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Transferable Skills. What are Transferable Skills?

Transferable Skills

Transferable skills are skills and abilities that are relevant and helpful across different areas of life: socially, professionally and at school. They are ‘portable skills’. People usually think about their transferable skills when applying for a job or when thinking about a career change. Improving learning in mathematicsi. FL5535. Learning creative approaches that raise standards 250. National Adult Literacy Agency. Traditionally, maths has been taught using a ‘transmission’ model, where a teacher, in a position of authority and expertise, relays information from the board to a passive class.

National Adult Literacy Agency

The learners listen then repeat exercises on their own without collaboration. Research has found that learning which is not passive but ‘active’ is most effective for teaching maths. Active learning can be used in any context, including vocational contexts, with learners working at any level. It encourages learners to be actively engaged in talking and collaborating to solve problems. Questions come from not only the teacher but the learners themselves, and they tend to be higher-order, seeking deep understanding through exploration and broad application. Active learning tasks Active learning does not necessarily require learners to be physically active. suggests a range of activities that will enable students to learn actively. . · "Hands-on" activities with concrete materials. Teaching Math Skills to Adult Learners - Literacy Online.

Many adult learners approach math with anxiety and frustration.

Teaching Math Skills to Adult Learners - Literacy Online

Negative previous experiences with math instruction create legitimate barriers for many adult learners. Math, though, is a skill that all adults use everyday, whether they realize it or not. Are you a math instructor or tutor? Teaching to the Math Standards with Adult Learners. By Esther D.

Teaching to the Math Standards with Adult Learners

Leonelli For the last 10 years, I have been an advocate for standards-based teaching of mathematics and numeracy to adult basic education (ABE), General Educational Development (GED), and adult English for Speakers of Other Languages (ESOL) students. It has been quite a journey, a learning experience, and the most fulfilling part of my adult education career since I returned to teaching adults in 1985. Minimum core may 2007 3rd. Initial assessment of learning and support needs and planning learning to meet needs. 1 1 Advantages and Disadvantages of Different Graphs.

Using%20graphs%20to%20display%20data%20r%202 12. Mathematics Matters Final Report. NumeracyinT2G v2. Reflect 6. Effective Practices in Post 16 Vocational Maths v4 0. Student Achievement Starts with Attendance CSBA Nov 29 2012. RR664. Motivation in learning mathematics. Motivation in learning mathematics In the last fifty years, researchers had curiosity with the effect of motivation.

Motivation in learning mathematics

They studied students’ motivation and learned a great deal about the effect of motivational practices on school learning. It pointed to more simple aspects, such as achievement motivation, intrinsic motivation, and goal orientation as well as the effect of teacher practices which promote motivational beliefs. To be able to talk further about motivation in learning mathematics, it is essential to know what motivation actually means. Motivation is defined as an internal state that arouses, directs, and maintains behaviour (Woolfolk, 2008).

For everyone, for life. ⭐Count me in. April 2010 Esther Paterson Eleanor Stringer Belinda Vernon. Improving numeracy in England A guide for charities and funders. 1 Count me in April 2010 Esther Paterson Eleanor Stringer Belinda Vernon Improving numeracy in England A guide for charities and funders 2 Count me in Improving numeracy in England A guide for charities and funders This report has been supported by The Rayne Foundation, The Clothworkers Foundation, John Lyon s Charity, Man Group plc Charitable Trust, and John Griffith-Jones, KPMG Chairman.

⭐Count me in. April 2010 Esther Paterson Eleanor Stringer Belinda Vernon. Improving numeracy in England A guide for charities and funders

Cover photo supplied by istockphoto. 3 Summary Imagine not being able to add up or take away. You might find yourself struggling to get a job, to manage your money, and to help your children with their homework. You might also have low confidence and self-esteem. 4 2 Photo supplied by Ocean Maths. 5 Contents Contents 3 Introduction 5 1. 6 4 Photo supplied by istockphoto. 7 Introduction This report is about numeracy, and how charities and funders can help people to become confidently numerate. 8 6 Photo supplied by Tower Hamlets Education Business Partnership. 9 What is the problem?


Fitzsimons wedege%20NSM%202007. Multiple Perspectives on Mathematics Teaching and Learning - Jo Boaler. "Multiple Perspectives on Mathematics Teaching and Learning" offers a collection of chapters that take a new look at mathematics education.

Multiple Perspectives on Mathematics Teaching and Learning - Jo Boaler

Leading authors, such as Deborah Ball, Paul Cobb, Jim Greeno, Stephen Lerman, and Michael Apple, draw from a range of perspectives in their analyses of mathematics teaching and learning. Embedded learners. "Embedded".

Embedded learners

Like many fashionable educational terms in current use, the word's interpretation varies with different users. The underlying concept is consistent, though: creating ways for learners to improve their literacy, language and numeracy skills as part of another learning activity. For some it is a new name for a familiar approach previously known as "integrated" or "linked" or "contextualised". For others it is uncharted territory. It makes literacy, language and numeracy integral to an individual's primary learning goal, which might be learning to cut hair or become a plumber. Maths Champions. Section 3. Engaging people with maths.

Promoting learning maths as a positive opportunityIdentifying benefits and relevance of numeracy in the workplace, in everyday and family life'Tailored approaches' to employers and individualsEngaging numeracy 'champions' and intermediaries.

Section 3. Engaging people with maths

The UK is one of the few advanced nations where it is still socially acceptable, fashionable even, to profess an inability to cope with [maths]. (Sir Peter Williams, Williams Review, 2008) (link is external) Casey2006You1(3) Resource 130. 'I would rather die': reasons given by 16-year-olds for not continuing their study of mathematics - IOE EPrints. Brown, Margaret and Brown, Peter and Bibby, Tamara (2008) 'I would rather die': reasons given by 16-year-olds for not continuing their study of mathematics.

'I would rather die': reasons given by 16-year-olds for not continuing their study of mathematics - IOE EPrints

Research in Mathematics Education, 10 (1). pp. 3-18. ISSN 1479-4802. DOI UNSPECIFIED Improving participation rates in specialist mathematics after the subject ceases to be compulsory at age 16 is part of government policy in England. The "conveyor belt effect": a re-assessment of the impact of national targets for lifelong learning. The 'conveyor belt effect': A re-assessment of the impact of National Targets for Lifelong Learning Stephen Gorard, Neil Selwyn and Gareth Rees School of Social Sciences Glamorgan Building King Edward VII Avenue Cardiff University 01222-875113 email: Paper presented at the British Educational Research Association Annual Conference, Cardiff University, September 7-10 2000 Abstract. Studenterrors jm ms article. Harvard referencing 2015. 2009 00036 01 E. Adults learning maths.

Programme for international student assessment pisa 2012 national report for england. OECD and Pisa tests are damaging education worldwide - academics. Dear Dr Schleicher, We write to you in your capacity as OECD's (Organisation for Economic Co-operation and Development) director of the Programme of International Student Assessment (Pisa). Now in its 13th year, Pisa is known around the world as an instrument to rank OECD and non-OECD countries (60-plus at last count) according to a measure of academic achievement of 15-year-old students in mathematics, science, and reading.

Administered every three years, Pisa results are anxiously awaited by governments, education ministers, and the editorial boards of newspapers, and are cited authoritatively in countless policy reports. They have begun to deeply influence educational practices in many countries. As a result of Pisa, countries are overhauling their education systems in the hopes of improving their rankings. We are frankly concerned about the negative consequences of the Pisa rankings. . • No reform of any consequence should be based on a single narrow measure of quality.

Sincerely, St. Policy Effects of PISA OUCEA. Engaging learners report 1. Young people's recommendations for GCSE maths and English. Young people’s attitudes towards GCSE maths and English change once they realise how important the subjects and qualifications are to their future job and education prospects, according to new research published by NIACE today.

The research also shows that if learners see how relevant these qualifications are to their everyday lives, find the subjects interesting and are taught in a supportive setting, then they are more likely to achieve better grades. The report - Engaging Learners in GCSE maths and English, commissioned and funded by The Education and Training Foundation (ETF) - captured the opinions of more than 70 young people aged 16 - 24. The research shows that learners are more likely to engage and have positive attitudes to maths and English when: Joyce Black, Assistant Director of Development and Research at NIACE, said: “Teachers who interviewed learners acknowledged how listening to their experiences helped them to understand the diverse needs they have. 154. Conceptual Understanding in Mathematics. The Common Core Standards in Mathematics stress the importance of conceptual understanding as a key component of mathematical expertise.

Alas, in my experience, many math teachers do not understand conceptual understanding. Far too many think that if students know all the definitions and rules, then they possess such understanding. The Standards themselves arguably offer too little for confused educators. The document merely states that “understanding” means being able to justify procedures used or state why a process works: But what does mathematical understanding look like?

A few of the “understanding” standards provide further insight: UK students stuck in educational doldrums, OECD study finds. A stubborn gap in attainment between Britain's best- and worst-performing students has pinned the UK to the middle of international education rankings, despite years of effort by successive governments to raise standards. The latest edition of the programme for international student achievement (Pisa) from the Organisation for Economic Co-operation and Development (OECD), published today, shows the UK's position virtually unchanged from the last exercise in 2009, with slight improvements in the reading and maths scores of the nation's 15 year-olds offset by a minor drop in science. The UK slipped back four places in science, to rank 20th out of 65 countries and regions taking part in exams administered by the OECD; in maths and reading the UK gained two places to reach 26th and 23rd overall, with results comparable to France's.

"You are not going to see great surprises about the UK in this data," Schleicher said, announcing the results at a briefing in London.