Numeracy 4.4 Numeracy curriculum planning by uws18949

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Numeracy 4.4: Numeracy curriculum:
planning
Numeracy 4.5: Adult numeracy teaching:
approaches and strategies
Session 1: Effective numeracy teaching and the Adult Numeracy
Core Curriculum




Session plan and resources
Skills for Life Quality Initiative

        Session 1: Effective numeracy teaching and the
        Adult Numeracy Core Curriculum

        Pre-module task
               Revise theories of learning using a suitable website such as
               www.mdx.ac.uk/www/study/glolea.htm (‘ABC of Learning’) and think
               about how you might have applied some of these in your own numeracy
               teaching practice.

               Bring in a plan for a numeracy lesson which you have delivered recently.
               You will be asked to evaluate this, working in a pair with another course
               participant.

        Aims
        For participants to:

               review the factors that make an effective numeracy lesson, including use of
               resources, and link these with theories of learning

               explore what is meant by reflective practice

               develop a working knowledge of the national Adult Numeracy Core Curriculum.

        Learning objectives
        By the end of the session, participants will have:

               matched learning theories to general teaching principles and applied these in
               a numeracy context

               identified some numeracy-specific examples of how to meet the criteria on
               the lesson observation report form

               found references to selected topics in the Adult Numeracy Core Curriculum

               explained, using examples, what is meant by reflective practice in numeracy
               teaching

               reviewed a range of numeracy teaching resources.




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         Time      Content                                   Resources
                                                             No.    Style                  Title
         10        Overview of
                   Modules 4/5
                   Introduce Modules 4/5
                   and explain that they have
                   been combined to form a
                   double module, to be
                   delivered through 20
                   hours of face-to-face
                   training, with assessment
                   and teaching practice
                   components that cover
                   both modules.

                   Refer to the Module guide
                   where appropriate and
                   outline briefly the
                   assessment requirements
         (10)      for the module.

         5         Introduction
                   Give an overview of the
                   session aims and learning
                   objectives, using OHTs 1.1.1              1.1.1        OHT              Session 1: Aims
                   and 1.1.2.                                1.1.2        OHT              Session 1: Learning
         (15)                                                                              objectives

         30        Icebreaker
                   Purpose: (a) to revise
                   learning theory definitions
                   and (b) to encourage
                   people to talk to each
                   other and pool their
                   knowledge.

                   Ask participants to work
                   in pairs or small groups.
                   Go through the
                   instructions for Activity                 1.2.1        Trainer          Learning theory
                   1.2.1: participants arrange                            material/        cards
                   cards of three different                               Activity
                   colours, which give


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                   terms, definitions and
                   descriptions, into strips
                   of three cards that go
                   together. Each strip should
                   contain one red, one
                   yellow and one blue card.

                   Participants should
                   circulate to compare
                   results with other pairs
                   or groups.

                   Linking theory and
                   practice
                   Purpose: to link learning
                   theory to numeracy
                   teaching practice
                   Start by giving out the
                   answers to Activity 1.2.1,
                   which are on Handout                      1.2.2        Handout          Learning theory
                   1.2.2.                                                                  cards – answers

                   Discuss the cards’
                   contents with participants
                   and link to examples
                   within the numeracy
                   teaching context. For
                   example, using a learner-
                   based internet search on
                   winter temperatures in
                   Scandinavian countries,
                   as a way of introducing
                   negative numbers, would
                   be underpinned by
                   cognitivist and
                   experiential theories.
                   Using flashcards to
                   predict the answers to
                   single-digit multiplication
                   questions would be
                   underpinned by
                   behaviourist theory.



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                                      Session 1: Effective numeracy teaching and the Adult Numeracy Core Curriculum
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                     Explain that the idea of
                     mastery and developmental
                     objectives will be returned
                     to in Session 3 and 4 of
                     Modules 4/5, where there
         (45)        is a focus on language.

         15          What makes an effective
         (1.00)      numeracy lesson?
                     Purpose: to diagnose
                     participants’ awareness
                     of possible lesson
                     observation criteria, to
                     contextualise their
                     suggestions to numeracy,
                     and as a predictive task
                     to encourage them to read
                     the lesson observation
                     form in detail to see if
                     the criteria listed match
                     their ideas.

                     Ask participants to suggest
                     criteria. Try to focus on
                     numeracy-specific rather
                     than generic criteria by
                     asking them for examples
                     in a numeracy context.                                                  Flipchart and pen

                     Record their results on a
         (1.00)      flipchart.

         10          Numeracy lesson
                     observation form
                     Purpose: to familiarise
                     participants with the form
                     that will be used when
                     they are observed teaching.

                     Give out the lesson                       1.3.1        Handout          Numeracy lesson
                     observation form and ask                                                observation form
                     participants to compare
                     the criteria with the



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                                        Session 1: Effective numeracy teaching and the Adult Numeracy Core Curriculum
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                     flipchart list. Invite
                     comments. Explain to
                     participants that this is
                     the form that will be used
                     to observe them on
                     teaching practice as part
                     of the assessment for
         (1.10)      Modules 4/5.

         50          Self-evaluation against
                     observation criteria
                     Purpose: for participants
                     to consider how to meet
                     the criteria on the
                     observation form, in a
                     numeracy context.

                     In Activity 1.4.1                         1.4.1        Activity         Self-evaluation
                     participants, working in                                                against observation
                     pairs, use a plan for a                                                 criteria
                     numeracy lesson that each
                     delivered recently. If any
                     participants have
                     forgotten to bring a plan,
                     or if they are
                     uncomfortable about
                     having their plan looked at
                     by another participant,
                     they can use the sample
                     plan on Handout 1.4.2.
                     Instructions for the
                     activity using Handout                    1.4.2        Handout          Sample numeracy
                     1.4.2 are given on Activity                                              lesson plan
                     sheet 1.4.1.

                     In their pairs, participants
                     evaluate the content of
                     each other’s lesson plans
                     against the observation
                     criteria on the form.
                     (This will also involve oral
                     input from the person
                     whose lesson is being


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                     focused on, as not all the
                     criteria can be evidenced
                     in the plan alone).
                     Monitor pair discussions
                     and note common areas
                     of difficulty.

                     Reflection
                     Lead whole-group
                     feedback on the
                     experience. How do
                     people feel about being
                     observed against the set
                     criteria on the form?
                     What areas of their
                     teaching do they need to
                     develop? What are their
                     existing strengths as
                     numeracy teachers?

                     Encourage participants                                                  Participants’
                     to make notes to add                                                    personal
                     to their personal                                                       development plans
                     development plan goals.
                     Allow time for comments
                     on the differences
                     between formats used for
         (2.00)      lesson plans.

         10          Overview of the
                     Adult Numeracy Core
                     Curriculum
                     Purpose: to give an
                     overview of the structure
                     and referencing system
                     of the Adult Numeracy
                     Core Curriculum.

                     Give a short presentation                                               Copies of the Adult
                     outlining the structure                                                 Numeracy Core
                     and referencing system                                                  Curriculum
                     of the Adult Numeracy
                     Core Curriculum.


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                     Elicit prior knowledge
                     from participants
                     wherever possible and
                     uncover the OHT section                   1.5.1        OHT              Overview of the
                     by section, asking                                                      Adult Numeracy
                     participants to predict the                                             Core Curriculum
                     next line each time. Give
                     out copies of the Adult
                     Numeracy Core
         (2.10)      Curriculum where needed.

         20          Finding your way around
                     the Adult Numeracy
                     Core Curriculum
                     The purpose of this activity
                     is to help participants to
                     find their way around the
                     Adult Numeracy Core
                     Curriculum.

                     Pair up experienced and                   1.6.1        Activity         Finding your way
                     inexperienced users of the                                              around the Adult
                     core curriculum. Ask pairs                                              Numeracy Core
                     to complete the                                                         Curriculum
                     referencing that forms
                     Activity 1.6.1. Ask each pair
                     to check results with
                     another pair. Lead a brief
                     feedback session from the
                     whole group. If you are
                     running short of time,
                     participants can complete
                     the activities at home and
                     compare results at the
         (2.30)      start of the next session.

         5           Energy booster
                     Purpose: to enable
                     participants to feel more
                     alert and to reflect on
                     whether they would use a
                     similar activity with
                     numeracy learners.



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                                        Session 1: Effective numeracy teaching and the Adult Numeracy Core Curriculum
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                     Encourage participants
                     to perform some ‘brain
                     gym’ exercises. (More
                     information about these
                     can be found at:
                     http://esl.about.com/
                     library/lessons/blbraingym.
                     htm).

                     Discuss the implications of
                     using such exercises in the
         (2.35)      numeracy classroom.

         10          The experiential
                     learning cycle
                     Purpose: to introduce
                     Kolb’s experiential
                     learning cycle.

                     Ask participants to discuss
                     the pictures on Activity
                     sheet 1.7.1 in pairs and                  1.7.1        Activity         Discussion task
                     then compare ideas. (The                                                based on Kolb’s
                     story is about someone                                                  learning cycle
                     burning their hand on a
                     hot dish, reflecting on why
                     this happened, forming a
                     theory about how to
                     protect their hands the
                     next time by using oven
                     gloves, then trying this
                     out in practice – although
                     other interpretations
                     are possible).

                     Discuss with participants
                     how the cycle can be
                     applied to numeracy
                     teaching, through
                     reflective practice.
                     Distribute Handout 1.7.2                  1.7.2        Handout          Kolb’s learning cycle
                     for participants to read
         (2.45)      after the session.


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         50        Teaching journals                         1.8.1        Activity         Analysing extracts
                   The purpose of this                                                     from teaching
                   activity is to increase                                                 journals
                   participants’ awareness of
                   the difference between
                   descriptive and reflective
                   writing.

                   Assign a journal extract to
                   each participant. Ask each                                              Highlighter pens,
                   participant to select four                                              four per participant
                   highlighter pens of                                                     (different colours)
                   different colours. They
                   must then assign one
                   colour to each stage of
                   the experiential learning
                   cycle and fill in the key on
                   the first activity sheet.
                   They choose one extract
                   from a teaching journal
                   from the other activity
                   sheets and, in that extract,
                   find one example from
                   each stage of the
                   experiential learning cycle,
                   and highlight it using the
                   appropriate colour.

                   To ensure that everyone
                   understands the process,
                   use one of the extracts
                   and highlight one example
                   together as a whole group.
                   Once the activity is under
                   way, monitor progress and
                   encourage participants to
                   compare results with
                   someone who was
                   working from the same
                   journal extract. Use one or
                   two examples from each
                   extract for whole-group
                   feedback and discussion.


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                                      Session 1: Effective numeracy teaching and the Adult Numeracy Core Curriculum
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                     Explain to participants
                     that, as well as keeping a
                     PDJ for course sessions, as
                     part of Modules 4/5 they
                     are also expected to keep
                     a teaching journal,
                     recording 30 hours of their
                     own numeracy teaching
                     practice. In their teaching
                     journal they are expected
                     to show evidence of
                     moving through the
                     experiential learning cycle,
                     including reflection and
                     action planning stages, as
                     well as describing their
                     experiences in the
                     numeracy classroom.

                     Give out Activity sheet                   1.8.2        Activity         Teaching journal
                     1.8.2 and discuss its                                                   form
                     opening guidance section
         (3.35)      with participants.

         30          Investigating resources
                     for the teaching and
                     learning of numeracy
                     Purpose: for participants
                     to try out and evaluate
                     different numeracy
                     resources.

                     Display a selection of                                                  Numeracy resources
                     numeracy resources                                                      (various) including
                     around the room for                                                     paper-based,
                     participants to try out.                                                ILT-based, tactile
                     Include examples from                                                   and kinaesthetic
                     each of the six subsections                                             resources
                     of the Adult Numeracy
                     Core Curriculum,
                     covering a range of
                     levels, and include some
                     contextualised resources


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                                        Session 1: Effective numeracy teaching and the Adult Numeracy Core Curriculum
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                     where possible, as well as
                     handmade ones such as
                     flashcards or jigsaw strips.
                     Suggested suppliers for
                     resources include (among
                     others) Avanti Books
                     (www.avantibooks.com)
                     and Taskmaster
                     (www.taskmasteronline.co
                     .uk).

                     See also LLU+ numeracy
                     website: www.Isbu.ac.uk/
                     lluplus/numeracy

                     Ask each participant to try
                     out a selection of
                     resources and then select
                     one they would like to use
                     with learners (or one they
                     have already used
         (4.05)      successfully).

         30          ‘Show and tell’
                     Purpose: for participants
                     to reflect on how and why
                     they would use a selected
                     resource in teaching, with
                     reference to learning
                     styles theory.

                     Ask each participant to
                     show their selected
                     resource to the others and
                     explain how they would
                     use it in the numeracy
                     classroom. If participant
                     numbers are large, this can
                     be done in small groups.

                     Facilitate a whole-group
                     discussion on the
                     effectiveness of using a


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                                        Session 1: Effective numeracy teaching and the Adult Numeracy Core Curriculum
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                     variety of resources to
                     teach the same topic.
                     Refer to the Dunn and
                     Dunn learning styles
                     model and in particular to
                     any tactile and kinaesthetic
                     resources on display.

                     Ask any participants who
                     have used a ‘learning
                     styles’ approach in
                     numeracy to give feedback
                     on how this has worked.
                     Mention the value of
                     encouraging learners to
                     make their own resources
                     (e.g. flashcards) for
                     revision purposes.

                     More information on
                     different learning styles
                     models can be found at
                     http://tip.psychology.org/
                     styles.html, which has
                     links to other relevant
                     websites, including that of
         (4.35)      Dunn and Dunn.

         10          Reading task for next
                     session
                     Purpose: for participants
                     to familiarise themselves
                     with key ‘orientations to
                     teaching’ (‘transmission’,
                     ‘discovery’ and
                     ‘connectionist’) and to
                     consider how these might
                     apply in their own teaching.

                     Ask participants to read
                     the report Effective                                                    Effective Teachers of
                     Teachers of Numeracy                                                    Numeracy (available
                     before the next session.                                                to download)


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                     This report can be
                     downloaded from
                     www.gtce.org.uk/pdfs/
                     numeracy.pdf.
                     Explain that Effective
                     Teachers of Numeracy is
                     a report on teaching
                     numeracy in the primary
                     school sector, and that
                     the NRDC is currently
                     conducting research into
                     what constitutes effective
                     and meaningful teaching
                     and learning of numeracy
                     for adults (see
                     www.nrdc.org.uk for more
                     information).

                     Ask participants to read
                     the main body of the
                     report and reflect on what
                     implications the findings
                     might have for their own
         (4.45)      teaching.

         15          Review and evaluation
                     Revisit the session aims
                     and learning objectives
                     and consider to what
                     extent they have been
                     met. Allow opportunity for
                     evaluative comments from
                     participants.

                     Ask participants to
                     complete their
                     professional development
                     journal (PDJ) sheet and                                                 PDJ
         (5.00)      evaluation form.                                                        Evaluation form




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                                                                                                                                                                                                 OHT

                                                             Session 1: Aims

  For participants to:

     review the factors that make an effective numeracy
     lesson, including use of resources, and link these with
     theories of learning

     explore what is meant by reflective practice

     develop a working knowledge of the national Adult
     Numeracy Core Curriculum.

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                                                                                                                                                                                                 OHT

                                    Session 1: Learning objectives

  By the end of the session, participants will have:

     matched learning theories to general teaching principles and
     applied these in a numeracy context

     identified some numeracy-specific examples of how to meet
     the criteria on the lesson observation report form

     found references to selected topics in the Adult Numeracy
     Core Curriculum
                                                                                                                                                                                    continued…


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                                                                                                                                                                                                 OHT

                                               Learning outcomes                                                  continued




     explained, using examples, what is meant by reflective
     practice in numeracy teaching

     reviewed a range of numeracy teaching resources.




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                                                            Trainer material for Activity



        Learning theory cards
        Copy the following onto coloured card (or onto coloured paper and laminate) and cut
        into separate cards. Use three different colours of card or paper: red, yellow and blue
        are suggested here. Give each pair or small group of participants one (shuffled) set of
        cards. Their task is to form strips consisting of three cards with terms, descriptions
        and definitions that go together. Each strip must consist of one red, one yellow and
        one blue card.

        RED cards – Key words or terms in learning theory




         Behaviourism




         Cognitivism




         Humanism




                                                                                                               continued…


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                                                            Trainer material for Activity



        Learning theory cards continued
        RED cards – Key words or terms in learning theory




         Experiential learning
         theory




         Bloom’s taxonomy
         of learning




         ‘Mastery’ objectives




         ‘Developmental’
         objectives


                                                                                                               continued…


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                                                           Trainer material for Activity



        Learning theory cards continued
        YELLOW cards – Explanation of meaning



         Behaviour changes through                                    All learning is classified into three
         receiving stimuli in small steps                             domains – cognitive, affective and
         which provoke a specific,                                    psychomotor. Within each domain,
         measurable response in the                                   there is a hierarchy of levels of skills
         desired direction                                            or abilities




         Learning is more than simply                                 Learning outcomes which involve
         observable behaviour change – it is                          only the lower levels of skills in
         in the active engagement of the                              the cognitive domain, such as
         learner's mind                                               comprehension or knowledge




         Learners learn best in a conducive                           Learning outcomes which involve
         learning environment and are at                              the higher levels of the cognitive
         the heart of the teaching and                                domain (analysing, synthesising,
         learning process                                             evaluating)




         At the heart of all learning is
         the way in which we process
         experience and reflect on that
         experience



                                                                                                              continued…


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                                                           Trainer material for Activity



        Learning theory cards continued
        BLUE cards – Implications in the numeracy context



         The teacher breaks down numeracy                             The teacher is aware of the levels of
         learning goals into small steps.                             skills development within a numeracy
         Positive change is reinforced                                topic, e.g. literal comprehension of
         through a repeat and reward                                  a word problem through to analysis
         process                                                      and evaluation of data




                                                                      The teacher uses easily measurable
         The teacher builds on what the
                                                                      assessment targets, e.g. learners
         learner already knows and uses
                                                                      being able to complete a page of
         open-ended activities to engage
                                                                      two-digit subtraction sums
         the learner’s interest
                                                                      successfully




         The teacher is a facilitator rather                          The teacher uses open-ended
         than the expert, and creates a                               problem-solving activities or real-
         learning environment which is fun                            world models as a focus for learner
         and anxiety-free                                             discussion and interpretation




         The teacher uses learners’
         experience as a starting point for
         introducing new topics. Learners
         are encouraged to self-assess




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                                                                                                       Handout



        Learning theory cards – answers
         Key words or terms in               Explanation of                           Implications in the
         learning theory                     meaning                                  numeracy context

         Behaviourism                        Behaviour change                         Teacher breaks down
                                             through receiving stimuli                numeracy learning
                                             in small steps which                     goals into small steps.
                                             provoke a specific,                      Positive change is
                                             measurable response in                   reinforced through a
                                             the desired direction                    repeat and reward
                                                                                      process

         Cognitivism                         Learning is more than                    The teacher builds on
                                             simply observable                        what the learner
                                             behaviour change – it is                 already knows and uses
                                             in the active engagement                 open-ended activities
                                             of the learner's mind                    to engage the learner’s
                                                                                      interest


         Humanism                            Learners learn best in a                 The teacher is a facilitator
                                             conducive learning                       rather than the expert,
                                             environment and are at                   and creates a learning
                                             the heart of the teaching                environment which is
                                             and learning process                     fun and anxiety-free




         Experiential learning               At the heart of all                      The teacher uses
         theory                              learning is the way in                   learners’ experience as
                                             which we process                         a starting point for
                                             experience and reflect                   introducing new topics.
                                             on that experience                       Learners are encouraged
                                                                                      to self-assess


                                                                                                               continued…


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        Learning theory cards – answers continued
         Key words or terms in               Explanation of                           Implications in the
         learning theory                     meaning                                  numeracy context

         Bloom's taxonomy of                 All learning is classified               The teacher is aware of the
         learning                            into three domains –                     levels of skills development
                                             cognitive, affective and                 within a numeracy topic,
                                             psychomotor. Within                      e.g. literal comprehension
                                             each domain, there is a                  of a word problem
                                             hierarchy of levels of skills            through to analysis and
                                             or abilities                             evaluation of data

         ‘Mastery’ objectives                Learning outcomes                        The teacher uses easily
                                             which involve only the                   measurable assessment
                                             lower levels of skills in                targets, e.g. learners
                                             the cognitive domain,                    being able to complete
                                             such as comprehension                    a page of two digit
                                             or knowledge                             subtraction sums
                                                                                      successfully

         ‘Developmental’                     Learning outcomes                        The teacher uses open-
         objectives                          which involve the higher                 ended problem-solving
                                             levels of the cognitive                  activities or real-world
                                             domain (analysing,                       models as a focus for
                                             synthesising, evaluating).               learner discussion and
                                                                                      interpretation.




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                                                                                                         Handout



        Numeracy lesson observation form
         Name of trainee                                            Venue

         Name of observer                                           Course and level

         Date and times of session                                  Topic


        (Criteria: Y = yes, M = maybe, S = sometimes, N = no, NA = not applicable)

                                                                                                   Criteria met?
         1. Planning and preparation
                                                                                             Y     M S        N           NA
         (a) Is the learning area prepared and set up beforehand?
         (b) Is there a session plan with clear outcomes, and with
             reference to:
             i. learners’ aspirations and needs?
             ii. the national Adult Numeracy Core Curriculum?
             iii. the learners’ individual learning plans and their
                  programme of learning?
         (c) Does the plan build on previous learning?
         (d) Are the pace and content of the session appropriate
             to the learners’ interests, needs and level?
         (e) Are all resources available and to hand?
         Strengths




         Areas for development




                                                                                                                 continued…

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Skills for Life Quality Initiative                                                                                                    1.3.1


                                                                                                         Handout



        Numeracy lesson observation form continued
                                                                                                   Criteria met?
         2. Learning activities and approaches
                                                                                             Y     M S        N           NA
         (a) Are the learners’ relevant experience and knowledge
             used as a starting point for learning?
         (b) Are approaches and activities used that demonstrate
             an underpinning knowledge of how numeracy skills
             are developed?
         (c) Are the learners encouraged to explore their own
             preferred learning styles and to explore techniques
             that work for them?
         (d) Are activities at the right pace for learners?
         (e) Are information and explanations clear and at an
             appropriate pace?
         (f) Are the learners briefed clearly on tasks?
         (g) Are learners actively involved throughout the session?
         (h) Are eliciting, questioning, including open-ended
             questions, and facilitation skills used effectively?
         (i) Is learner feedback and collaboration encouraged
             throughout the session?
         (j) Are activities adapted for learners’ needs and
             individual learning styles, including those learners
             with specific learning difficulties and disabilities?
         Strengths




         Areas for development




                                                                                                                 continued…

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Skills for Life Quality Initiative                                                                                                    1.3.1


                                                                                                         Handout



        Numeracy lesson observation form continued
                                                                                                    Criteria met?
         3. Use of resources
                                                                                             Y      M S       N NA
         (a) Is a range of numeracy resources used to suit
             different learning styles, including use of ICT?
         (b) Are the resources legible, accurate and
             well-presented?
         (c) Are the language, style and format appropriate?
         (d) Do the materials support individual learning
             needs, including specific learning difficulties and
             disabilities?
         (e) Do the resources reflect diversity, and adult
             learners’ interests and aspirations?
         (f) Are self-access learning aids encouraged and
             promoted?
         Strengths




         Areas for development




                                                                                                                 continued…

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Skills for Life Quality Initiative                                                                                                    1.3.1


                                                                                                         Handout



        Numeracy lesson observation form continued
                                                                                                   Criteria met?
         4. Assessment and record keeping
                                                                                             Y     M S        N           NA
         (a) Was learners’ learning checked against what was
             agreed?
         (b) Were written and oral feedback accurate and
             constructive?
         (c) Were errors highlighted selectively, accurately and
             at an appropriate pace for the learners?
         (d) Were the learners encouraged to self-assess and
             reflect on their own learning?
         (e) Was progress recorded in accordance with local
             procedures?
         Strengths




         Areas for development




                                                                                                                 continued…

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Skills for Life Quality Initiative                                                                                                    1.3.1


                                                                                                         Handout



        Numeracy lesson observation form continued
                                                                                                   Criteria met?
         5. Evaluation
                                                                                             Y     M S        N           NA
         (a) Were the learners encouraged to give feedback on
             their learning and the learning process?
         (b) Does the trainee evaluate sessions against the
             achievement of learning outcomes and learners’
             feedback?
         Strengths




         Areas for development




                                                                                                                 continued…

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                                           Session 1: Effective numeracy teaching and the Adult Numeracy Core Curriculum
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Skills for Life Quality Initiative                                                                                                    1.3.1


                                                                                                         Handout



        Numeracy lesson observation form continued
                                                                                                   Criteria met?
         6. Communication and atmosphere
                                                                                             Y     M S        N           NA
         (a) Was a constructive atmosphere maintained?
         (b) Was there a respectful attitude maintained by
             the trainee?
         (c) Was clear and concise language used?
         (d) Did the trainee demonstrate appropriate
             communication and interpersonal skills?
         Strengths




         Areas for development




                                                                                                                 continued…

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Skills for Life Quality Initiative                                                                                                    1.3.1


                                                                                                         Handout



        Numeracy lesson observation form continued
                                                                                                   Criteria met?
         7. Professional values and practice
                                                                                             Y     M S        N           NA
         (a) Does the trainee demonstrate effective time
             management skills?
         (b) Does the trainee demonstrate an awareness of equal
             opportunities and inclusive education practices?
         Strengths




         Areas for development




                                                                                                                 continued…

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Skills for Life Quality Initiative                                                                                                  1.3.1


                                                                                                       Handout



        Numeracy lesson observation form continued
        Overall feedback


         Overall strengths




         Points to consider for future development




         Priorities for future development




        Decision: Pass/Refer

        Signed observer:                                                                Date


                   Numeracy 4.4: Numeracy curriculum: planning; 4.5: Adult numeracy teaching: approaches and strategies /   30
                                         Session 1: Effective numeracy teaching and the Adult Numeracy Core Curriculum
                                                                                                                               resource no.

Skills for Life Quality Initiative                                                                                               1.4.1


                                                                                                        Activity



        Self-evaluation against
        observation criteria
              Work in pairs (participant A and participant B).
              Look at the numeracy lesson plan that participant A has brought
              in. Participant A should talk through the plan and answer questions
              from participant B about the content.
              As a pair, evaluate the lesson against the criteria on the observation
              form (Handout 1.3.1) and discuss how these criteria were met (or
              could be met) in the context of the given lesson. Participant A may
              need to supply extra information about some parts of the lesson
              and the group being taught, as not all of the criteria on the
              observation form can be evidenced through the plan alone.
              Highlight strengths and one or two areas for development and
              make notes about these.
              Repeat the above process using the lesson plan that participant B
              has brought in.

        Please note:
        If one person does not have a lesson plan or is uncomfortable about having
        their plan looked at, the sample plan on Handout 1.4.2 may be used
        instead.In this case, participants should focus on how the criteria on the
        handout could be met if they were to deliver the given lesson themselves.




                 Numeracy 4.4: Numeracy curriculum: planning; 4.5: Adult numeracy teaching: approaches and strategies /   31
                                       Session 1: Effective numeracy teaching and the Adult Numeracy Core Curriculum
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Skills for Life Quality Initiative                                                                                                1.4.2


                                                                                                       Handout



        Sample numeracy lesson plan
        Date 25 February         Time 10:00–12:00                    Duration 2 hours              Room 213

        Course Keeping up with the Children                          Subject Mathematics

        No. of students . . .                                        Topic Multiplication


        1. Lesson aims: the teacher’s intentions

           To introduce learners to the new methods of teaching multiplication using the
           National Numeracy Strategy.


        2. Lesson objectives: what you intend students to achieve in this lesson

               Students will be able to:
                   Multiply numbers using the new strategies.
               Previous knowledge assumed
                   Addition
                   Times tables would be helpful (if not, use multiplication square)
               Materials and equipment required
                   Worksheets
                   Counters
                   Multiplication squares
                   Multiplication bingo
               How will learning be recognised
                   Successful completion of handouts
                   Answering questions correctly
               Assessment technique(s) to be used
                   Question and answering
                   Discussion
               Homework
                   Finish handouts

                                                                                                               continued…

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                                         Session 1: Effective numeracy teaching and the Adult Numeracy Core Curriculum
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Skills for Life Quality Initiative                                                                                               1.4.2


                                                                                                      Handout



        Sample numeracy lesson plan continued
        Summary of structure: content of lesson



         Time     Subject                Activity                                                      Resources
         stage    matter                 Teacher                        Learners                       notes

         10:00–   Mental                 Read out question.             Learners jot                   Whiteboard
         10:10    starter                (Give out                      down answers.
                                         multiplication                 Discuss.
                                         square to those
                                         students who
                                         need it). Discuss
                                         answer and why
                                         it works.

         10:10–   Times tables           Board work on                  Learners join in,              Multiplication
         10:20                           times tables.                  giving answers.                squares
                                         Discuss patterns
                                         and ways of
                                         learning some
                                         tables.

         10:20–   Multiplication         Introduce activity             Encourage learners             Counters
         10:40    as an array            using counters.                to comment on
                                         Use numbers 8,                 anything they
                                         12, 18, 20.                    don’t understand
                                                                        and seek
                                                                        clarification.
                                                                        Discussion on
                                                                        unfamiliar terms.




                                                                                                              continued…

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                                        Session 1: Effective numeracy teaching and the Adult Numeracy Core Curriculum
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Skills for Life Quality Initiative                                                                                               1.4.2


                                                                                                      Handout



        Sample numeracy lesson plan continued

         Time     Subject                Activity                                                      Resources
         stage    matter                 Teacher                        Learners                       notes

         10:40–   Key objectives         Give out activity                                             Handout on
         11:00    and language           sheet and go                                                  language
                  for                    through content.
                  multiplication         Draw attention to
                  handout and            the language and
                  methods                the difficulties
                                         learners may have.
                                         Go over methods:
                                         grids.

         11:00–   Break – for            Set exercise.                  Again, encourage
         11:10    those who                                             discussion on
                  want it.                                              terms and
                                                                        problems.

         11:10–   Exercise                                              Learners complete              Worksheet –
         11:40                                                          exercise using                 exercise
                                                                        method. (Finish
                                                                        at home).

         11:40–   Multiplication         Call multiplication            Learners work out              Bingo cards
         11:55    bingo                  sums instead of                answer and cross               and number
                                         numbers for                    off if they have               sums
                                         bingo game.                    that number on
                                                                        their bingo sheet.

         11:55–   Recap                  Discuss what has               Learners talk
         12:00                           been learned.                  about what they
                                                                        have learned.




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Skills for Life Quality Initiative                                                                                                                                                                       1.5.1


                                                                                                                                                                                                  OHT

      Overview of the Adult Numeracy Core Curriculum

                                       Adult Numeracy Core Curriculum

                Number                                              Measures, shape                                                 Handling data
                                                                      and space
                        N                                                MSS                                                                     HD

       Whole                  Fractions,                        Common                        Shape and                      Data and                      Probability
      numbers                decimals and                       measures                        space                        statistical
                             percentages                                                                                     measures
         N1                      N2                                 MSS1                          MSS2                          HD1                             HD2


       Entry 1 (E1)                     Entry 2 (E2)                         Entry 3 (E3)                          Level 1 (L1)                        Level 2 (L2)
                                                                                                                                                                                     continued…


          Numeracy 4.4: Numeracy curriculum: planning; 4.5: Adult numeracy teaching: approaches and strategies / Session 1: Effective numeracy teaching and the Adult Numeracy Core Curriculum   35
                                                                                                                                                                                                     resource no.

Skills for Life Quality Initiative                                                                                                                                                                      1.5.1


                                                                                                                                                                                                 OHT

  Overview of the Adult Numeracy Core Curriculum                                                                                                                     continued




  How to reference

                                                                           N1/E3.7

     Curriculum section (Number)                                                                                            Level (Entry 3)
     Curriculum subsection (Whole numbers)                                                                                  Element (element 7)




         Numeracy 4.4: Numeracy curriculum: planning; 4.5: Adult numeracy teaching: approaches and strategies / Session 1: Effective numeracy teaching and the Adult Numeracy Core Curriculum   36
                                                                                                                                resource no.

Skills for Life Quality Initiative                                                                                                 1.5.1


                                                                                                      Handout



        Overview of the Adult Numeracy
        Core Curriculum

                 Adult Numeracy Core Curriculum

               Number                        Measures, shape                             Handling data
                                               and space
                    N                                     MSS                                        HD


           Whole          Fractions,          Common              Shape and            Data and            Probability
          numbers        decimals and         measures              space              statistical
                         percentages                                                   measures

            N1                N2                 MSS1                MSS2                  HD1                 HD2


          Entry 1 (E1)       Entry 2 (E2)              Entry 3 (E3)             Level 1 (L1)            Level 2 (L2)



        How to reference
                                                       N1/E3.7

            Curriculum section (Number)
            Curriculum subsection (Whole numbers)
            Level (Entry 3)
            Element (element 7)

                  Numeracy 4.4: Numeracy curriculum: planning; 4.5: Adult numeracy teaching: approaches and strategies /   37
                                        Session 1: Effective numeracy teaching and the Adult Numeracy Core Curriculum
                                                                                                                                 resource no.

Skills for Life Quality Initiative                                                                                                  1.6.1


                                                                                                          Activity



        Finding your way around the Adult
        Numeracy Core Curriculum
        (1) Look up the references and complete this table.


         Curriculum reference                    Description

         N1/E1.6

         N2/L1.5

         HD1/E2.1

         MSS1/E3.8


        (2) Find the description and complete these references.


         Description                                                                Curriculum reference
         Count, read, write, order and compare
         numbers up to 1000
         Work out simple volumes (e.g. cuboids)
         Show that some events are more likely to
         occur than others




                                                                                                               continued…


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                                         Session 1: Effective numeracy teaching and the Adult Numeracy Core Curriculum
                                                                                                                                 resource no.

Skills for Life Quality Initiative                                                                                                  1.6.1


                                                                                                          Activity



        Finding your way around the Adult
        Numeracy Core Curriculum continued
        (3) Follow the progression through the levels by completing this table.


         Level                Reference                Description

         Entry 1              N1/E1.2

         Entry 2

         Entry 3

         Level 1

         Level 2


        (4) Find some sample activities for the curriculum elements described
            in (3) above.




                   Numeracy 4.4: Numeracy curriculum: planning; 4.5: Adult numeracy teaching: approaches and strategies /   39
                                         Session 1: Effective numeracy teaching and the Adult Numeracy Core Curriculum
                                                                                                                               resource no.

Skills for Life Quality Initiative                                                                                                1.7.1


                                                                                                        Activity



        Discussion based on Kolb’s
        learning cycle




         What’s the story that goes with the above pictures? Discuss with the
         person next to you. Then each think of an example of when the cycle
         may apply to you in your role as a numeracy teacher.




                 Numeracy 4.4: Numeracy curriculum: planning; 4.5: Adult numeracy teaching: approaches and strategies /   40
                                       Session 1: Effective numeracy teaching and the Adult Numeracy Core Curriculum
                                                                                                                               resource no.

Skills for Life Quality Initiative                                                                                               1.7.2


                                                                                                     Handout



        Kolb’s learning cycle
        Learning involves making a connection between doing and thinking. The
        following model of learning that builds on this connection was developed
        by Kolb.


                                                    CONCRETE



              ACTIVE                                                                         REFLECTIVE
         EXPERIMENTATION                                                                    OBSERVATION




                                               ABSTRACT
                                           CONCEPTUALISATION



        1. Experiencing
            It is often a real-life event, such as talking to someone, reading
            something, experiencing success or loss or taking on a new role, that
            makes us start the process of reconsidering, thinking differently
            about things.




                                                                                                             continued…


                 Numeracy 4.4: Numeracy curriculum: planning; 4.5: Adult numeracy teaching: approaches and strategies /   41
                                       Session 1: Effective numeracy teaching and the Adult Numeracy Core Curriculum
                                                                                                                               resource no.

Skills for Life Quality Initiative                                                                                               1.7.2


                                                                                                     Handout



        Kolb’s learning cycle continued
        2. Reflecting
            This kind of experience can prompt us to reflect on the possibility of
            changing how we act or respond to certain situations. Reflection can
            include judging our own response in particular circumstances. It
            could also involve thinking about how the situation or our own
            approach to it might be changed. We might find ourselves seeking
            the opinions of our peers, consulting books or the Internet, or asking
            experts to help us make sense of the experience and then suggest
            ways in which we might move forwards. The greater the change, the
            more lengthy this time of reflection is likely to be. There is a need to
            think through all the implications of different courses of action.

        3. Theorising
            When we have thought about the experience, we are able to form
            general theories or conclusions. We are able to create a ‘theory’
            about how best to proceed.

        4. Testing
            Finally we can test our theories in practice to see if they work. If they
            do, they become part of our bank of knowledge or skills. If they
            don't, we either modify them or drop them altogether, and the cycle
            begins again.




                 Numeracy 4.4: Numeracy curriculum: planning; 4.5: Adult numeracy teaching: approaches and strategies /   42
                                       Session 1: Effective numeracy teaching and the Adult Numeracy Core Curriculum
                                                                                                                                resource no.

Skills for Life Quality Initiative                                                                                                 1.8.1


                                                                                                         Activity



        Analysing extracts from
        teaching journals
        Instructions
              Select four highlighter pens of different colours.
              Assign one colour to each stage of the experiential learning cycle
              and fill in the chart below to provide a key.
              Chose one journal extract form the attached sheets. In your
              chosen journal extract, find one example from each stage of the
              experiential learning cycle as far as possible, and highlight them
              using the appropriate colours. (Note: You may not find examples
              of all four stages of the cycle within a single extract.)
              Compare your results with someone who was working from the
              same journal extract as you.

         Key for identifying elements of the experiential learning cycle in
         teaching journal extract

         Colour            Stage of experiential learning cycle

                                 Description of the experience

                                 Reflection on why the experience happened

                                 Theory about what to do next time (action planning)

                                 An account of how the theory was put into practice
                                 (testing)



                                                                                                              continued…


                  Numeracy 4.4: Numeracy curriculum: planning; 4.5: Adult numeracy teaching: approaches and strategies /   43
                                        Session 1: Effective numeracy teaching and the Adult Numeracy Core Curriculum
                                                                                                                                 resource no.

Skills for Life Quality Initiative                                                                                                  1.8.1


                                                                                                          Activity



        Analysing extracts from
        teaching journals continued
        Teaching journal extract 1

        5 April

        I think I have managed to cover the trigonometry without any disasters, and keeping
        nearly all the class with me. The main difficulty is still labelling the sides of the
        triangle correctly – I am surprised at this, as I thought it would be the use of the
        ratios that caused problems. I have probably been so careful to make sure the
        learners understand how to use the ratios that I haven’t spent enough time on the
        labelling of the triangles. I was very nervous at the prospect of teaching this topic to
        level 2 learners, in fact two of the group are really level 1, but it has worked well and I
        am very pleased with the reaction. I think the next challenge is for them to remember
        the ratios and this could be quite a challenge – hence the idea of the competition
        (prize, an Easter egg) for tomorrow to help with this aspect. I hope they will have
        ideas that they can relate to rather than my suggestions.

        6 April

        The competition went well; I put the Easter egg on the desk at the start of the lesson
        to encourage the learners to think of ideas to help remember the formulas for sin, cos
        and tan. Several of them spent some of the lesson coming up with ideas, three entries
        in the end. The one that won was produced by student A, the dyslexic learner. He
        made up a rhyme, which made everyone laugh. I was delighted by this outcome.
        There was a lot of discussion about the initials – SOHCAHTOA – and how to
        remember them, so I hope that will help transferral to long-term memory as well.

        I completed the one-to-one session that I had aimed to achieve before Easter and,
        with my encouragement, several of the learners are using the IT lesson to improve
        their number portfolio work (which means they produce IT evidence too). I am taking
        my laptop for student B to use in my lesson. He has no computing facilities at home
        and his assignment was poor, although his understanding is good. It worked well in
        this lesson; he was very motivated. Student C hadn’t brought her assignment but


                                                                                                               continued…


                   Numeracy 4.4: Numeracy curriculum: planning; 4.5: Adult numeracy teaching: approaches and strategies /   44
                                         Session 1: Effective numeracy teaching and the Adult Numeracy Core Curriculum
                                                                                                                                 resource no.

Skills for Life Quality Initiative                                                                                                  1.8.1


                                                                                                          Activity



        Analysing extracts from
        teaching journals continued
        happily worked on her own with some more trig problems. Student D was the
        problem; no work from him, he has not given in any work yet (although he claims he
        has the work at home from last year) and is completely unfocused. I must take
        something for him specifically but I have a lot to carry as it is and he rarely turns up.
        However, a couple of mental arithmetic worksheets would probably be sufficient. I’m
        sure he needs the practice.

        Teaching journal extract 2

        4 May

        A very tricky lesson today. The weather was poor, it was the first day back after a
        Bank Holiday and attendance was, unusually, low. I had planned some revision. It
        worked well last week and most of the learners need some more practice before the
        test. However, the learners were concerned about the staircase assignment that is
        due in next week and wanted assistance with that, so I changed the lesson. They
        would not have concentrated on revision when they were worrying about something
        else. It is particularly important with adults to consider the wider picture of their lives
        and concerns when teaching them and to work with their greatest concerns. It is not
        sensible just to stick rigidly to a programme. I’m sure some of the assignment work
        will help with the test anyway; it’s just a different type of ‘sum’. I need to make the
        next lesson more flexible and allow some to work on the assignment and others to
        revise for the test. Student E is continuing to work well in the one-to-one session and
        has nearly completed his Key Skills assignment. His confidence is still low and yet he
        is quite capable – I must try to improve his belief in his own ability – I’m sure this will
        increase his chances in the test re-sit.




                                                                                                               continued…


                   Numeracy 4.4: Numeracy curriculum: planning; 4.5: Adult numeracy teaching: approaches and strategies /   45
                                         Session 1: Effective numeracy teaching and the Adult Numeracy Core Curriculum
                                                                                                                                 resource no.

Skills for Life Quality Initiative                                                                                                  1.8.1


                                                                                                          Activity



        Analysing extracts from
        teaching journals continued
        11 May

        A good lesson today. The group were all working well on different things. six learners
        on past test practice level 2, one doing level 1, one working on the aggregate store
        assignment, five on the Key Skills assignment work and three completing the staircase
        assignment. Quite noisy but they all worked well. I made sure that those working on
        test practice checked their answers before the end of the lesson so that there was
        time to go over any they got wrong. Four of the group came along to an extra session
        in the Key Skills centre to complete both the staircase assignment and continue with
        the Key Skills work. It is good to see some of them so motivated. The end of the year
        is approaching and they can see the end in sight and know they have to complete
        things. Many students only respond to a close deadline and I have to learn to plan the
        work with a series of achievable close deadlines. I tried to do this but I think it needs
        improving; this is all down to breaking work into ‘bite-sized’ pieces, which is crucial in
        Basic Skills.

        Teaching journal extract 3

        20 October

        Today I used the SFL diagnostic tests in a different way. I have only just started using
        them and realised that a whole section was too much and that the English was a
        problem. I decided to use two tasks appropriate to their level and I offered both help
        with the English and further explanation of the task. I asked the students to mark
        down the questions they wanted more help with on a sheet. I encouraged them to
        ask for help if they wished. Some students asked for help with the English and also
        with the tasks. I explained the task for them in another way and discussed it. They
        then either completed the question if they then understood or they wrote that
        question number on the sheet.




                                                                                                               continued…


                   Numeracy 4.4: Numeracy curriculum: planning; 4.5: Adult numeracy teaching: approaches and strategies /   46
                                         Session 1: Effective numeracy teaching and the Adult Numeracy Core Curriculum
                                                                                                                                 resource no.

Skills for Life Quality Initiative                                                                                                  1.8.1


                                                                                                          Activity



        Analysing extracts from
        teaching journals continued
        I found this method worked well for the following reasons:

               It tended to give more help to students who needed more help. Some
               students could simply go through doing the questions and noting the ones
               they didn’t know. Other students needed help with the English, with knowing
               what they had to do and with self-assessing.

               It helped me to see exactly how I could reduce the English to assist the
               students.

               The students seemed to enjoy doing the assessment, as many specifically
               mentioned liking that part of the lesson.

        The things I would change next time are as follows:

               I would only give one task to some students, so that it didn’t go on too long.

               I would reduce or simply cut out some of the English.

               I should have used Entry 2 tasks for some students.




                                                                                                               continued…


                   Numeracy 4.4: Numeracy curriculum: planning; 4.5: Adult numeracy teaching: approaches and strategies /   47
                                         Session 1: Effective numeracy teaching and the Adult Numeracy Core Curriculum
                                                                                                                                 resource no.

Skills for Life Quality Initiative                                                                                                  1.8.1


                                                                                                          Activity



        Analysing extracts from
        teaching journals continued
        Teaching journal extract 4

        5 November

        Although it is only a little thing, I liked my worksheet on ‘How long does it take?’
        The students had to discuss in pairs how long it takes . . . to become an accountant . . .
        to walk to Wood Green . . . etc.

        I think it worked well because:

               it was fairly easy to discuss, so the students could get more practice in
               working in pairs

               it created very interesting discussions about work, life, the universe – well,
               nearly!

               the task meant that you had to choose the best or nearest answer rather than
               the ‘correct answer’. I think this is a useful skill

               the pair work revealed that different people know different things and that we
               need to think a bit before we dismiss each other’s answers.

        I want to develop pair work more. Because I work with small groups and I was a group
        worker in a past life, I probably tend to favour whole-group rather than paired work. I
        ask them to do things in pairs but I don’t really help them to do it. I would like to do
        some specific work where the students have to act as a pair. I am going to create two
        opportunities to do this over the next 4 weeks.




                                                                                                               continued…


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                                         Session 1: Effective numeracy teaching and the Adult Numeracy Core Curriculum
                                                                                                                                 resource no.

Skills for Life Quality Initiative                                                                                                  1.8.1


                                                                                                          Activity



        Analysing extracts from
        teaching journals continued
        12 November

        Student A shows attention deficit problems. He tends to be late, has to leave the
        class to go to the toilet and has great difficulty concentrating even when I work one-
        to-one with him. Student B also misses a lot of class but can apply himself once
        there. Both students often need help to get started on individual work. When all the
        students were working individually on two tasks I started by explaining one task to
        student A and left him to practise. Then I explained the second task to student B and
        left him to practise. Then I brought them together and asked them each to explain
        the task they had learned to the other student.

        I think this worked well because:

               Student A concentrated so much better when student B explained in Somali.
               He asked questions. This is rare for him.

               Student B can pick things up quite well but lacks confidence. As I watched him
               explaining in Somali he appeared supremely confident. Student A never really
               gets a chance to do class explanations (as most students do during my
               classes) because he rarely can be persuaded and struggles with speaking. (He
               speech is difficult to understand). Here was a chance to explain in his own
               language and he was also much more confident and articulate.

        Although students frequently do help each other in their common language if they
        are having difficulties, I have not organised it myself in quite this way. Student A is
        not someone who tends to get help from other students in this way because he finds
        it so difficult to apply himself to tasks and get involved. Student B is not often in the
        role of being the explainer. I think that these two students in particular can benefit
        greatly from being able to use their own language to both reinforce their learning and
        for the confidence boost.




                   Numeracy 4.4: Numeracy curriculum: planning; 4.5: Adult numeracy teaching: approaches and strategies /   49
                                         Session 1: Effective numeracy teaching and the Adult Numeracy Core Curriculum
                                                                                                                                 resource no.

Skills for Life Quality Initiative                                                                                                 1.8.2


                                                                                                          Activity



        Teaching journal form
        Professional Development Journal: Teaching practice

        Everyone participating in the Professional Development Programme is expected to
        keep a PDJ reflecting on and evaluating his/her teaching practice. The following
        guidance points should be noted.

        1. The completed journal should cover 30 hours of numeracy teaching.

        2. Please complete on average one entry for every 2–3 hours taught. Include at the
           beginning of the completed journal a short description of the group(s) you are
           teaching on your placement.

        3. You do not have to use the suggested format. If you prefer, you can submit your
           journal in the form of a continuous piece of writing (with dates and subheadings),
           as long as you address the questions stated on the following two pages and cover
           the aspects referred to in point (7) below. Avoid giving a detailed chronological
           description of what happened in the lesson.

        4. Typewritten submissions are preferred. However, handwritten entries are
           acceptable as long as they are legible.

        5. For each entry, check that you have included the following:

               a brief description of the selected activity or section of the lesson (what
               happened)

               reflection (why it happened), with reference to published texts, research or
               theory where appropriate

               evaluation and theory (what could be done to improve what happened)

               some practical action points about what to do next time, to be reflected upon
               later in the journal.




                                                                                                               continued…


                   Numeracy 4.4: Numeracy curriculum: planning; 4.5: Adult numeracy teaching: approaches and strategies /   50
                                         Session 1: Effective numeracy teaching and the Adult Numeracy Core Curriculum
                                                                                                                                resource no.

Skills for Life Quality Initiative                                                                                                1.8.2


                                                                                                         Activity



        Teaching journal form continued
        Professional Development Journal: Teaching practice

        Name:                                                                           Date:



         What numeracy topic(s) did you cover? Identify any issues arising with regard to
         this, e.g. learner experience, common misconceptions, etc




         Describe a main teaching method used this week, and evaluate its success.
         What was the most/least successful resource used? Why?




                                                                                                              continued…


                  Numeracy 4.4: Numeracy curriculum: planning; 4.5: Adult numeracy teaching: approaches and strategies /   51
                                        Session 1: Effective numeracy teaching and the Adult Numeracy Core Curriculum
                                                                                                                                resource no.

Skills for Life Quality Initiative                                                                                                1.8.2


                                                                                                         Activity



        Teaching journal form continued
         When/how did effective numeracy learning take place? How do you know?




         Can you link your experience with any reading that you have done lately on
         numeracy teaching approaches or learning theory? If so, how?




         Any other comments




         What would you do differently and why? List action points and target dates.




                  Numeracy 4.4: Numeracy curriculum: planning; 4.5: Adult numeracy teaching: approaches and strategies /   52
                                        Session 1: Effective numeracy teaching and the Adult Numeracy Core Curriculum

								
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