Mary’s experience What I did: Measurement and shape


I work with a learner one-­‐to-­‐one. He was interested in building a new kitchen, so we looked at measurement to show him how to use measuring tools effecvely (a ruler and a measuring tape). We also looked at shapes, and learning these using everyday objects.


What I learned about myself as a praconer:


I learned a number of valuable lessons: • Not to make assumpons about what a learner does or does not know. • While I use quesoning in teaching spelling and reading, I had not been using it in numeracy lessons. I am now mindful to use this tool, especially when introducing a new topic.


• I have tended to focus on resources as a starng point in covering a topic rather than looking at the topic and what needs to be covered and in what depth, and working from there.


• There can be a fine line between the use of quesoning and highlighng what a student does not know. It is important not to overwhelm a learner by highlighng their knowledge gaps, especially when introducing a new topic.


• There are spelling/reading opportunies in numeracy which should be built into the lesson plan. Top ps for tutors


Antoinee and Mary created a ‘top ps’ handout to share with other tutors at NALA’s naonal numeracy conference in June 2014. Here is a brief extract from the top ps. You can find the full version on NALA’s website. What Really Counts Numeracy Project: Tutor Tips


Use of Quesoning: Allow an appropriate pause aer a queson to allow me to think -­‐ don't jump in with a clue or answer


Measuring: Use a catalogue to get learners design a room encompasses measurement, scale, problem solving skills (and money -­‐ if you ask them to cost or work within a budget)


Money: Using leaflets for Broadband offers -­‐ to cost out the long term cost of changeover


Use of Technology: Think about how you can use technology -­‐ as part of the curriculum, as a delivery mechanism, as a complement to instrucon and as an instruconal tool


As a tutor don’t be afraid to ask colleagues for ideas!


To read the original case studies, see What really counts: Case studies of adult numeracy pracce in Ireland (hps://www.nala.ie/resources/numeracy-­‐report-­‐what-­‐really-­‐counts-­‐case-­‐studies-­‐adult-­‐numeracy-­‐pracce-­‐; ireland)


To read more detailed accounts of these tutors’ and others’ experiences, see What really counts next: Acon learning project with numeracy tutors.


References


NALA, Strategic Plan 2014-­‐2016 -­‐ Raising adult literacy and numeracy levels and working towards a more inclusive society, hps://www.nala.ie/sites/default/files/publicaons/nala_strategic_plan_2014_-­‐_2016.pdf (accessed 6.6.2016)


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