Presentation on theme: "TAELLN401A Address adult language, literacy and numeracy skills"— Presentation transcript:
1 TAELLN401A Address adult language, literacy and numeracy skills Chapter 6TAELLN401AAddress adult language, literacy and numeracy skills
2 Determining the core LLN requirements Review the training specifications to determine the required level of LLN for that topic:the unit of competencyorganisational requirements (including policies and procedures)the employability summary (if available)the foundation skills of the competency in the new streamlined training packages.Is it relevant to the context? (That is, where, when, who?)
3 Determining the training context The context in which the training takes place can include the:work setting—the activities that an individual may be involved in as a member of an organisation or that may be conducted by someone working alonecommunity setting—this relates to the expression of personal identity and achieving personal goals, as well as understanding and interacting with the wider communitytraining and education setting—encompassing any activities relating to structured or formal training and education.
4 Selecting and using an LLN tool To evaluate the learner in the context you’ve determined, you will need an adequate LLN assessment tool.Activity:Search for ‘LLN evaluation tool’ on the internet to see examplesTests should be concise and contextualised to the individual work environment.Tests should cover all of the core skills from the ACSF.
5 ACSFAccess the Australian Core Skills Framework and review the levels and performance indicators in the five key areas:LearningReadingWritingOral communicationNumeracy
6 ACSF (cont.)Learning—the ability to understand and absorb new tasks, skills and proceduresReading—the ability to interpret instructions, manuals, memos, letters andWriting—the ability to produce reports, text documents and instructionsOral communication—the ability to effectively deal with colleagues, customers and telephone communicationNumeracy—the ability to calculate, interpret mathematical representations of information and convey numeric information
8 Interpreting the indicators Table 6.3 Reading indicators by level
9 Understanding types of text Table 6.4 Application of the learning domains using text as the form of communication
10 Accessing specialist learning support LLN specialists are professionals who have undertaken formal training in the areas of language, literacy and numeracy, usually at the Diploma level and above. Additionally, specialists may have undertaken industry or organisation-specific research or have gained extensive experience through dealing with a variety of LLN issues over time.
11 Accessing specialist learning support (cont.) Specialist support can be in-house or external.You will need to collaborate with the support service to ensure that the learner is getting the right level of support.
12 Extra-curricular assistance programs Specialists should have specific training in LLN and ideally be qualified in one or more of the following:ESL/DTESOLTEFLLOTE
13 Support groupsTable 6.5 Government and community support groups
14 Customise your program to develop core skills Select, customise or develop learning and assessment materials in line with the LLN contextWhen developing the appropriate learning and assessment tools, consider the learner’s ability to understand and apply their learning in each case. Ask yourself:What level of reading and writing do you currently require in your training and assessment activities?How do I currently assess numeracy skills?Do my current methods exceed the requirements of the unit of competency or learning module?Do my current methods align with the employability requirements of the unit or module?
15 Mapping LLN requirements to training materials Table 6.6 LLN mapping table example
16 Apply support strategies Support strategies we can now employ include:demonstrating LLN practices (such as communication methods) to be learned in a workplace contextproviding simplified explanations of underpinning principles and conceptsusing plain English appropriate for the learnerencouraging the use of learners' personal word lists and dictionariesusing audio playback of texts to assist with reading difficultiesusing video and audio material to support the trainingproviding explanations and examples of text types to help learners contextualise the information(continued)
17 Apply support strategies (cont.) (continued)ensuring that decision-making responsibilities are shared with learnersmentoring in the learning situation to provide on-going support and a framework for learners to achieve optimal resultsacknowledging and building on the strengths of learners (such as their use of words, grammar or maths skills)attaching importance to and providing opportunities to discuss and build on different culturally-based behaviours and values. This is a learning opportunity for trainers as much as it is for improving the learner’s self-perception.
18 Monitor and evaluate your approach You need to monitor and evaluate your approach to ensure that it is achieving the desired results.Which strategies have worked best and which ones need re-thinking?Your evaluation should form part of your formal reporting processes to ensure that the information is not simply ‘put on the shelf’ for a less busy period.
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