Embedding Literacy and Numeracy

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Embedding Literacy and Numeracy. Otago Polytechnic 2011. Literacy 43% below level 3, Numeracy 51% below level 3. International Adult Literacy Survey 1996 (IALS) Adult Literacy and Life Skills Survey 2006 (ALLS). Resources. Embedded courses must have:. - PowerPoint PPT Presentation

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Embedding Literacy and Numeracy

Embedding Literacy and NumeracyOtago Polytechnic 2011Literacy 43% below level 3, Numeracy 51% below level 3

International Adult Literacy Survey 1996 (IALS) Adult Literacy and Life Skills Survey 2006 (ALLS)In recent years tertiary education organisations throughout New Zealand have been building capacity in addressing adult literacy and numeracy. This work has been government funded and aims to address the large numbers of adult New Zealanders with literacy and numeracy issues.

Latest Adult Literacy and Life Skills Survey (ALLS) results:Over 1 million adult New Zealanders were below the benchmark for full participation in work and living.

2Resources

The release of the Learning Progressions suite of teaching resources in 2008 provided a common framework for effective literacy and numeracy teaching strategies as well as activities for educators working in foundation level courses 13. It also offered guidance about embedding literacy and numeracy within course curricula and contexts. The first professional development workshops, called Learning for Living, were implemented by the Ministry of Education and this work was continuedby the Tertiary Education Commission through literacy and numeracy cluster workshops.

The overall aim was that explicit teaching of literacy and numeracy would be business as usual throughout the sector.3Embedded courses must have:Explicit learning outcomes for literacy and numeracyA literacy and numeracy diagnostic assessmentDeliberate teaching of literacy and numeracyAssessment of learner progress in literacy and numeracyThe TEC stated that an embedded course must have these things:

Explicit learning outcomes for literacy and numeracy

A literacy and numeracy diagnostic assessment

Deliberate teaching of literacy and numeracy

Assessment of learner progress in literacy and numeracy

4Our approach:Developed literacy and numeracy module in Graduate Certificate in Teaching and Learning (GCTLT)Developed a bank of resources for staff to access in MoodleCreated L&N Champions in every schoolProvided further professional development opportunities

Our teacher training course is a level 7 Graduate Certificate. We created a new module covering the skills needed for embedding L&N into vocational courses5Embedding L & N Modulehttp://wikieducator.org/Embedding_Literacy_and_Numeracy_Module

Click on Knowing What to do

Click on Web Resources Learning Activities

Click on make sense of Numbers to Solve Problems

Click in a square

Click on Learning Activity Show Guided Teaching and Learning Strategy6Staff Support in Moodle

This are our internal resources which are more contextualised. They range from generic skills to real numeracy problems encountered in out courses at OP. Staff can browse through a look at what other people are doing and adapt to their context etc. Or use an activity in its entirety.7The Assessment Tool

Every level 1-3 programme was required to use the national assessment tool to assess all students literacy and numeracy skill levels at the start of their course. Then reassess them again at the end of their course. A gain report is generated in the assessment tool to show what proportion of students have made a statistically significant gains in reading, writing or numeracy.8

Ok so once they have completed the assessment which is usually 30 questions a report is generated for that student.

Adaptive, number & measurement result.

Note that the learner got several questions correct that are above the overall step level s/he was assigned.

The line locates the person on the scale where they would answer about 70% of the items located at the same place correctly. This means that they should get most of the questions located at or below the dotted line correct as well as many of the ones above. It also means that being located at a particular Step level indicates some level of mastery of the content at the levels below. For instance, being at Step 6 means you would get more than 70% of the items representing Step 5 correct.

The dotted line is often located lower on the scale than most of the questions used in the assessment. This is because when the computer is selecting questions it tries to find the point on the scale where the learner would correctly answer about half (50%) of the questions located at that level. Using this 50% criterion is the most efficient way to find the students overall achievement level. The dotted line on the other hand shows the location on the scale where they would get about 70% of the items located at that level correct.

PDF available at: http://www.literacyandnumeracyforadults.com/Assessment-for-Learning2/Literacy-and-Numeracy-for-Adults-Assessment-Tool/Assessment-Tool-Knowledge-Base-FAQs/Educator 9Possible reasons for incorrect response

A possible DAT for this type of question would be an activity to improve known facts such as multiplication tables.

10Learners response highlighted

Skill : 40 divided by 8 known facts/times tables11Possible reasons for incorrect response

Skill: Divide a number by 2 mentally and deal with the remainder. - 12Learners response highlighted

Analyse & Prioritise

Where are the knowledge gaps?Which strategies are highlighted multiple times? Which of the highlighted skills are required regularly in your course or vocation?What deliberate acts of teaching will support your learner to acquire those skills?

14

Reports in the ToolIn reality most tutors mainly looked at the group reports. This report tells us 75% of the class are at or below step 4. We have 4 at step 2. These would/should be referred to the LC.

Compare to the bar chart (summary report) and Progress reportThe box plot is a progress report. What will the next one look like if weve made progress with this group?What would the box plot look like for a group with no Literacy or numeracy needs?

16I am pretty comfortable calculating with whole numbers as long as they are not too big. I dont do fractions, decimals and percentages

Step Three ProfileLearner ProfilingWhat generalisations can we make about a learner who answers most Numeracy assessment questions at step 3?What can and cant we expect from a Step 3 problem solver?Now if you know that your step 3 learner still does not understand fractions decimals and percentages, then that would be an area where some DATS could be embedded.17Number Triangle

Costing Exercise in Cookery

19

Using a Visualiserhttp://play.op.ac.nz/video/Calculating-MER-for-dogs---understanding-how-to-find-and-use-the-right-formula/3a971578ea2e292f6a8c3681edf57879

Learning file

Learning File22Teaching

Content screensthe challenge of teaching something new (not just practicing known facts)

Format of modules:TeachScaffolded examplesPractice examplesApplied examples

About 20 screens in length take 20-30 minutes to complete.23Scaffold

Content screensthe challenge of teaching something new (not just practicing known facts)

Format of modules:TeachScaffolded examplesPractice examplesApplied examples

About 20 screens in length take 20-30 minutes to complete.24Practice & application

Work through a module.

Comment on:FeedbackSoundRange of interaction types25Choice

Work through a module.

Comment on:FeedbackSoundRange of interaction types26Gains in numeracy in some courses

The tail lifted in this group as well as the top end of the group.Lots of DATS to develop understanding of Place Value, fractions, decimals, percentages, units of measurement, rates, ratios, number work add, division etc27Negative gains?

Similar DATS as Cert Health but completely different picture.These results are very interesting. They suggest to me that the top half of the group have made less effort in the reassessment and the tail end hasnt changed. What does this tell us about the reliability of the tool?28Vocational Course

Travel and Tourism 2 out of 18 made gains in numeracy.29Vocational course with extra numeracy

Creative studies Average gain -12, 2/16 made gains.30Gains Whole Polytechnic

17.95% of Learning overall are making gains in numeracy. The proportion of students over 4 has grown, but the tail hasnt really lifted much.31Gains!!

We can show clear gains for writing. The courses where writing was assessed were the Foundation studies courses where writing is a focus. 32Issues

http://www.flickr.com/photos/gluglondon/4768190942/Students not turning up for assessments and reassessments

Students are reluctant to buy into additional L&N activities if they do not appear to be related to the course context33Issues continuedStudents not making an effort for the reassessment. Results in negative gains students going backwards?

http://www.flickr.com/photos/familymwr/4928600773/We have put a lot of time into chasing learners up, but do not manage to catch all learners in the initial assessment, particularly in distance programmes. Full participation in the final assessment is even harder to get the Assessment Tool remains high stakes for us, but not necessarily to our learners. Some are very strategic about what they put time and energy into).

Gains We see students making progress in their programme and practising literacy and numeracy skills through our embedding in their programme context. This does not necessarily translate into making gains in the Tool, particularly in semester long programmes. We are very nervous about any TEC intentions to attach funding to this.

34ConclusionsOn average about 15% of students make gains in L&N (regardless of deliberate attempts by us?)We are yet to find out what TEC expect from us. Is this figure acceptable to them?

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