Three themes underpin the teaching and learning process for the participants of this module in their practice with their own learners. They are:
- Knowing the demands of texts, tasks , situations or problems that learners encounter
- Knowing the learner – what a learner can do already, in order to determine the next learning steps: this includes the use of assessment activities
- Knowing what to do to help learners move on to the next steps (This includes the use of teaching and learning activities).
The learning activities for the 10 credit special topic/module of the GCTLT will be linked to these three processes.
Knowing the demands of texts, tasks , situations or problems that learners encounter involves an indepth analysis of your course. The types of texts, tasks, situations and problems must be identified and listed. A literacy and numeracy framework such as the adult learning progressions could be used to map the tasks.
Knowing the learner involves developing a diagnostic tool which matches the demands of the course and assesses which skills the learner has already and which skills they are yet to develop.
Knowing what to do to help learners move on to the next steps involves the incorporation of teaching methods and strategies into the delivery of vocational course content. Lesson plans with deliberate teaching of literacy and numeracy will be developed to build skills in these areas.
In summary, Participants could:
- Map the literacy and numeracy demands of their course.
- Develop a contextualised diagnostic assessment task.
- Incorporate deliberate teaching of literacy and numeracy into lesson plans and delivery.