Strategies: What are your opportunities & constraints?

Strategies (1).jpg

In order to develop some working strategies for embedding literacy and numeracy, you need to do an analysis of opportunities and constraints.

This means looking at the opportunities that might be in front of you for embedding, but also what the potential roadblocks or barriers are as well.

As part of this, we need you to think about practices or process inside your organisation that will either help or hinder you.

As you write up your responses, we’d like you to describe concrete examples of what you’re thinking about.

So… you need to:

  • Identify and summarise what you see as the most important opportunities and constraints for embedding literacy and numeracy within your context.
  • Provide examples or illustrations from your experience

Here are the questions you’ll need to answer:

  • What are some of the main constraints or barriers you’re facing?
  • What are some organisational practices or processes that impact on your teaching? These can be positive or negative.
  • What are the opportunities to contextualise the learning and teaching?
  • Are there any other opportunities?

If you feel that you can answer these right now, feel free to skip to this section in your assessment template.

If you want to have more of a think about it, Download our worksheet and let’s spend some time brainstorming. The worksheet questions are similar to what you’ll find in the assessment template. You can use the worksheet to make some notes as you think about your response.

Here are the questions. Think about your answers and record your thoughts on the worksheet. Keep your notes so you can write them up later in the assessment template.  

Constraints and barriers

  • What’s the main thing that makes this work difficult for you?
  • What else gets in the way of you providing the kind of embedded literacy and numeracy teaching that your learners need?
  • Are there any other barriers you can think of?

Organisational impact

  • Are there any practices or processes inside your organisation that impact the content or the teaching in a positive way?
  • What about organisational practices or processes that impact your teaching in a negative way?
  • Is there any other kind of organisational impact that you can think of?

Opportunities to contextualise the learning and teaching

  • What are some of the opportunities you see to really contextualise the literacy and numeracy learning?
  • Out of these, what would you call the “low hanging fruit”? In other words, which opportunities would be easiest to tackle first.
  • Are there any ideas for contextualising the learning that you’ve had floating around in your head for a while that you’d like to explore?
  • What do you have to teach anyway in the next few weeks or months that might be good to focus on?

Other opportunities

  • Aside from contextualising the learning in new and better ways, can you think of any other related opportunities that might present themselves during the project work for this course?

Author: Graeme Smith

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

Leave a Reply