Strategies: What are your broad strategies for literacy and numeracy?

Strategies (2)

You’ve had some time to think about your own context for teaching, and to look at what opportunities and constraints you’re facing.

Now you need to design at least two broad strategies that you intend to use for embedding literacy and numeracy into your programme.

These should be “big picture”, high-level strategies that apply across your whole programme. You should develop one for literacy and one for numeracy.

Remember, these are longer-term, broad strategies. We’ll get to the specifics soon when we talk about learning outcomes. These learning outcomes will apply to your project work. This project work takes you through Assessments 5, 6 and 7. Here’s a sneak preview:

5. BEFORE you teach: Using diagnostic assessment including the Literacy and Numeracy for Adults Assessment Tool

6. TEACHING: Planning and facilitating the kind of embedded activities that your learners need for your training.

7. AFTER you teach: Measuring learner progress

Ok… back to strategies and learning outcomes. Strategies next.

Developing programme-level strategies

So… how do you put together a programme-level strategy for embedding literacy or numeracy into your training?

Well, it’s easier than you might think. In this module, we’ll have a look at some examples of strategies and then we’ll take you through the process of developing them for your own context.

In the next module, we’ll zoom into the kind of learning outcomes that should inform your teaching. First, though, we’ll walk you through the process of writing a short summary of your programme strategies.

Author: Graeme Smith

Education, technology, design. Also making cool stuff...

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