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Evidence Guide: TAELLN801 - Analyse and apply adult literacy teaching practices

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

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

 

TAELLN801 - Analyse and apply adult literacy teaching practices

What evidence can you provide to prove your understanding of each of the following citeria?

Analyse and apply conceptual frameworks and theories underpinning literacy teaching

  1. Examine theories that inform adult literacy teaching and their application
  2. Identify frameworks and structures that apply to adult literacy delivery in vocational education and training (VET) contexts
  3. Investigate how adult learning principles contribute to an environment conducive to developing literacy skills
  4. Identify the range of provision for learning literacy in VET contexts
Examine theories that inform adult literacy teaching and their application

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify frameworks and structures that apply to adult literacy delivery in vocational education and training (VET) contexts

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Investigate how adult learning principles contribute to an environment conducive to developing literacy skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the range of provision for learning literacy in VET contexts

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Research literacy requirements of those participating in literacy provision

  1. Identify diversity of skills and backgrounds of those participating in literacy provision
  2. Identify range of learning goals of those participating in adult literacy provision
  3. Use validated frameworks to develop and evaluate learner LLN profiles
  4. Review own literacy skills and knowledge in relation to addressing the skill needs of others
Identify diversity of skills and backgrounds of those participating in literacy provision

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify range of learning goals of those participating in adult literacy provision

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use validated frameworks to develop and evaluate learner LLN profiles

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review own literacy skills and knowledge in relation to addressing the skill needs of others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select from a range of teaching approaches and learning resources to develop participants’ literacy skills and knowledge

  1. Evaluate teaching approaches that support the development of participants’ literacy skills and knowledge in authentic and relevant contexts
  2. Determine applicability of teaching approaches to specific needs, levels of literacy, learning styles, and context of those participating in literacy provision
  3. Examine learning resources from traditional, new and emerging technologies, that link to literacy learning outcomes and promote learner engagement with tasks and activities
  4. Evaluate materials relevant to social and cultural needs of those participating in literacy provision
Evaluate teaching approaches that support the development of participants’ literacy skills and knowledge in authentic and relevant contexts

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine applicability of teaching approaches to specific needs, levels of literacy, learning styles, and context of those participating in literacy provision

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Examine learning resources from traditional, new and emerging technologies, that link to literacy learning outcomes and promote learner engagement with tasks and activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate materials relevant to social and cultural needs of those participating in literacy provision

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply and evaluate strategies for teaching literacy skills and knowledge

  1. Devise activities that integrate literacy skills appropriate to specific needs, levels of literacy, learning styles, and context of those participating in literacy provision
  2. Devise and apply activities that integrate numeracy skills appropriate to specific needs, levels of literacy, learning styles and context of those participating in literacy provision
  3. Apply strategies to teach reading and writing skills at text, sentence and word levels
  4. Apply strategies to teach oral communication skills with a range of audiences
  5. Apply strategies to develop learning skills
  6. Use formal and informal monitoring to evaluate effectiveness of teaching strategies
Devise activities that integrate literacy skills appropriate to specific needs, levels of literacy, learning styles, and context of those participating in literacy provision

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Devise and apply activities that integrate numeracy skills appropriate to specific needs, levels of literacy, learning styles and context of those participating in literacy provision

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply strategies to teach reading and writing skills at text, sentence and word levels

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply strategies to teach oral communication skills with a range of audiences

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply strategies to develop learning skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use formal and informal monitoring to evaluate effectiveness of teaching strategies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select from a range of teaching approaches and learning resources to develop participants’ literacy skills and knowledge

  1. Evaluate teaching approaches that support the development of participants’ literacy skills and knowledge in authentic and relevant contexts
  2. Determine applicability of teaching approaches to specific needs, levels of literacy, learning styles, and context of those participating in literacy provision
  3. Examine learning resources from traditional, new and emerging technologies, that link to literacy learning outcomes and promote learner engagement with tasks and activities
  4. Evaluate materials relevant to social and cultural needs of those participating in literacy provision
Evaluate teaching approaches that support the development of participants’ literacy skills and knowledge in authentic and relevant contexts

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine applicability of teaching approaches to specific needs, levels of literacy, learning styles, and context of those participating in literacy provision

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Examine learning resources from traditional, new and emerging technologies, that link to literacy learning outcomes and promote learner engagement with tasks and activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate materials relevant to social and cultural needs of those participating in literacy provision

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

Elements

Elements describe the essential outcomes

Performance Criteria

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Analyse and apply conceptual frameworks and theories underpinning literacy teaching

1.1 Examine theories that inform adult literacy teaching and their application

1.2 Identify frameworks and structures that apply to adult literacy delivery in vocational education and training (VET) contexts

1.3 Investigate how adult learning principles contribute to an environment conducive to developing literacy skills

1.4 Identify the range of provision for learning literacy in VET contexts

2. Research literacy requirements of those participating in literacy provision

2.1 Identify diversity of skills and backgrounds of those participating in literacy provision

2.2 Identify range of learning goals of those participating in adult literacy provision

2.3 Use validated frameworks to develop and evaluate learner LLN profiles

2.4 Review own literacy skills and knowledge in relation to addressing the skill needs of others

3. Select from a range of teaching approaches and learning resources to develop participants’ literacy skills and knowledge

3.1 Evaluate teaching approaches that support the development of participants’ literacy skills and knowledge in authentic and relevant contexts

3.2 Determine applicability of teaching approaches to specific needs, levels of literacy, learning styles, and context of those participating in literacy provision

3.3 Examine learning resources from traditional, new and emerging technologies, that link to literacy learning outcomes and promote learner engagement with tasks and activities

3.4 Evaluate materials relevant to social and cultural needs of those participating in literacy provision

4. Apply and evaluate strategies for teaching literacy skills and knowledge

4.1 Devise activities that integrate literacy skills appropriate to specific needs, levels of literacy, learning styles, and context of those participating in literacy provision

4.2 Devise and apply activities that integrate numeracy skills appropriate to specific needs, levels of literacy, learning styles and context of those participating in literacy provision

4.3 Apply strategies to teach reading and writing skills at text, sentence and word levels

4.4 Apply strategies to teach oral communication skills with a range of audiences

4.5 Apply strategies to develop learning skills

4.6 Use formal and informal monitoring to evaluate effectiveness of teaching strategies

Required Skills and Knowledge

Elements

Elements describe the essential outcomes

Performance Criteria

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Analyse and apply conceptual frameworks and theories underpinning literacy teaching

1.1 Examine theories that inform adult literacy teaching and their application

1.2 Identify frameworks and structures that apply to adult literacy delivery in vocational education and training (VET) contexts

1.3 Investigate how adult learning principles contribute to an environment conducive to developing literacy skills

1.4 Identify the range of provision for learning literacy in VET contexts

2. Research literacy requirements of those participating in literacy provision

2.1 Identify diversity of skills and backgrounds of those participating in literacy provision

2.2 Identify range of learning goals of those participating in adult literacy provision

2.3 Use validated frameworks to develop and evaluate learner LLN profiles

2.4 Review own literacy skills and knowledge in relation to addressing the skill needs of others

3. Select from a range of teaching approaches and learning resources to develop participants’ literacy skills and knowledge

3.1 Evaluate teaching approaches that support the development of participants’ literacy skills and knowledge in authentic and relevant contexts

3.2 Determine applicability of teaching approaches to specific needs, levels of literacy, learning styles, and context of those participating in literacy provision

3.3 Examine learning resources from traditional, new and emerging technologies, that link to literacy learning outcomes and promote learner engagement with tasks and activities

3.4 Evaluate materials relevant to social and cultural needs of those participating in literacy provision

4. Apply and evaluate strategies for teaching literacy skills and knowledge

4.1 Devise activities that integrate literacy skills appropriate to specific needs, levels of literacy, learning styles, and context of those participating in literacy provision

4.2 Devise and apply activities that integrate numeracy skills appropriate to specific needs, levels of literacy, learning styles and context of those participating in literacy provision

4.3 Apply strategies to teach reading and writing skills at text, sentence and word levels

4.4 Apply strategies to teach oral communication skills with a range of audiences

4.5 Apply strategies to develop learning skills

4.6 Use formal and informal monitoring to evaluate effectiveness of teaching strategies

Evidence of the ability to:

analyse the literacy demands of a VET delivery context and the literacy needs of those participating in literacy provision with reference to national standards and frameworks

develop and evaluate learner profiles for at least 2 adult literacy learners using a range of resources and frameworks to capture relevant information incorporating diversity of skills, backgrounds and learning goals

plan a series of adult literacy teaching activities, comprising at least 5 sessions, for a specific VET context and learner group, integrating the macro skills of reading, writing, speaking and listening, and:

selecting and using a range of learning resources and teaching approaches to develop adult literacy skills based on adult learning principles and practices, and the identified needs of the learner group

documenting at least 2 reading and 2 writing activities and 2 speaking and listening activities to deliver within a sequence of adult literacy provision

deliver adult literacy teaching activities to at least 2 learners for a period of up to one hour each

use formal and informal monitoring techniques to evaluate effectiveness of teaching strategies.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

To complete the unit requirements safely and effectively, the individual must:

evaluate own literacy levels using the Australian Core Skills Framework (ACSF) and identify implications for the delivery of skills to others within a range of VET delivery contexts

explain how the diverse needs of those participating in literacy provision impact on the design of learning programs and the selection of learning resources

describe how aspects of applied linguistics have been used in the design of adult literacy activities to meet the needs of the learner group, incorporating:

code switching and use of non-standard Australian English

conventions of formal English in a range of genres and registers

text analysis

learner needs in a multilingual and multicultural learning environment

explain how at least 2 adult literacy teaching theories inform own teaching practice

explain how numeracy embedded within a literacy task can be addressed in a teaching activity.