Embedding Literacy and Numeracy
description
Transcript of Embedding Literacy and Numeracy
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Embedding Literacy and Numeracy
Otago Polytechnic 2011
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Literacy 43% below level 3, Numeracy 51% below level 3
Document Literacy
1,076,70038%
538,35019%
396,68014%
821,70029%
Level 1 Level 2 Level 3 Level 4/5
Numeracy
935,03033%
453,35016% 566,690
20%
878,37031%
Level 1 Level 2 Level 3 Level 4/5
International Adult Literacy Survey 1996 (IALS) Adult Literacy and Life Skills Survey 2006 (ALLS)
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Resources
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Embedded courses must have:
• Explicit learning outcomes for literacy and numeracy
• A literacy and numeracy diagnostic assessment
• Deliberate teaching of literacy and numeracy
• Assessment of learner progress in literacy and numeracy
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Our approach:
• Developed literacy and numeracy module in Graduate Certificate in Teaching and Learning (GCTLT)
• Developed a bank of resources for staff to access in Moodle
• Created L&N Champions in every school
• Provided further professional development opportunities
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Embedding L & N Module
• http://wikieducator.org/Embedding_Literacy_and_Numeracy_Module
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Staff Support in Moodle
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The Assessment Tool
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Possible reasons for incorrect response
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Learner’s response highlighted
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Possible reasons for incorrect response
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Learner’s response highlighted
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Reports in the Tool
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I am pretty comfortable calculating with whole numbers as long as
they are not too big.
I don’t do fractions, decimals and percentages
Step Three Profile
Learner Profiling
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Number Triangle
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Costing Exercise in Cookery
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Using a Visualiser
• http://play.op.ac.nz/video/Calculating-MER-for-dogs---understanding-how-to-find-and-use-the-right-formula/3a971578ea2e292f6a8c3681edf57879
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Learning file
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Teaching
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Scaffold
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Practice & application
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Choice
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Gains in numeracy in some courses
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Negative gains?
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Vocational Course
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Vocational course with extra numeracy
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Gains – Whole Polytechnic
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Gains!!
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Issues
http://www.flickr.com/photos/gluglondon/4768190942/
Students not turning up for assessments and reassessments
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Issues continued…
• Students not making an effort for the reassessment.
• Results in negative gains – students going backwards?
http://www.flickr.com/photos/familymwr/4928600773/
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Conclusions
• On average about 15% of students make gains in L&N (regardless of deliberate attempts by us?)
• We are yet to find out what TEC expect from us. Is this figure acceptable to them?