Learning Outcomes, activities, strategies, content, assessment

Part of the process of developing a new course is to populate a ‘course outline’. Here is a table which contains the requirements for a course outline (Learning outcomes, content and assessment) as well as columns outlining learning activities and teaching strategies.

Learning outcomes Learning activities Teaching strategies Content and assessment
1. Determine the numeracy and literacy demands of learners in the context of the learners’ course of study and workplace. 

 

Mapping model answers and texts from literacy and numeracy tasks in vocational course. Read “Background to the Adult Learning Progressions” Workshops using the progressions to map tasks, exemplars on Moodle and wikieducator, Elluminate sessions and recordings of how to map. Using the Adult Learning Progressions to map the literacy and numeracy demands of a course.
2. Use a key assessment tool and develop strategies to assess a learner’s literacy and numeracy skills in relation to the Learning Progressions Create literacy and numeracy assessments using the ALNAT. Interpret reports. Use another assessment method for some students to confirm results. Workshops/tutorials on using and interpreting the ALNAT and other assessment methods (backed up with voice over PPT and Elluminate). Assess the literacy and numeracy skills of a learner using the ALNAT. Use a diagnostic questionnaire or other L&N contextualised diagnostic for selected students based on reports from the ALNAT.
3. Demonstrate the use of appropriate methods for assessing literacy progress within a programme Use the ALNAT to reassess students to measure progress. Use other L&N tools to assess progress (e.g investigations, formative tasks, ILP’s) ILP exemplars and other L&N assessment tools on Moodle, Discussion forums. F2F mentoring, group sessions, team teaching and collaboration with L&N specialists. Using a variety of assessment tools to measure progress. Use of the ALNAT to show gains for TEC monitoring and funding purposes.
4. Plan and deliver activities that will enhance literacy and/or numeracy skill development. 

 

Writing and delivering session plans to include DATs for L&N. Evaluating sessions. Team teaching, observations, Methods and strategies (teaching suggestions) in Moodle. These may be PDFs, movies, wikis, websites, lesson plans, exe packages etc. 

Demonstrations of DATs offered in lunchtimes. Joint planning sessions with L&N specialist. Mentoring, sharing teaching methods, resources, materials, ideas

Developing teaching methods and strategies for embedding literacy and numeracy skill development into course content and delivery 

Writing session plans to include embedded literacy and numeracy. Monitoring student progress in gains in literacy and numeracy and managing individual learning plans.

5. Reflect on the effectiveness of planning and delivering embedded literacy and numeracy skill development within a vocational course. Written evaluation of each session after delivered. Some may choose to use action research methods. Writing frames for reflective practice. Collaboration with staff developers and L&N specialists using Ako principles of tuakana/teina 

Resources available on Moodle to support the Action Research process.

Critiquing own teaching practice and looking for additional opportunities to embed literacy and numeracy skill development. Written reflection of process of embedding L&N.

This is the above table as a PDF:  CCEL table

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4 responses to “Learning Outcomes, activities, strategies, content, assessment

  1. Sure, will send it to you. Sounds like an interesting book, I hope the revised edition gets the go ahead. Best wishes,
    Helen

  2. Thanks Helen – yes, it would be great to have it in Word to add to the draft of our chapter. Alison Kirkness from AUT and I are contributing a chapter to the (proposed!) revised edition of “Reflection to Transformation”.
    Great to have an example that combines course design with literacy/numeracy.
    Jane

  3. Hi Jane,
    Thank you. This is the course design for the Embedding Literacy and Numeracy module I have been developing for our Graduate Certificate in Teaching and Learning at Otago Polytechnic. You are welcome to refer to it in your chapter. I can send you a PDF or word document of the original table if you wish (It’s a bit elongated in the Blog).

    Nice to hear from you,
    Helen

  4. Hi there, I like the way you demonstrate an approach to course design (NCALE?) using embedding literacy/numeracy as the content. It is clear and simple to follow, and is a good example of constructive alignment of outcome, TLAs and assessment. Do you mind if I use this site as an example and/or reference in a chapter I am co-authoring?
    Kind regards
    Jane

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