CELN workshop 6 - Process for Embedding Literacy into courses
•Download as PPTX, PDF•
2 likes•587 views
Know the demands - know the learner - know what to do. These are the basic steps for designing lessons to develop literacy or numeracy skills of adult learners. This presentation links to the NZ Adult Learning Progressions http://www.literacyandnumeracyforadults.com/resources/354426
Recommended
More Related Content
Similar to CELN workshop 6 - Process for Embedding Literacy into courses
Similar to CELN workshop 6 - Process for Embedding Literacy into courses (20)
Recently uploaded
Recently uploaded (20)
CELN workshop 6 - Process for Embedding Literacy into courses
- 1. A process for tutors Compiled by Mereana Slade 2012 Waiariki Institute of Technology Rotorua, NZ
- 2. KNOW THE DEMANDS Collect texts Mapping templates KNOW THE LEARNER Types of assessment Assessments Diagnostics for Rdg & Wrtg Assessments Diagnostics for Lstng, Spkg & Numeracy Question: “How do I KNOW WHAT TO DO determine what the Analyze needs DEMANDS are?” Writing Objectives Determine area of need Choosing Activities Evaluate LINKS
- 3. KNOW THE DEMANDS Collect texts Mapping templates KNOW THE LEARNER Manuals Writing tasks eg Types of assessment Forms assignments, reports, descriptions, notes, essays Assessments Instructions Numeracy tasks eg Diagnostics for Rdg & Wrtg Text books measuring, totalling, finding Technical info / percentages, calculating Assessments proportions, estimating etc Diagnostics diagrams for Lstng, Spkg Speaking & Listening eg & Numeracy Legal documents negotiating with clients, giving KNOW WHAT TO DO Assignment criteria instructions to others, answering the phone etc etc etc etc Analyze needs Writing Objectives Determine area of need These need to be „mapped‟ Choosing in order to find the levels of reading, writing, listening, speaking Activities or numeracy that your learners need to be achieving at Evaluate LINKS
- 4. KNOW THE DEMANDS Collect texts Mapping templates KNOW THE LEARNER Use the following to map Use the following to Types of Reading tasks: map Writing tasks: assessment Detailed mapping template – Detailed mapping template – Assessments TEC Reading book P.62 – 66 Diagnostics TEC Writing book P.52 – 54 Basic mapping template – TEC for Rdg & Wrtg Reading book P.67 – 68 Write to Communicate Strand Assessments Read With Understanding Strand & Progression Chart Diagnostics for Lstng, Spkg & Progression Chart & Numeracy KNOW WHAT Use the following to map Use the following to TO DO Listening & Speaking tasks: map Numeracy tasks: Analyze needs Make Sense of Number Strand & Speaking Strand & Progression Writing Progression Chart Objectives Chart Measure & Interpret Shape Determine area Listening Strand & Progression Strand & Progression Chart of need Chart Reason Statistically Strand & Progression Chart Choosing Activities Now you will know what the “DEMANDS” are Evaluate LINKS Link to the Progression Books on the Lit&Num for Adults website
- 5. KNOW THE DEMANDS Collect texts Mapping templates KNOW THE LEARNER Types of assessment Assessments Diagnostics for Rdg & Wrtg Assessments Diagnostics for Lstng, Spkg & Numeracy A question: “How do I KNOW WHAT determine what the LEARNER TO DO LEVELS are?” Analyze needs Writing Objectives Determine area of need Choosing Activities Evaluate LINKS
- 6. KNOW THE DEMANDS Collect texts Mapping templates KNOW THE LEARNER Eg: Types of assessment TEC Assessment Tool Assessments Diagnostics Course for Rdg & Wrtg Diagnostic tests Demand Assessments Diagnostics for Lstng, Spkg Observations of learners & Numeracy KNOW WHAT TO DO Conversations with learners Analyze needs Learner Samples of learner work Level Writing Objectives Determine area Checklists The next two slides give of need references to some Choosing etc etc diagnostic tests and Activities assessment activities Evaluate LINKS
- 7. KNOW THE DEMANDS Collect texts Mapping templates KNOW THE LEARNER READING WRITING Types of assessment Focus Interview Questions Attitude to Writing Survey Assessments (P.61-63 TEC Writing Bk) Diagnostics for Rdg & Wrtg (P.107–109 TEC Rdg book) Assessments Writing Frames (P.64-65 Diagnostics Attitude to Reading Survey TEC Writing bk) for Lstng, Spkg & Numeracy (P.110 – 111 TEC Rdg book) Analysing Writing Chart KNOW WHAT TO DO (P.66 TEC Writing bk) Analyze needs Reading Diagnostic (P.113 – 117 TEC Rdg book) Use a text Writing Analysis template Writing from the course or workplace (P.67-70 TEC Writing bk) Objectives Determine area TEC Writing Assessment of need TEC Online Assessment Tool (from literacy and numeracy Choosing http://www.literacyandnumeracyforadults website) Activities .com/resources/356174 Evaluate LINKS
- 8. KNOW THE DEMANDS Collect texts Mapping templates KNOW THE LISTENING & SPEAKING NUMERACY LEARNER Types of Discussion Checklist Make Sense of Number assessment (P.57 TEC Lstng/Spkg book) Diagnostic (P.9-15 TEC Make Assessments Sense of Number book) Diagnostics for Rdg & Wrtg Listening & Speaking Analysing & Interpreting Data Assessments Diagnostics Attitude Survey (P.58 – 59 – Diagnostic Activity (P.9-10 for Lstng, Spkg TEC Lstng/Spkg book) TEC Reason Statistically book) & Numeracy KNOW WHAT Diagnostic Listening Probability Diagnostic (P.11- TO DO 13 TEC Reason Statistically book) Analyze needs Assessment (P.62 – 75 TEC Lstng/Spkg book - Using CD Writing Measurement Diagnostic (P.8 - Objectives tracks at the back of the book.) 9 TEC Measure & Interpret Shape Determine area & Space book) of need Diagnostic Speaking Choosing Activities Assessment (P.76 – 81 TEC Online Maths Assessment TEC Lstng/Spkg bk) Tool (from literacy and numeracy Evaluate website) LINKS
- 9. KNOW THE DEMANDS Collect texts Mapping templates KNOW THE LEARNER Types of assessment Assessments Diagnostics for Rdg & Wrtg Assessments Diagnostics A question: “What can I do to for Lstng, Spkg & Numeracy close the gap between KNOW WHAT the DEMANDS of the course TO DO and the LEVELS of the learner ?” Analyze needs Writing Objectives Determine area of need Choosing Activities Evaluate LINKS
- 10. KNOW THE DEMANDS Collect texts Mapping templates KNOW THE Link to Interpreting LEARNER This is what Assessment Tool Types of the learner results needs to This is what assessment Assessments the learner Diagnostics know This is what for Rdg & Wrtg (COURSE already the learner Assessments Diagnostics DEMANDS) knows needs to for Lstng, Spkg & Numeracy develop KNOW WHAT (GOALS) TO DO Analyze needs Writing Objectives Determine area of need Choosing Activities Evaluate LINKS
- 11. KNOW THE DEMANDS Collect texts Mapping templates KNOW THE LEARNER Types of assessment Specific Assessments Diagnostics Measurable for Rdg & Wrtg Achievable Assessments Diagnostics for Lstng, Spkg Realistic & Numeracy Time-based KNOW WHAT TO DO Sort ... Analyze needs Writing Compare ... Objectives Determine area Show his/her of need understanding by ... Solve ... Choosing Activities Evaluate LINKS
- 12. KNOW THE DEMANDS Collect texts Mapping templates KNOW THE LEARNER Types of assessment Determine the Strand for development Assessments Diagnostics Reading Writing Listening Speaking Numeracy for Rdg & Wrtg Assessments Diagnostics for Lstng, Spkg & Numeracy Determine the Progression/s KNOW WHAT Language & TO DO Decoding Vocabulary Text Features Comprehension Etc etc Analyze needs Writing Objectives Determine area Determine the Step/s of need Choosing Step 1 Step 2 Step 3 Step 4 Step 5 Activities Evaluate LINKS
- 13. KNOW THE DEMANDS Collect texts Mapping templates KNOW THE LEARNER Types of assessment Assessments Diagnostics for Rdg & Wrtg TEC Read With Understanding book P.24 – 59 Assessments TEC Write to Communicate book P.26 – 50 Diagnostics for Lstng, Spkg TEC Listen & Speak to Communicate book P.24 – 55 & Numeracy TEC Make Sense of Numbers to Solve Problems book P. KNOW WHAT TO DO 16 – 87 Analyze needs TEC Reason Statistically book P.14 – 43 Writing TEC Measure & Interpret Shape & Space book P.11 - 48 Objectives Literacy and Numeracy for Adults website Teaching Determine area and Learning Approaches of need http://www.literacyandnumeracyforadults.com/resources/354426 Choosing http://www.literacyandnumeracyforadults.com/resources/356269 Activities Evaluate LINKS
- 14. KNOW THE DEMANDS Collect texts Mapping templates KNOW THE LEARNER How can I be Types of assessment sure a skill Assessments has been Diagnostics for Rdg & Wrtg attained? Assessments Diagnostics for Lstng, Spkg & Numeracy KNOW WHAT TO DO Analyze needs Writing Objectives Determine area of need Choosing Activities Evaluate LINKS
- 15. KNOW THE DEMANDS Collect texts Mapping templates KNOW THE LEARNER Lit/Num for Adults website – and the Assessment Types of Tool assessment Assessments Diagnostics for Rdg & Wrtg Link to Interpreting Assessment Tool results Assessments Diagnostics for Lstng, Spkg Link to the 6 Progression Books & Numeracy KNOW WHAT TO DO Teaching & Learning Approaches – links to a Analyze needs range of activities for each of the Strands Writing Objectives Resource on Writing Objectives Determine area of need Choosing Activities Evaluate LINKS
Editor's Notes
- Slide 1: Workshop Topic: Programme Development - Plan lessons to Develop Literacy & Numeracy Skills of LearnersMain Goal: By end of workshop participants will be familiar with a range of teaching and planning strategies, resources, and processes to assist them in planning lessons to develop literacy and numeracy skills of learners.Specific Objectives: By end of this workshop participants will be able to ...- List 2 or 3 lit/num demands of the course or programme they are teaching inMap a textMap a taskSource at least 2 different diagnostic testsCorrectly analyze 2 learner needs from an assessment reportWrite 2-3 objectives that are specific and measurableLocate an activity to develop skills in a particular areaDraft a lesson planWelcome / Introductions / Overview of workshop content / Housekeeping / Review of objectives for this workshop (have list on whiteboard)Possible Warm up activity: Taking Turns (from TEC Writing book P.52). Topic ‘Advantages and Disadvantages of Mobile Phones.’
- Slide 2: Brainstorm some of the literacy & numeracy skills / tasks needed for various courses eg. Carpentry, hairdressing, mechanics. (Could be done as whole class or in groups)Possible activity to demonstrate a way to build vocab with learners: ‘Pair Definitions’ (from TEC Wrtg book P.44)Facilitator has a selection of words on cards (use vocab that has been used already in this workshop eg. objectives)A volunteer from the class comes forward, reads the word to himself, then writes a definition of that word on the whiteboard. Others in the class call out all the words they think match that definition. Record all these words on whiteboard.Reveal the correct word and discuss how this activity helps build vocab.Repeat as needed.Resources:Whiteboard markersStrips of paper / card for word vocab
- Slide 3: Review lit / num texts and tasks required in courses.Pose question for discussion: What numeracy skills are used in a Te Reo Language class? Eg telling time, using numbers, road map directions, north & south coordinates on a map, recipe calculations, budgeting for a whanau feast etc etc.Group or Pair Activity: Mapping samples of text.Map the reading levels of some sample texts – best guess, referring to Reading Strand Chart as a guide.(Use examples of mapped texts from TEC Reading book)Share results & reasoning with rest of class.Repeat with another text.Resources:Reading strand chartAt least 3 text samples eg. A form, a poster, an itinerary, a list of instructions, a health and safety notice etc. (Refer TEC Reading – mapping texts P.62 – 68)
- Slide 4: Locations of the mapping templates. Locate in books or via literacy and numeracy for adults website.Activity: Mapping a task. Have one participant volunteer to describe a task that is done in their course eg writing an essay, writing a list of instructions, measuring out proportions of hair dye, speaking on the phone to a client. Rest of class map this against the literacy/numeracy progressions and compare results.Repeat with another volunteer describing a different task done in his/her course.Fun Activity if time: ‘The Nasty Game’ – to develop place value skills. Resources: 1 dice per group. How to play: 1 person throws dice. Others in the team choose to write that number in the 100s column, 10s column or 1s column. Repeat until 8 throws done. Swap papers and total each other’s columns. Winner is the person with the ‘highest’ score or the ‘lowest score’ (whichever was determined at the beginning of the game).Resources:Dice (1 per group) The Nasty Game handout
- Slide 5: Review the Planning Process covered so far (Knowing the Demands – mapping these)What are some ways we can get to know our learners?Brainstorm andwrite ideas on whiteboard before looking at next slide eg interviews / getting samples of their work .....
- Slide 6: Ways of Assessing Learners.Look at suggestions on Slide 6. Discuss symbolism of the scale diagram.Fun Activity: (Demonstrating a method of getting to know learners).Each participant writes a sentence or phrase on a strip of paper.Possible topics: Favourite recreation activity / A person I admire / A place I’d love to visit / My scariest experience etc.All place strips of paper in a box. Shake up.One person chooses a strip and reads out the phrase then tries to work out who wrote it.Repeat with a 2nd person reading the next phrase.Continue until all strips of paper have been read.(This can result in many surprises).Resources:- Paper strips for writing on
- Slides 7 and 8 shows where some diagnostic tests can be found in the TEC Progression Books.Slide 7 shows diagnostics for READING & WRITINGAsk participants to locate some of these diagnostic tests (either in the books or online).Discuss – share thoughts about them.Fun Activity if time:Pair interviews - use either Attitude to Reading or Attitude to Writing diagnostic – then report back with the results and reasoning.NB. The interviews are mock ones, so participants don’t have to give real answers if they don’t want to.Resources:Attitude to Reading SurveyAttitude to Writing Survey (either in the TEC books or on the Lit and Num for Adults website)
- Slide 8 shows the location of diagnostic tests for LISTENING / SPEAKING / NUMERACYAsk participants to locate the pages for these - either in the TEC books or online. Discuss and share thoughts about the tests.Practice:Find a diagnostic test to assess ‘multiplication’ skills.(Refer to ‘Make Sense of Number P.11 – Multiplicative Strategies progression).Explain layout of the diagnostic eg.1st column shows the steps2nd column gives a description of the skill for each step3rd column gives some possible questions that could be asked for each step4th column provides comments about how each calculation was done.Repeat the practice exercise for another skill area eg speaking
- Slide 9: Step 3 Know What to DoRevise the process so far then introduce Step 3 (Knowing What to Do).
- Slide 10 shows a picture (Course Demands – What the learner knows – What needs to be developed).Explain how assessments done with learners need to be analyzed – so the teacher / tutor knows what skills to develop.Practise analyzing some sample assessments:Click on the links to a) a group assessment b) an individual assessmentDiscuss what the assessment reports show.Discuss the skills that need to be developedResources (if no access to the online links):Assessment Tool result chart (for an individual)Assessment Tool result chart (for a group)
- Slide 11 - Discuss the writing of Objectives – how they should be wordedRead and discuss the information on slide 11.Discuss – What is wrong with this objective?Shows understanding of .......(Ans – you can’t really tell if someone understands something unless they do something that shows their understanding eg. list / describe / sequence / compare ......)Click on the link ‘RESOURCE ON WRITING OBJECTIVES’ – refer to the lists of words that link to Bloom’s Taxonomy.Discuss words listed – how they can help when writing specific objectives.(This resource is a reference – tell participants they can read it in more depth at another time).Maths Activity if time: Ordering NumbersGive out one card to each participant. Each card has a number on it (3 or 4 digits). Participants arrange themselves in a line sequencing numbers from smallest to highest.Discuss extensions to this activity eg. using cards with decimals, fractions, metric measurements (depending on the levels of the students)Resources: Cards with 4 digit numbers on them (could be decimals eg. 3.452 and 45.32)
- Slide 12. This slide can be used to reinforce the concepts of STRAND, PROGRESSION and STEP.Fun quick quiz.Call out one of the terms eg. “Vocabulary”.Everyone calls out “STRAND” “PROGRESSION” or “STEP”. (Answer: Progression)Call out “Listening”Everyone calls out “STRAND” “PROGRESSION” or “STEP”. (Answer: Strand)Call out “Decoding”Everyone calls out “STRAND” “PROGRESSION” or “STEP”. (Answer: Progression)Call out “Reading”Everyone calls out “STRAND” “PROGRESSION” or “STEP”. (Answer: Strand)Call out “Writing”Everyone calls out “STRAND” “PROGRESSION” or “STEP”. (Answer: Strand)Call out “Spelling”Everyone calls out “STRAND” “PROGRESSION” or “STEP”. (Answer: Progression)
- Slide 13: This slide provides references to activities for all the StrandsNB ALLOW AT LEAST HALF AN HOUR FOR THIS PART OF THE WORKSHOP –time needed for all participants to be familiar with locating several different activities – either online or in the TEC books.Review and discuss the process so far.(eg. You’ve assessed your learners / determined the skills they need to develop / now you need to plan the learning activities to help learners ‘fill the gap’ between what they know and what the course demands are).Ask participants to locate some of the references shown on this slide - either in the TEC books or on the Lit and Num for Adults website. (This is to reinforce knowledge of where to find activities when needed).LOCATING ALL THESE ACTIVITIES CAN BE OVERWHELMING AT FIRST.PERHAPS START WITH ONE STRAND EG READING, AND FIND ACTIVITIES FOR VARIOUS READING SKILLS.Direct participants to the first pages of the activities which usually have an overview chart showing what progressions each of the activities develops.Discuss various ‘teaching strategies’ to cater for:Different learning stylesDifferent interestsDifferent experiencesDifferent attention spansDifferent ages / cultures / sexesACTIVITY IF TIME (15 mins):Give out Scenario Cards to pairs.Each pair finds a suitable activity to describe to the rest of the class – refering to the skill it will be developing.Describe how the activity could be adapted if needed.(Record info about the activity on the card so it can be collected – as a resource reference for all).Resources:Scenario Cards (1 per pair)Eg. Describe an activity to improve Reading comprehension skills Describe an activity to improve Spelling skills Describe an activity to improve Place Value skills Describe an activity to improve Reading:Vocabulary skills
- Slide 14 – Evaluating progressDiscuss methods for evaluating progress eg. Post assessments / final tests / learner self evaluations etcEach participant to evaluate own achievement during this workshop (according to the objectives listed with slide 1).
- Slide 15 – Some useful links that can be clicked on