One of the key understandings of The Tertiary Education Commission's Theoretical Framework for Strengthening Literacy and Numeracy is that adult learners develop their literacy and numeracy most effectively in contexts that have meaning to them. As learners develop their expertise, their increasing awareness of their knowledge and skills allows them to apply them in a wide range of contexts. Learning is more easily transferred where learners are aware of the “underlying principles, patterns and relationships” within content (Gillespie, 2002). Learners are also more likely to gain transferable knowledge when the instruction is meaningful. Instruction is meaningful for learners when it is engaging and the tasks enable learners to see that their learning will be of use to them in their everyday lives.
Another of the key understandings is that successful approaches to embedding literacy and numeracy clearly link literacy, numeracy and vocational components of the course. Research into effective embedded literacy and numeracy approaches demonstrates that to be effective, literacy and numeracy support needs to be delivered as it is required for the instructional or vocational task at hand (Bates, 2005). This ensures that the learning is relevant and learners can link it to what they are doing.
The challenges with meeting the literacy and numeracy needs of the learners come from the disparate levels that the students begin their study with. Many students are reluctant to receive extra learning support because of negative experiences in school and not wanting to be targeted as been different from the others in the group. Anxiety affects their learning, particularly if they have experienced previous failure at school or have low levels of confidence.
Another challenge is preparing the students for employment or further study at the end of the programme. Due to the nature of the programme, the students are interested in different fields of employment and avenues of further study. Some students need to have appropriate skill level to enter Level 4 trades programmes, some require more focus on academic writing preparation for courses such as Social Sciences.
Careers NZ states that according to Business NZ, among the top 10 skills employers look for are literacy and numeracy skills. If we can adequately prepare our graduates they will possibly stand a better chance of gaining employment and will have better success coping with the literacy and numeracy demands of the workplace.
References
Careers NZ The 10 skills most valued by employers. Retrieved from:
Another of the key understandings is that successful approaches to embedding literacy and numeracy clearly link literacy, numeracy and vocational components of the course. Research into effective embedded literacy and numeracy approaches demonstrates that to be effective, literacy and numeracy support needs to be delivered as it is required for the instructional or vocational task at hand (Bates, 2005). This ensures that the learning is relevant and learners can link it to what they are doing.
The challenges with meeting the literacy and numeracy needs of the learners come from the disparate levels that the students begin their study with. Many students are reluctant to receive extra learning support because of negative experiences in school and not wanting to be targeted as been different from the others in the group. Anxiety affects their learning, particularly if they have experienced previous failure at school or have low levels of confidence.
Another challenge is preparing the students for employment or further study at the end of the programme. Due to the nature of the programme, the students are interested in different fields of employment and avenues of further study. Some students need to have appropriate skill level to enter Level 4 trades programmes, some require more focus on academic writing preparation for courses such as Social Sciences.
Careers NZ states that according to Business NZ, among the top 10 skills employers look for are literacy and numeracy skills. If we can adequately prepare our graduates they will possibly stand a better chance of gaining employment and will have better success coping with the literacy and numeracy demands of the workplace.
References
Careers NZ The 10 skills most valued by employers. Retrieved from:
Bates, S. (2005). Integrating Literacies: The CAVSS approach. Reflect, 26–27.
Gillespie, M. K. (2002a). EFF Research Principle: A Contextualized Approach to Curriculum and Instruction. Washington, DC: National Institute for Literacy.
Tertiary Education Commission (2009) Strengthening Literacy and Numeracy: Theoretical Framework
Michelle you have mentioned the challenges for meeting the L & N needs of your students, and the evidence that students need to build their L & N skills in contexts that are relevant. This is all good.
ReplyDeleteSo finish off this post by reflecting on whether you actually do this, and whether it overcomes the challenges that you mention. As mentioned on the portfolio, you could critique the whole concept of diagnostic testing and the effects on your students' learning since it seems to induce anxiety and as a result probably affects their self-efficacy.
You could also refer to the strategies that you mention on the portfolio using a hyperlink. For example, say something like...to overcome these challenges, I use a variety of strategies to embed L & N as described : on my portfolio.
So the main thing you need to do is to make more connections between what you are posting on here and collecting in your ePortfolio, and reflect directly on your actual experiences, explaining why something is working well or not working well. Why you do what you do, and why things might need to change.