Demands: Thinking deeper about your big picture numeracy demands


Knowing the demands (12)

Time to do some work

Let’s pause here again. Here’s what you need to do next:

  • Download the worksheet for numeracy, or use the chart below to get started on mapping the big picture numeracy demands for your situation.
  • As you did for literacy, say what each numeracy progression is in plain English and then rate it for importance for you. Justify your rating.
  • Then if you’ve rated a progression as important, say which tasks, calculations or what kind of work is affected. This might include work in the classroom or more practical work in other kinds of environments.

This task is not assessed, but it will help with the first part of your assessment.

Again, make sure that you keep your notes. You’ll need them for when you write up your answers in the assessment.

What are key N progressions?What are key N progressions continued?

Writing up the big picture numeracy demands

Make sure you keep your notes as you’ll want to refer to them when you write up your answers to the first part of Assessment 3.

In your assessment template, in section 3.2 you’ll need to identify the top two overall numeracy skill demands for your teaching.

Don’t forget that at this stage we are just interested in the strands and progressions that are relevant – in broad terms – to your teaching programme.

You’ll need to answer the following questions:

  • Why are these numeracy skill areas so demanding?
  • What does this affect?
  • What does this mean for learners?
  • What does this mean for teaching?
  • What does this mean for programme design?

If you’ve done enough thinking about this and you want to skip ahead to the assessment module and get started on section 3.2 you can. Just make sure you download and save the assessment template. Then come back to here when you’re ready for the next stage.

Like last time, if you want a bit more time to think about this, you can download the questions and some prompts as a worksheet here. The questions are the same as in your assessment template in section 3.2. The worksheet looks like the image below.

Screenshot 2017-03-20 09.45.26

Does Anyone Have Spare Copies Of The Adult Numeracy Progressions?


Num Progs

This is an appeal…! Do you have spare printed copies of this book? This is the Learning Progressions for Adult Numeracy.

If you have spare hard copies that are unused… just lying around propping up a desk, for example… we’d like to use them.

I know I can access the PDFs… just looking for any used printed copies.

Please email us on assess@alec.ac.nz if you do… Thanks and regards from Graeme and the ALEC team.

Using the Speak to Communicate Progression to Assess Confidence


speak to commThis is a bit rough and ready, but I wanted to get down some thoughts on using the Speak to Communicate Strand that have been rattling around in my head for a while now.

Here’s the problem

  • Lots of tutors and trainers notice an increase in the levels of learner confidence that they see over time with regards to speaking and communicating, but they don’t know how to measure this or talk about it in a robust way.

For example, from a classroom training point of view, if you’re working with a group, particularly if the group includes older adult students who don’t speak English as a first language, and you notice that many are withdrawn, shy, won’t make eye contact, struggle to participate and so on, you’re likely to make at least a mental note that they are lacking in confidence.

From an employer’s perspective, you might observe that some workers dislike making small talk on the factory floor, or actually hide behind pieces of machinery so that they don’t have to engage in any kind of interaction.

Another scenario, might be that a trainee cannot deliver a clear set of instructions or tell another person a procedure for how to do something.

Here’s a possible solution

The Learning Progressions that we work with in New Zealand for determining the literacy and numeracy demands and assessing learner proficiency provides a way to describe and work with learners’s abilities for speaking (just as it does for reading and numeracy).

Speaking is not part of the focus of the TEC’s Literacy and Numeracy for Adults Assessment Tool, so it tends to get sidelined. However, most trainers, tutors, and employers would agree that listening and speaking are critical in the classroom and workplace.

This is probably doubly important for employers as it’s something that is visible to them in terms of the sometimes limited interactions that they might have with workers and employees.

I think that we can look at the Speak to Communicate strand and incorporate our ideas of “confidence” in a way that makes sense for both trainers, learners, and employers (and the TEC).

Here’s what I suggest:

  1. Start with the actual speaking and listening scenarios or tasks that people really have to do. Here’s a couple for starters below. Brainstorm some that are generic and some that are site or context specific:
    1. Introduce yourself to others
    2. Discuss a workplace issue or concern that relates to an area that you are familiar with.
    3. Discuss a workplace issue or concern that relates to an area that you are not familiar with.
    4. Deliver a short presentation to a manager outlining possible changes or improvements to workflow.
  2. Map the speaking demands using the Speak to Communicate strand and progressions. If you’re doing this work, you should have done the NCALNE (Voc) training and have a good idea on how to do this already. The image above is not meant to replace the actual strand, but I scribbled out some of the key words in each step as a way of getting a very rough and ready analysis of certain kinds of scenarios. Don’t take my word for it – go and look at the whole strand, but for example:
    1. introduce yourself to others: Step 1 – 2
    2. Discuss a workplace issue or concern that relates to an area that you are familiar with: Step 2 – 3
    3. Discuss a workplace issue or concern that relates to an area that you are not familiar with: Step 3 – 4
    4. Deliver a short presentation outlining possible changes or improvements to workflow: Step 5 – 6
  3. Come up with real samples and examples of the actual language you’d expect to hear for each scenario (like you would when creating a judgement statement for an assessment schedule for NZQA purposes). Create your own master guide for each scenario showing the kinds of language that you’re expecting and how much of it you need to hear before you can make a judgement that the learner is confident in relation to that particular aspect of the interaction.
  4. Use a “Confidence” traffic light system for each relevant step for each scenario that you’re assessing. Probably, I need to expand on this somewhere, but here’s what I mean in a nutshell: For each relevant step that relates to a particular scenario you can assess your learner as follows:
    1. Red: Not confident
    2. Amber: Developing confidence in this area
    3. Green: Can do this with confidence
  5. Summarise the results if you need to report to an employer or manager. You don’t need to give everyone all of the detail, but it is important to work from a system that is part of what we’re already using, i.e. the Learning Progressions. This avoids coming up with a new system based on flakier measures of confidence that aren’t tied to actual learner performance of specific tasks.And then when it comes to reporting to employers or managers you can say things like this:

“We measure speaking proficiency and confidence on a scale of 1 to 6 steps with 1 relating to simple, formulaic interactions like greetings and 6 relating to more extended, complex work-related interactions like a short presentation.

When Jones started our training he was only able to handle low level speaking tasks at steps 1 and 2 with any kind of confidence.

In the last 6 months we’ve seen him develop his knowledge of work related vocabulary, express his own point of view about different issues, and speak about less familiar topics including health and safety concerns.

This means he’s now between steps 3 and 4 and can handle some more complicated work-related speaking activities with confidence.

By the end of the training he should be able to deliver a short formal presentation as well as give verbal instructions relating to some of our key standard operating procedures (SOPs).

At this point he will have shifted to step 5 and 6.”

Hat tip: Dave Curtis