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Evidence Guide: TAELLN802 - Analyse and apply adult numeracy 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

 

TAELLN802 - Analyse and apply adult numeracy 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 numeracy teaching

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review range of provision for learning numeracy in VET contexts

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Research numeracy requirements of those participating in numeracy provision

  1. Identify diversity of skills and backgrounds of those participating in numeracy provision
  2. Identify range of learning goals of those participating in numeracy provision
  3. Use validated frameworks to develop and evaluate learner profiles
  4. Review own mathematical skills and knowledge in relation to addressing the skill needs of others and seek assistance from mathematics or technical specialist where required
Identify diversity of skills and backgrounds of those participating in numeracy provision

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify range of learning goals of those participating in numeracy provision

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use validated frameworks to develop and evaluate learner profiles

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review own mathematical skills and knowledge in relation to addressing the skill needs of others and seek assistance from mathematics or technical specialist where required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

  1. Evaluate teaching approaches that identify mathematical information and meaning in authentic and relevant contexts and teach mathematical terminology and language
  2. Evaluate teaching approaches that incorporate reasoning, problem-solving and estimation activities
  3. Determine the applicability of teaching approaches to specific needs, levels of numeracy, learning styles, and context of those participating in numeracy provision
  4. Identify where assistance from mathematics or technical specialists may be needed to address higher level mathematical skills or the application of numeracy in a specific vocational context
  5. Examine learning resources from traditional, new and emerging technologies that link to numeracy learning outcomes and promote learner engagement with tasks and activities
  6. Evaluate materials relevant to social and cultural needs of those participating in numeracy provision
Evaluate teaching approaches that identify mathematical information and meaning in authentic and relevant contexts and teach mathematical terminology and language

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate teaching approaches that incorporate reasoning, problem-solving and estimation activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify where assistance from mathematics or technical specialists may be needed to address higher level mathematical skills or the application of numeracy in a specific vocational context

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Examine learning resources from traditional, new and emerging technologies that link to numeracy 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 numeracy provision

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply and evaluate strategies for teaching numeracy skills and knowledge

  1. Devise activities that integrate literacy skills appropriate to specific needs and context of those participating in numeracy provision
  2. Apply strategies to teach number, measurement, space and location, and data and statistics, appropriate to identified knowledge and level of difficulty
  3. Examine and apply strategies to develop learning skills
  4. Use formal and informal monitoring to evaluate effectiveness of teaching strategies
Devise activities that integrate literacy skills appropriate to specific needs and context of those participating in numeracy provision

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply strategies to teach number, measurement, space and location, and data and statistics, appropriate to identified knowledge and level of difficulty

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Examine and 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’ numeracy skills and knowledge

  1. Evaluate teaching approaches that identify mathematical information and meaning in authentic and relevant contexts and teach mathematical terminology and language
  2. Evaluate teaching approaches that incorporate reasoning, problem-solving and estimation activities
  3. Determine the applicability of teaching approaches to specific needs, levels of numeracy, learning styles, and context of those participating in numeracy provision
  4. Identify where assistance from mathematics or technical specialists may be needed to address higher level mathematical skills or the application of numeracy in a specific vocational context
  5. Examine learning resources from traditional, new and emerging technologies that link to numeracy learning outcomes and promote learner engagement with tasks and activities
  6. Evaluate materials relevant to social and cultural needs of those participating in numeracy provision
Evaluate teaching approaches that identify mathematical information and meaning in authentic and relevant contexts and teach mathematical terminology and language

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate teaching approaches that incorporate reasoning, problem-solving and estimation activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify where assistance from mathematics or technical specialists may be needed to address higher level mathematical skills or the application of numeracy in a specific vocational context

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Examine learning resources from traditional, new and emerging technologies that link to numeracy 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 numeracy 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 numeracy teaching

1.1 Examine theories that inform adult numeracy teaching and their application

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

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

1.4 Review range of provision for learning numeracy in VET contexts

2. Research numeracy requirements of those participating in numeracy provision

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

2.2 Identify range of learning goals of those participating in numeracy provision

2.3 Use validated frameworks to develop and evaluate learner profiles

2.4 Review own mathematical skills and knowledge in relation to addressing the skill needs of others and seek assistance from mathematics or technical specialist where required

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

3.1 Evaluate teaching approaches that identify mathematical information and meaning in authentic and relevant contexts and teach mathematical terminology and language

3.2 Evaluate teaching approaches that incorporate reasoning, problem-solving and estimation activities

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

3.4 Identify where assistance from mathematics or technical specialists may be needed to address higher level mathematical skills or the application of numeracy in a specific vocational context

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

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

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

4.1 Devise activities that integrate literacy skills appropriate to specific needs and context of those participating in numeracy provision

4.2 Apply strategies to teach number, measurement, space and location, and data and statistics, appropriate to identified knowledge and level of difficulty

4.3 Examine and apply strategies to develop learning skills

4.4 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 numeracy teaching

1.1 Examine theories that inform adult numeracy teaching and their application

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

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

1.4 Review range of provision for learning numeracy in VET contexts

2. Research numeracy requirements of those participating in numeracy provision

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

2.2 Identify range of learning goals of those participating in numeracy provision

2.3 Use validated frameworks to develop and evaluate learner profiles

2.4 Review own mathematical skills and knowledge in relation to addressing the skill needs of others and seek assistance from mathematics or technical specialist where required

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

3.1 Evaluate teaching approaches that identify mathematical information and meaning in authentic and relevant contexts and teach mathematical terminology and language

3.2 Evaluate teaching approaches that incorporate reasoning, problem-solving and estimation activities

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

3.4 Identify where assistance from mathematics or technical specialists may be needed to address higher level mathematical skills or the application of numeracy in a specific vocational context

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

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

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

4.1 Devise activities that integrate literacy skills appropriate to specific needs and context of those participating in numeracy provision

4.2 Apply strategies to teach number, measurement, space and location, and data and statistics, appropriate to identified knowledge and level of difficulty

4.3 Examine and apply strategies to develop learning skills

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

Evidence of the ability to:

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

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

plan a series of adult numeracy teaching activities, comprising at least 5 sessions, for a specific VET context and learner group, including:

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

documenting at least 4 numeracy activities from at least 2 different areas of mathematics to deliver within the sequence of numeracy provision

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

use formal and information 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 numeracy 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

identify specific areas of own mathematical skills and knowledge where assistance may be required from mathematical and technical specialists

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

describe how specific teaching approaches have been used in the design of adult numeracy activities to meet the needs of the learner group

describe at least 2 theories that inform adult numeracy teaching and how they influence methods used in own teaching practice of numeracy, incorporating:

mathematics and gender

constructivism

critical numeracy

cultural use of specific mathematics

functionalism

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