Google links for TAELLN702A - Analyse and apply adult numeracy teaching practices

Elements and Performance Criteria

Analyse and apply conceptual frameworks underpinning numeracy teaching
Research numeracy requirements of those participating in numeracy provision
Select from a range of teaching approaches to develop participants' numeracy skills and knowledge
Select from a range of learning resources to develop participants' numeracy skills and knowledge
- Examine learning resources from traditional and new and emerging technologies, that link to numeracy learning outcomes and promote learner engagement with tasks and activities
- Evaluate materials relevant to social and cultural needs of those participating in numeracy provision
Apply and evaluate strategies for teaching mathematical skills and knowledge

Required Skills

evaluate a number of theories and teaching approaches in relation to those participating in numeracy provision

identify and analyse numeracy embedded in selected contexts

interpret information from pretraining assessments to identify and respond to learner needs goals skills and learning styles

communication skills to

facilitate discussions to encourage sharing of strategies and exploration of different solutions to problems

give clear explanations present concepts clearly and respond to questions effectively

vary teacher talk to adjust to the English language level of others

computer skills to teach

software packages such as numeracyspecific educational programs and spreadsheets

skills needed to use email SMS messaging and the internet

initiative enterprise and creativity to

devise select and vary teaching strategies

interpret numeracy theories in light of current practices

seek appropriate resources and materials

learning skills to maintain currency and relevance of knowledge

literacy skills to

analyse texts for teaching and learning purposes

read and interpret complex texts analyse theoretical viewpoints and form judgements

research current approaches to numeracy teaching

write complex texts that meet audience needs

numeracy skills to

communicate using formal and informal language symbolic and diagrammatic representations and conventions of mathematics

identify mathematical information and meaning in activities and texts

solve a range of numeracy problems within adult contexts

planning and organising skills to

identify relevant resources

monitor and evaluate participant progress

plan a sequence of learning activities consistent with a conceptual framework

problemsolving skills to

analyse identify and develop strategies to meet identified challenges

identify specific difficulties of those participating in numeracy provision

selfmanagement skills to maintain evidence of performance for a portfolio

Required knowledge

adult learning principles and practices as they apply to teaching numeracy

diverse needs of those participating in numeracy provision and learning resources to support them

formal and informal mathematical and general language including some specialised mathematical language and terminology

national standards such as

accredited course documentation

ACSF

Australian Qualifications Framework AQF

Australian Quality Training Framework AQTF

Training Packages

mathematical knowledge as required for teaching purposes minimum ACSF level

mathematical knowledge to analyse and articulate a problem at ACSF levels and including to

identify which operations are necessary

give possible approaches without necessarily being able to successfully solve the problem

range of numeracy provision in VET including higher level mathematics provision

role that mathematics plays in conveying information for example

critical appreciation of the place of mathematics in society

interplay between mathematics language context and the political social and cultural contexts within which the mathematics arises

relationship of teaching practice to theories that inform adult numeracy teaching such as

applied social theory for example mathematics and culture mathematics and gender

constructivism

critical literacy and numeracy

cultural use of specific mathematics

functionalism

variables that interact to determine the level of difficulty of numeracy tasks

complexity of mathematical information or data

type of operation or skill

expected number of operations

kind of information included for example how relevant it is to the task

type of match problem transparency

Evidence Required

The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria required skills and knowledge range statement and the Assessment Guidelines for the Training Package

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the ability to

analyse frameworks theories and teaching approaches that underpin the teaching of adult numeracy demonstrating a significant depth of knowledge which has been applied to analyse the numeracy needs of those participating in numeracy provision

select appropriate learning resources

select and apply adult numeracy teaching strategies appropriate to learner needs and delivery context

evaluate effectiveness of teaching strategies

Context of and specific resources for assessment

Assessment must ensure access to

a suitable workplace environment

research about profiles of those participating in numeracy provision

wide range of resources about adult numeracy theories and approaches

resources to support numeracy teaching

Assessment must also ensure the use of culturally appropriate processes and techniques appropriate to the language literacy and numeracy capacity of the candidate and the work being performed

Method of assessment

A range of appropriate assessment methods should be used to determine competency The following examples are appropriate for this unit

direct observation or video recording of candidates language literacy and numeracy practice

evaluation of a portfolio of evidence comprising

learner responses and feedback

personal reflections

planning notes

preparation such as detailed session plans learning activities and assessment tools

samples of resources

review of work samples which may include session plans units of work resources assessment tasks evaluations and other work documents

questioning to establish required knowledge

review of thirdparty reports

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector workplace and job role is recommended for example

TAELLNA Analyse and apply adult literacy teaching practices

TAELLN701A Analyse and apply adult literacy teaching practices

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TAELLN704A Implement and evaluate delivery of adult language, literacy and numeracy skills.

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Adult learning principles may include:

acknowledging impact of cultural differences and attitudes on learner autonomy

assisting learners with a fear of mathematics or numeracy to overcome that anxiety

assisting learners to assume increasing responsibility for defining their learning objectives, planning their learning and evaluating their progress

assisting learners to use learning resources, including new technologies

creating a supportive environment to encourage efforts to change and to take risks with new numeracy learning

encouraging learners to draw on their life experience and world knowledge to make meaning from numbers

encouraging learners to reflect on ways numeracy skills can empower

explaining mathematical theories and concepts by linking to learners' existing knowledge

reinforcing learners' view of themselves as learners and doers, by providing for progressive mastery

selecting tasks and content in learning resources appropriate to adult learners

supporting learners to make links between the development of their numeracy skills and other areas of importance to them

using experiential, participative and project-based instructional methods.

Range of provision may include:

community programs integrating numeracy into activities

numeracy integrated into financial literacy or money management programs

numeracy integrated into other VET programs

numeracy integrated into workplace activities, for example in Workplace English Language and Literacy (WELL) programs

stand-alone adult numeracy classes, or those integrated into literacy classes

tuition from teachers of higher level mathematics.

Diversity may include:

individual characteristics, for example:

culturally and linguistically diverse backgrounds with differing experiences of learning mathematics

low levels of formal schooling

physical, intellectual, learning or socio-emotional disabilities that impact on learning

'spiky profiles', where numeracy skill levels are different from literacy or oral communication skill levels

effects of socioeconomic factors

where skills in numeracy limit ability to achieve goals

range in individual's numeracy skills in relation to established frameworks such as ACSF, Training Package requirements and accredited course levels

range of motivation that leads adults to seek numeracy provision.

Learning goals may include:

completing equivalent to compulsory schooling in Australia

completing VET course

gaining employment

improving ability to make informed financial decisions and interact with financial institutions

interacting with family and community

maintaining current job or managing promotion to next level

pursuing own interests.

Researching the required mathematical knowledge may include:

analysing tasks and texts for teaching and learning purposes to establish the required numeracy skills

analysing tasks and texts to identify their level of difficulty

examining mathematical terminology

interpreting requirements of training products and texts in wider use.

Mathematical skills and knowledge may include:

data and statistics:

gathering and organising data

interpreting and presenting data

understanding everyday probability and chance events and terminology

measurement:

length, mass (weight), volume, temperature and time

estimating, measuring and comparing objects using formal and informal methods

recognising and identifying relationships between attributes

selecting and using appropriate units of metric measurement

number:

counting and numeration, including place value

whole numbers, fractions, decimals and percentages

computation and applying number

computation and estimation

identifying number patterns and relationships

simple ratio and scale

space and location:

recognising and identifying shapes and objects

symmetry relevant to common shapes

reading and interpreting location in relation to maps and street directories

calculating simple area, perimeter and simple angles of different shapes.

Teaching approaches may include:

a range of classroom activities delivered:

to individuals

in small groups

to a whole group

bilingual approaches or peer support where individuals have low levels of English language

drawing on range of supports to learning, such as assistive technology

encouraging use of own life experiences to illustrate and clarify learning

modelling numeracy operations

projects and investigations

referring to other educational and community services for support, including for higher level mathematics

sequencing activities to reflect increasing level of skill development

using a variety of learning modalities, including:

visual

kinaesthetic

sensory

using a variety of learning resources, including:

using strategies to overcome the effects of numeracy and number anxiety

verbal-based approaches, such as discussions and 'questions and answers' to explore, plan, generalise, hypothesise, test ideas and form conclusions

verbalising processes to establish linkages between language of mathematics and operations, symbols and key words.

Issuesarising from numeracyteaching role may include:

areas that involve higher level mathematical skills and knowledge (at or above ACSF level 4)

knowledge of application of numeracy in particular contexts, such as a particular workplace or vocational application.

Appropriate persons may include:

those with higher level mathematical knowledge

those with knowledge of specific applications

those who use numerical information for other purposes, such as workplace supervisor managing and reporting on outputs.

Learning resources may include:

bilingual and multicultural resources

calculators, graphic calculators and abacus

computer-based delivery, software applications, educational software and CDs

everyday household and realia / authentic materials, for example:

newspapers and magazines

utility bills, bank statements and information leaflets

shopping and advertising materials

goods and materials, including foodstuff, packaging and containers

domestic measuring equipment, such as scales, cups, builder and dressmaker tapes, clocks, watches and calendars

local maps, plans and street directories

online resources, including websites

resources drawn from a workplace or vocational environment

technology used in everyday life, such as:

automated teller machines (ATMs) and EFTPOS

ticket machines

internet and telephone banking.

Levels of difficulty include:

analysing variables that underpin numeracy tasks, such as:

complexity of mathematical information

type of operation or skill

expected number of operations

kind of information included, for example how relevant it is to the task

type of match / problem transparency

drawing on sample activities from levels 1 to 3 of the ACSF.

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TAELLN702A - Analyse and apply adult numeracy teaching practices

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Elements and Performance Criteria

Required Skills

Evidence Required

Range Statement