Embedding literacy and numeracy teaching in an elluminate Animal Care classExamples from Jane Craker<br />
Using prior knowledge to help listening and reading with understanding.<br />Used at the beginning of the elluminate class...
Before students look at a graph showing the protein content of various foods, students are asked to make predictions in th...
The lecturer checks students can read the graph by asking questions and commenting on (and pointing at) some of the things...
Students are asked to read the real pet food labels they have been asked to ‘bring’ to the elluminate class and share what...
The lecturer also has images of real labels and asks “Where is the protein?”<br />
Embedding numeracy- the lecturer has included visuals that help students understand the concepts. She asks students which ...
The lecturer explains how to work out the nutrient requirements, using the PPT slide for support.<br />
Again, students are asked to read the real pet food labels they have been asked to ‘bring’ to the elluminate class and sha...
Locating information – where’s the fat?<br />
Locating information<br />
Reading labels<br />
Vocabulary building – understanding key terms<br />
Complete or complementary? Looking for the key words in the real label.<br />
Critical reading – asking “What does this really mean?”<br />
Critical reading- Looking at the explanation. Asking students questions that encourage deeper thinking.<br />
Critical reading<br />
Critical reading<br />
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Embedding Literacy and Numeracy- Highlights from Jane's 'reading labels' class in elluminate

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Embedding Literacy and Numeracy- Highlights from Jane's 'reading labels' class in elluminate

  1. 1. Embedding literacy and numeracy teaching in an elluminate Animal Care classExamples from Jane Craker<br />
  2. 2. Using prior knowledge to help listening and reading with understanding.<br />Used at the beginning of the elluminate class as students arrive.<br />
  3. 3. Before students look at a graph showing the protein content of various foods, students are asked to make predictions in the ‘chat’.<br />
  4. 4. The lecturer checks students can read the graph by asking questions and commenting on (and pointing at) some of the things the graph shows<br />
  5. 5. Students are asked to read the real pet food labels they have been asked to ‘bring’ to the elluminate class and share what they find.<br />
  6. 6. The lecturer also has images of real labels and asks “Where is the protein?”<br />
  7. 7. Embedding numeracy- the lecturer has included visuals that help students understand the concepts. She asks students which food appears to have the highest amount of protein- the dry or the wet food? She explains how to calculate the dry matter in each food, and then how to use this information to accurately compare nutrient content.<br />
  8. 8. The lecturer explains how to work out the nutrient requirements, using the PPT slide for support.<br />
  9. 9. Again, students are asked to read the real pet food labels they have been asked to ‘bring’ to the elluminate class and share what they find.<br />
  10. 10. Locating information – where’s the fat?<br />
  11. 11. Locating information<br />
  12. 12. Reading labels<br />
  13. 13. Vocabulary building – understanding key terms<br />
  14. 14. Complete or complementary? Looking for the key words in the real label.<br />
  15. 15. Critical reading – asking “What does this really mean?”<br />
  16. 16. Critical reading- Looking at the explanation. Asking students questions that encourage deeper thinking.<br />
  17. 17. Critical reading<br />
  18. 18. Critical reading<br />

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