Download ppt - Learner perceptions of a focus on embedded literacy and numeracy Data from the developmental evaluation presented by Ann Harlow Literacy and Numeracy Symposium

Learner perceptions of a focus on embedded literacy and numeracy

Data from the developmental evaluationpresented by Ann Harlow

Literacy and Numeracy Symposium – 16 July 2010

Today’s presentation

Learner voices:

Who we are

Literacy and numeracy skills

Teaching strategies we like

What helps us to learn

Our frustrations

Our suggestions

Literacy and Numeracy Symposium – 16 July 2010© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO 2

ITP learners PTE learners


Literacy skills - ITP students• Word lists

• Skim reading and note taking

• Pulling out key points, planning and writing an essay

• Relating to clients face-to-face and on the telephone

• Using a mnemonic to remember a word, breaking a word into parts to remember them.

• Using mind maps

• Formal language, business letter/memo writing, formatting, report writing, researching

• Using paragraphs

Literacy and Numeracy Symposium – 16 July 2010© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO 4The Ung 3105

Hamilton, New Zealand

0800 WAIKATO

www.waikato.ac.nz

Literacy skills – PTE students• Word lists

• Skim reading and note taking

• Analysing and summarising

• Punctuation, writing a CV on the computer

• Writing in Facebook, using spell check

• Using PowerPoint, Excel ,manipulating & formatting text, Learning computing features and functions, as well as terms and their meanings

• Grammar, improved reading & writing skills in English, learning to understand the NZ accent & pronunciation of Mäori words


Acknowledging students’ abilities

•Student interviews

•Entry level testing

•Class introductions

•Ongoing assessment on a regular basis

• Icebreaker activities

- useful to reduce stress

- interesting to learn about other cultures

- help us to gain confidence in public speaking


Literacy teaching strategies recalled by ITP students

•Role plays

- helped us to understand the relevance of learning certain skills

•Games, card games

- fun way to learn new words, terms, and meanings

•Use of technology (Moodle, cellphones)

- made learning seem easy

•Use of diagrams to complement words and written instructions

- easier to learn and remember Literacy and Numeracy Symposium – 16 July 2010© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO 7

Literacy teaching strategies recalled by PTE students

• Working in groups, helping each other

• Reporting back to tutor/class, course evaluations

• One-to-one assistance from tutor

• Tutor modelling activities, explanation in own words

• Worksheets, glossaries, journal writing, role plays

• Use of ICT, internet websites, audio tapes, visual learning

• Learning in context, visitors coming to class

• Being given time to complete work, no pressure


Numeracy skills – ITP students• Measuring angles, volume, different amounts (ratios) of colour - hairdressing

• Times tables, measurement of cooking ingredients – employment skills

• Measuring circumference, volume - science and health, automotive engineering

• Body measurements- fashion

• Calculating GST, discounts- business

• Decimals, trigonometry, measuring space - electrical engineering, carpentry

• Fractions, understanding time signatures, different ways to count the beats in a bar - music


Numeracy skills – PTE students

• Learning that calculations are in the everyday - accounting

• Finding and using the calculator on a cell phone, money handling – how to use the till and a cash register, to give the correct change - retailing

• Estimating a measurement – the thickness of the metal, using a knowledge of angles in the use of equipment - welding

• Learning times tables, long multiplication, brainteasers - employment skills

• Learning how to work out percentages, decimals and fractions - Getting Ahead Kit 2 Challenge Book


Numeracy teaching strategies recalled by ITP students

• Card games

• Use of everyday containers

• Learning skills in context

• Just-in-time learning on a ‘need to know’ basis

• Repetition

• Applying knowledge in different situations

• Learning alternative ways of doing things

• Use of visual tools

• Other innovative tools


Numeracy teaching strategies recalled by PTE students

•Use of ICT – cell phones, Internet

• In context learning – cash register, correct change

•Games - brainteasers

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Experiences that reinforced the learning for ITP studentsWork placement – learnt to work independently and show initiative

Classroom visitors – motivated and showed students where their learning was heading

Research assignment – relevant to student needs

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ITP students liked teachers who…

• Balanced talents in the class with group learning

• Were enthusiastic, organised and coherent teachers – using student–centred activities and lessons that built on previous learning

• Taught the theory before practical – helped students to apply theory

• Modelled activities – helped students to see the learning in action

• Told true stories from their own experience – made content easier to learn – a hook into the learning


What helps us to learn - ITP students

• Glossaries of words with their meanings

• ‘Word of the Day’

• Tutors presenting information step-by step

• Students working together in small groups

• Tutors’ office hours

• Support classes for catching up

• Work posted on Moodle/Blackboard

• Extra weekly tutorials

• Personal study and repetition


What helps us to learn - PTE students• Use of acronyms to remember vocational jargon

• Personal study

• Tutor explaining something in a different way

• Relaxed attitude of tutors towards timing of completion of tasks

• Being given the freedom of personal decision making, e.g. to use cell phone in class

• Tutor modelling activity

• Use of visual diagrams and pictures

• The removal of disruptive students


Frustrations experienced by ITP students

• Difficult words and meanings for words

• Complicated processes that needed to be remembered

• Essay writing

• Too much content

• Mature students keeping up with younger students

• Reluctant learners disrupting or slowing down the class and not participating in group work

• The cost of student ‘kit’ expected in some courses


Frustrations experienced by PTE students

• Writing ‘properly’

• Keeping up with faster students

• Not having Internet access at home

• Vocational jargon / vocabulary

• Grammar

• Understanding the questions being asked

• Disruptive students


Ideas for improvements – ITP students

• Employ animated, enthusiastic teachers who know their subject well, make it clear to students where their learning is headed and who can make teaching interesting

• Make the work practical and relevant

• Make use of different resources

• Do not ‘dumb down’ coursework to cater for tardy or reluctant students

• Bring in outside experts in the field to inspire students

• Involve students by asking questions, and asking for feedback, but do not take advantage of student help

• Keep equipment well maintained and upgradedLiteracy and Numeracy Symposium – 16 July 2010© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO 19

Ideas for improvements – PTE students

• Provide templates for writing

• Better computers in class

• Better recreational facilities

“I reckon she’s doing a great job. Not only is she a good teacher, but she makes learning easier and also fun, which is good because it makes our learning environment a good one, and students are always happy…well, that’s when she is.”


ITP students’ PTE students’aspirations aspirations


DETERMINATION

19 April 2023© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO 22

I can do this!