using a lesson plan template to embed literacy activities three activities to engage with a text videos (with text/audio and mixed media) created in Camtasia Studio to support students while accessing and referencing a text ‘ pop ups’ within the text (written, visual, and audio) Tools: Hot Potatoes quizzes (using multimedia), quizzes in Blackboard (using images and hotspots), flash cards and numeracy (lesson plan on metric conversions)

‘ The Complete Lexical Tutor’ (http://www.lextutor.ca)

using a lesson plan template to embed literacy activities

three activities to engage with a text

videos (with text/audio and mixed media) created in Camtasia Studio to support students while accessing and referencing a text

‘ pop ups’ within the text (written, visual, and audio)

Tools: Hot Potatoes quizzes (using multimedia), quizzes in Blackboard (using images and hotspots), flash cards and numeracy (lesson plan on metric conversions)

Review quizzes

Hot Potatoes

Hot Potatoes (cont.)

Keesing-Styles, L. (2008). Automotive Tradeshows - Literacy and Numeracy in Vocational Education. The VET(31), 7. Feedback

Keesing-Styles, L. (2008). Automotive Tradeshows - Literacy and Numeracy in Vocational Education. The VET(31), 7. Linda Keesing-Styles Feedback (cont.) This is a superb model for staff professional development, no matter what the topic. Here, a whole department is engaged in reflecting on and improving their teaching and their students’ learning.

Interactive task for you Turn to the person next to you Using the handout, discuss the questions, and Write your responses There will be a short opportunity for a couple of people to describe their conclusions/ reaction Please hand your completed handout to either Hazel or Bettina (the presenters)

Turn to the person next to you

Using the handout, discuss the questions, and

Write your responses

There will be a short opportunity for a couple of people to describe their conclusions/ reaction

Please hand your completed handout to either Hazel or Bettina (the presenters)

Items to discuss Describe a positive workshop or training experience that you have had. Explain what you feel made it effective. Would the tradeshow approach and tools be useful in your context? Why / why not? For the moment ignoring institutional barriers, how would you implement training within your department/area?

Describe a positive workshop or training experience that you have had. Explain what you feel made it effective.

Would the tradeshow approach and tools be useful in your context? Why / why not?

For the moment ignoring institutional barriers, how would you implement training within your department/area?

Conclusion Effective teaching and learning support enhances and transforms One size does not fit all… The tradeshow must go on Open Blackboard in a browser: http://bb.unitec.ac.nz Login in with the username: eittl2008 & password: eittl2008 Click on: UATI Automotive Toolkit

Effective teaching and learning support enhances and transforms

One size does not fit all…

The tradeshow must go on

Thank you for listening Any questions and feedback please email: [email_address] [email_address]