The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!
From the Wiki University
What evidence can you provide to prove your understanding of each of the following citeria?
Analyse and apply conceptual frameworks underpinning numeracy teaching
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Examine theories that inform adult numeracy teaching and their application Completed |
Evidence:
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Identify relevant frameworks and structures Completed |
Evidence:
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Apply adult learning principles to teaching numeracy Completed |
Evidence:
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Identify and review range of provision for learning numeracy in VET contexts Completed |
Evidence:
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Research numeracy requirements of those participating in numeracy provision
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Identify diversity of skills and backgrounds of those participating in numeracy provision Completed |
Evidence:
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Identify range of learning goals of those participating in numeracy provision Completed |
Evidence:
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Identify numeracy embedded in everyday life, training and workplace tasks Completed |
Evidence:
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Research the mathematical knowledge required to meet the needs of the numeracy provision Completed |
Evidence:
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Review own mathematical skills and knowledge in relation to required skills and knowledge and seek assistance of mathematics or technical specialist where required Completed |
Evidence:
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Select from a range of teaching approaches to develop participants' numeracy skills and knowledge
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Evaluate teaching approaches that identify mathematical information and meaning in authentic and relevant contexts and teach mathematical terminology and language Completed |
Evidence:
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Evaluate teaching approaches that incorporate reasoning, problem-solving and estimation activities Completed |
Evidence:
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Determine the applicability of different teaching approaches to specific needs, levels of numeracy, learning styles, and context of those participating in numeracy provision Completed |
Evidence:
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Refer any issues arising from numeracy teaching role to appropriate person(s) Completed |
Evidence:
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Select from a range of learning resources to develop participants' numeracy skills and knowledge
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Examine learning resources from traditional and new and emerging technologies, that link to numeracy learning outcomes and promote learner engagement with tasks and activities Completed |
Evidence:
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Evaluate materials relevant to social and cultural needs of those participating in numeracy provision Completed |
Evidence:
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Apply and evaluate strategies for teaching mathematical skills and knowledge
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Devise activities that integrate literacy skills appropriate to specific needs and context of those participating in numeracy provision Completed |
Evidence:
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Review and apply strategies to teach number, measurement, space and location, and data and statistics, appropriate to identified knowledge and level of difficulty Completed |
Evidence:
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Examine and apply strategies to develop learning skills Completed |
Evidence:
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Use formal and informal monitoring to evaluate effectiveness of teaching strategies Completed |
Evidence:
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