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Western Sydney Inst. of TAFE, Blacktown (Australia). ISBN-0-7310 DOCUMENT RESUME ED 412 400 CE 074 961 TITLE Numerous Connections. INSTITUTION Western Sydney Inst. of TAFE, Blacktown (Australia). ISBN ISBN-0-7310-8840-9 PUB DATE 1996-00-00 NOTE 213p. AVAILABLE FROM Adult Literacy Information Office, Level 1, 6-8 Holden Street, Ashfield, New South Wales 2131, Australia. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS Adult Basic Education; *Adult Literacy; Basic Skills; Foreign Countries; Instructional Materials; *Integrated Curriculum; Learning Activities; *Literacy Education; Mathematics Instruction; *Mathematics Skills; *Numeracy; Student Evaluation; Teaching Guides IDENTIFIERS Australia ABSTRACT This resource includes units of work developed by different practitioners that integrate the teaching of literacy with the teaching of numeracy in adult basic education. It is designed to provide models of integration for teachers to develop similar resources on different contexts or themes. The units follow slightly different formats. Unit lengths vary from a few sessions to the basis of a semester's work. The way in which literacy and numeracy are integrated also varies; in some units there are literacy and numeracy activities on the same theme or context, and in others activities are more closely woven. The nine sections are on these topics: water, gardens, reasonable force, aboriginal land, work, women in Australia, tourist spots, juggling pool, and banking. Components of each section include the following: learning outcomes; topics; resources; future directions; teacher notes that correlate in a column format whether the activity is primarily literacy or numeracy or both, activities, resources, and assessment; and handouts. Units list additional resources that can be used to extend the students' understanding of particular mathematical skills. The activities have been written for students with skill levels across the whole spectrum of students involved in adult basic education classes, from beginning reader/writers to more advanced level students. (Contains 62 references.) (YLB) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** U S DEPARTMENT OF EDUCATION Of ce of Educational Research and Improvement E CATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it Minor changes have been made to improve reproduction quality Points of view or opinions stated in this document do not necessarily represent official OERI position or policy ._ PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY C TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) a Pitite'ef Fouifvs. Western BEST COPY AVAIL LE2 __MEROLS CONNECTIONS TAPE; for Foundation Studies Training Division Adult Basic Education Programs 125 Main Street PO Box 515 Blacktown NSW 2148 Ph (02) 9672 9555 Fax (02) 9672 9544 First Published 1996 © Foundation Studies Training Division TAFE NSW, 1996 Copyright of this material is reserved to Foundation Studies Training Division, Western Sydney Institute of TAFE. Reproduction or transmittal in whole or part, other than for the purposes and subject to the provision of the Copyright Act, is prohibited without the written authority of Foundation Studies Training Division, Western Sydney Institute of TAFE. ISBN 0 7310 8840 9 introduction INTRODUCTION The concept of integrating the teaching of literacy withthe teaching of numeracy in Adult Basic Education is not new. Good practice in Adult BasicEducation demands that skills be taught in their appropriate context and good teachers havealways integrated the two, to a greater or lesser degree. However, with the emergence of accredited curricula and workplacebasic education and increasing requirements for accountability, practitionershave begun to examine the practice of integration and attempt to articulate the theories which underpinit. Exploration of the concept is, however, in its infancy and the theoriesof learning which underpin these units of work are not, therefore, complete. Even definitionsof the terms literacy and numeracy are constantly shifting so thatan attempt at a definition of an integrated program is problematic. Such programs are, however, basedon several assumptions: Firstly, that literacy and numeracy must be taught in their appropriatecontext. It follows that many (but not all) areas of adult understanding and discussion involvean understanding of literacy and numeracy and the two are often interdependent. Secondly, that the learning of numeracy cannot exist withoutan understanding of the language of numeracy. Allied to this is the notion that most adultnumeracy tasks in the 'real world' involve problem solving in which language, literacy andnumeracy are intertwined. Thirdly, that if our practice is situated within a framework of critical pedagogy,then this must combine both literacy and numeracy. Chapman and Lee referto mathematics as being "among the most powerful cultural technologies in whatever forum and modeit appears and it is difficult to imagine a critical literacy which does not take thisinto account." The traditional technique-oriented maths curriculum has been presentedas a set of objective truths to be learnt and not one which encouragesa spirit of enquiry which a critical pedagogy demands. Mathematical propositions whichare presented to us in the 'real world' and which require a critical response from us invariably requirean integrated response. About This Resource The Units of Work included here have been developed bydifferent practitioners. They are presented as a collection of examples of the variousways in which a number of experienced practitioners have interpreted the challenge. Thus, the units followslightly different formats although, for ease of use of the resource,some attempt has been made to standardise this. Chapman,A and Lee,A. (1994) "Rethinking Literacy & Numeracy" in An integrated Approachto Teaching Literacy and Numeracy, Sydney: Adult Literacy Information Office. Numerous Connections 5 Introduction The resource has been developed to provide a series of models of integration for teachers to then develop similar resources on different contexts or themes. The lengths of the units vary greatly. Some will cover only a few sessions whereas some may form the basis of a semester's work. The way in which literacy and numeracy are integrated also varies according to the possibilities of the context being explored. In some units they are simply literacy activities and numeracy activities on the same theme or context, and in some they are more closely woven. This gives scope for different approaches to some of the practical difficulties involved in the integration of literacy and numeracy teaching. One of the greatest of these lies with the differing expertise of the teachers involved. Developing an integrated program is less problematicif the teacher has expertise in both fields. However, most do not. The first column in the Teacher Notes in the units indicateswhether the activity is primarily literacy, or numeracy or both. This allows for two teachers, with different expertise, to be working on the same unit if a number of the activities in thatunit are separate literacy or numeracy activities. However, if it is difficult to separate theliteracy from the numeracy in most of the activities in a particular unit, then the unit will best be taught by ateacher with expertise in both fields. In the discussion surrounding integration of literacy and numeracy, concern is often expressed that numeracy will be the loser; that literacy teachers will skim over the teaching of important numeracy skills and that students in particular who wish to go on tofurther study will be ill served. For this reason, the units in "Numerous Connections" indicate, under the heading of Additional Activities, resources which can be used to extend the students' understanding of particular mathematical skills. There is an understanding that, at certain appropriate points, the theme being pursued will be put aside for direct teaching of numeracy skills where required. The activities have been written for students with skill levels across the whole spectrum of students involved in adult basic education classes, from beginning reader/writers to more advanced level students. Teachers will need to determine which aspects of the units are appropriate for particular students or groups of students in their classes. Finally, our thanks to the ABE teachers who have been responsible for developing this resource and to the Project Officers who have done a marvellous job of putting it together. We trust that it will go some way to meeting the needs of teachers faced with these new challenges in their teaching practice. Pamela Osmond Project Manager Numerous Connections iv Introduction ACKNOWLEDGMENTS Project Manager Pam Osmond Project Officers Sue Lord Leslie Stein Contributors Edd Ashmore Rita Brademann Mamie Duffus Julie Easson Jill Finch Lynda Henderson Caroline Kane Michael Keating Sue Lord Meredith Paton Terri Ryan Sue Sim Maggie Sinclair Leslie Stein Readers Edd Ashmore Diane Golden Dilys Norrish Anne McRae Wordprocessors Therese Dillon Julie Johnson Graphic Design & DTP Phuong Tran Numerous Connections 7 Introduction CONTENTS Section 1: Water Can too much bring on a drought? Section 2: Gardens Gardens...Why
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