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Certificate in the Teaching and Management of Adult Numeracy
Session 1
Housekeeping• General
• Room PFC 03/017– see handout for Saturday dates, changes etc • Parking• Toilets• Break
– at approx 7.00 pm (20 mins)– Cafeteria in Peter Froggat Centre/The New Library
• Fire Safety• Registration
• Course Administration• Placement application forms• Kelly Gaw: [email protected] 90975168
Aims of this session• Welcome and introduction to QUB• Feedback from selection process/Essential Maths course• Getting to know each other activities• Addressing questions about teaching practice placements • Exploring online university and course resources using Queen’s
Online (QOL)• Adult Numeracy – discussion on the extent of the problem• Discussing hopes and expectations for the course• Preview of course handbooks and course materials • Identifying strengths and needs as learners • Sharing past learning experiences and exploring learning through
the use of life-histories interviewing• Microteaching• Connect to next session
Feedback from selection days/ Essential Maths Workshop
• Maths self assessment
• “Everybody can do maths?”
Who are we?
Introductions
• Tutors • Jim Mullan & Margaret Bailie, Lorna Lundy, Eva
Brown........
• Class
Getting to know your peers Activity 1
• Geographical areas• Belfast
» North/West» South/East
• Newry/Armagh• Newtownabbey/Ballymena• Others
Some course materials• Course Materials
– Overview of course sessions– Course Handbook– Summary of assignments
• Essential Skills Maths Booklet
• Numeracy Core Curriculum Booklet
• Information Pack for Placements – next week
Adult numeracy core curriculum
• http://excellence.qia.org.uk/sflcurriculum
Using Queen’s Online (QOL)
• Email• Discussion Forum• Help Desk 90973760• Preventing multiple log-ins
www.qub.ac.uk/careers Careers Adviser Pauline GlasgowTelephone 9097 2770
I am hoping to make the transition into university life a bit easier for international students and mature students, who due to obvious reasons may find the first few months of university a bit harder than the rest of the student population. To combat this, I will be working closely with the International Support Office and the Widening Participation Unit to ensure that adequate support is freely available.There are a load of ways you can contact me-Email me at [email protected]
Sam , Student’s Union VP for Equality and Diversity
Useful information about Queen’s
http://www.qub.ac.uk/directorates/sgc/
Identifying strengths and needs as learners Getting to know your peers - Activity 2
Table 1 Rosaleen, Majella, Patricia, Olivia
Table 2 Denise, Josie, Geoffrey, Donna
Table 3 Noelle, Gerard, Gavin, Jenna
Table 4 Mark, Lisa, Pamela, Maria
Table 5 Theresa, Louise, Delia, Noelle, Rhoda
Maths Starters
• 10 min session at start of class An idea/topic in numeracy that may be of interest and relevant to adult learners
Adult Numeracy – the extent of the problem
• Worksheet• Report: Illuminating Disadvantage
“Robust” placements• Placement covers the academic year (September/ October to May):
minimum of 40 hours • Minimum of 6 learners following the adult literacy core curriculum • Range of learners • Teaching must be supervised• Arrangements made with mentor/manager for supervised practice and
observation of practice (at least• At least two observations using QUB documentation; QUB can be
consulted if this isn’t possible. • No formal teaching to begin until after Halloween: observation and
assisting with small groups of learners can take place before this• There should be an experienced Essential Skills tutor who will support you
in your practice• Please note boundary issues: a placement in your own place of work/
supervision by colleagues
Getting to know your peers Activity 3
• Teaching Practice Contexts• Training Organisations• Community• Further Education• Voluntary Organisations• Others
Getting to know your peers Activity 4
• BirthdaysWhat is the probability that 2 class members will have the same birthday?
Intuition - say 10% chance
Probability - over 80%
We do not consider individual birthdays but pairs of birthdays
1, 2, 3, 4, 5………………………….22,
How many pairs can we make with 22?
Person 1 can be paired with the others to give 24pairsPerson 2 can be paired with the others to give 23 pairs …………..etc
Total no of pairs = 21 + 20 + 19 +………………3 + 2 + 1 =
Your learning history timeline
Learning histories interview
“As you know, I’m interested in your experience/ experiences of (your own words).
I’m going to ask you to talk about this for about five minutes. Begin where you like. I’m not going to interrupt. I’ll just take some notes while you’re speaking in case there’s anything I want to ask you afterwards.”
Timing for this exercise
• 5 minutes: interviewer opens and speaker talks for approximately 5 minutes
• 1 minute: break for interviewer to refer to notes
• 7 minutes: for key word/phrase section• 5 minutes: discussion
• When the speaker has ended, ask for a break for 1 minute to check over your notes. Choose three or four of the key words/phrases, INCLUDING THE FIRST ONE AND THE LAST ONE.
• Now ask questions as follows. The purpose of your questioning is to
encourage the speaker to tell the story of a particular incident/ time as if it is happening in the present. Use the following words:
• “You said …. (Repeat key word/ phrase, using THEIR EXACT WORDS.
No paraphrasing!)
• Can you tell me more about that particular (experience/ incident/situation/occasion/day/time/memory), how it all happened?
Connecting to next session• National Poetry Day UK: Games
• Access emails and course information via Queen’s Online
• Bring student cards• User names and passwords
• Strategies– Essential Skills (NI)– Skills for Life (England & Wales)
• Moser Report– www.lifelonglearning.co.uk/mosergroup/rep.htm
• Leitch Report
• Study Skills - http://www.palgrave.com/skills4study/index.asp
Summary & Evaluation
• Any questions?
• Please complete evaluation sheet
Microteaching
• Scaled down, simulated teaching encounter
• Serves the following purposes:• Developing skills• Integrating theory and practice• Enhancing experience of a wide range of contexts• Enhancing reflective practice• Enhancing collaboration• Supporting development and implementation of subject
knowledge
Microteaching
• Working in small groups, students will be required to participate in the design and delivery of presentations
• Groups will share ideas, teaching methods & resources
• All members of the group must participate at both the design and delivery stages
Microteaching• Groups will be allocated a topic and level(s) from the Adult Numeracy
Core Curriculum
• Group will design a 30-minute lesson on this subject and deliver this to their peers who will assume the role of learners
• Groups will distribute copies of lesson plans, handouts, resources etc to their peers
• 30 min session to be a ‘snap shot’ of key moments in the teaching of the class
• Feedback will be in the form of: • constructive discussion• Self and peer-assessment
Microteaching Groups 2011Context Ages Level Topic
Curriculum Ref
Group Members
Date
Plumbers 17-19 L2 Formula
N1/L2.4
Catering 17 - 19 L1 Fractions
N2/L1.1
Post Office
(Unskilled)
18 - 50 E3/L1 Decimals
N2/L1.4
Women’s Group
35 - 60 L1/L2 Charts
HD1/L2.2
Unemployed 23 - 55 E2/E3 Measure
MSS1/E3.7
‘School Rejects’
17 - 18 E2/E3/L1
Shape and Space
MSS2/L1.1
Microteaching
• Importance of:• Context• Catering for learners of different abilities• Assessment• Active learning approach
• Date of Presentations• 3 this semester – beginning session 7, 26 Oct• 3 next semester
• Group members to meet
