Numeracy for adults - latest findings from teaching and learning research

3. The features of effective embedded numeracy provision

Where tutors work as a team, learners are more likely to stay in training and complete vocational qualifications.

Research findings

“Successful teacher teams are strongly motivated to provide embedded provision; they have time to plan and work together, and are willing to learn from each other.” (NRDC, 2006)

The implementation of a team approach by vocational, numeracy and learning support tutors is strongly linked to the effectiveness of embedded numeracy approaches. However, the ways in which tutors operate as a team vary according to their knowledge, skills and the constraints of the vocational course in which they work. Effective approaches in adult education may involve tutors working collaboratively by planning together, sharing teaching time and space, team-teaching or observing each other at work with learners. As the relationship between vocational and numeracy learning is dynamic, tutors need to be able to work together flexibly and recognise the changing priorities at any one time during the vocational training. Regardless of the approach taken, common to all successful team approaches is the need for vocational, numeracy and learning support tutors to have sufficient time allocated to work together. 

Team approaches are supported where numeracy and vocational tutors have opportunities to learn from each other. Studies investigating embedded approaches emphasise the “importance of teamwork, underpinned by a level of understanding, on the part of both LLN and vocational teachers, of one another’s work” (Casey et al., 2006, p. 31). In particular, numeracy tutors need to understand how numeracy is used both in the classroom and in the workplace that learners are training for. Conversely, vocational tutors require an understanding of the importance of numeracy, and an ability to adapt vocational content and teaching approaches to reflect the key numeracy concepts involved in each.

Effective teaching teams in adult education are learner focused and share responsibility for learner progress.  In practice this means that tutors share vocational objectives for learners and regularly discuss learner progress using shared achievement information.

Implications for practice

Vocational programmes are more likely to effectively embed numeracy learning where tutors work as a team. Effective team approaches are those in which: 

• vocational, numeracy and learning support tutors have time allocated to work together
• the model of delivery incorporates teamwork in a way that is appropriate for the tutors, students and vocational objectives of the course which they deliver
• joint planning, team-teaching and opportunities for tutors to observe each other teaching are used flexibly within teaching and learning programmes
• vocational and numeracy tutors have opportunities to learn from each other and gain an understanding of each other’s areas
• tutors discuss learner progress using shared achievement information.
  

References: Bates (2005); Casey et al. (2006); Cranmer et al.(2004); NRDC (2006); Roberts et al. (2005); Swain et al. (2005).

Research findings

Approaches to embedding numeracy are more likely to be successful where the links between numeracy and vocational learning are clearly and explicitly identified. In particular, both vocational and numeracy tutors need to understand the ways in which numeracy is used in vocational tasks and the numeracy requirements of the learning environment.

Research into effective embedded numeracy approaches emphasises the importance of the relative timing of numeracy and vocational instruction. To be effective, numeracy support needs to be delivered as it is required for the instructional or vocational task at hand. This ensures that the numeracy delivered is “wholly and immediately relevant” (Bates, 2005, p. 26) to learners and helps them to achieve success in the vocational area. Ideally, numeracy support is provided as learners are engaged in a practical task, rather than in a separate classroom and at a different time. However, separate provision of numeracy can be effective if it is closely linked to the vocational learning and taught by tutors that clearly understand and articulate these links. 

Once the connections between numeracy and vocational learning have been established, it is important for all aspects of the teaching and learning programmes to reflect these links. In particular, learning materials will be more relevant for learners where these links are clear and differentiating these materials for learners’ varying LLN needs will increase their accessibility.

Implications for practice

Vocational programmes will more effectively integrate numeracy learning where:

• there are clear and explicit links between vocational and numeracy content
• both vocational and numeracy tutors understand the ways in which numeracy is used in specific vocational tasks and activities
• both vocational and numeracy tutors understand the numeracy requirements of the learning environment
• numeracy instruction is delivered as it is required for vocational learning
• the connections between numeracy and vocational learning are clearly evident in teaching materials
• teaching and learning materials are differentiated for learners’ varying numeracy needs.
  

References:     Bates (2005); Casey et al. (2006); Cranmer et al. (2004); NRDC (2006); Roberts et al. (2005).

Research findings

Learning continuums, or progressions, clearly describe the growth of knowledge and skills that occurs as learners develop their expertise in a particular area. Effective progressions focus on more than the acquisition of facts or isolated skills; they describe important aspects of learning that distinguish novice from expert. This includes a wide range of developing skills and abilities, the fluency and independence with which new skills can be applied and the range of situations they can be applied to. Where vocational courses have clearly described learning progressions that are consistent with the goals of the programme, they can be used to help ensure students’ developing knowledge is relevant to the vocation they are training for and useful in achieving their purposes.

Learning progressions provide valuable direction for teaching programmes. Effective diagnostic assessment establishes where a learner is initially placed on the progression by identifying their current skills and understandings. Teaching can then be directed towards developing the knowledge required to move the learner along the progression. As teaching continues, formative assessment provides information about a learner’s progress towards learning goals.

Successful embedded numeracy provision makes use of diagnostic and formative assessment procedures to provide both formal and informal feedback to learners about their progress. Where learners have a clear picture of their current skills and next learning steps in relation to their learning goals, they are more likely to feel motivated and confident about their learning.

Researchers in adult numeracy education consider there to be a lack of effective assessment instruments available. They describe the need for the development of meaningful forms of assessment that focus on the development of real skills rather than requiring respondents to answer more formal types of test questions.

Implications for practice

Effective assessment procedures:

• make use of learning progressions that clearly describe how learners’ knowledge and skills will grow as they develop their expertise
• use diagnostic assessment information to establish where a learner is initially placed on the learning progression by identifying their current skills and understandings
• use formative assessment to monitor learners’ progress towards learning goals
• provide formal and informal information to learners about their progress.
  

It would be beneficial to develop effective assessment instruments for use in adult numeracy education.

References: Bingman & Stein (2001); Casey et al. (2006); Coben (2003); Cranmer et al. (2004); Cumming & Gal (2000); Stities (2002); Swain et al. (2005); Tertiary Education Commission (2008a); Tertiary Education Commission (2008b); Torgerson et al. (2004).

Research findings

Embedded numeracy provision is more likely to be successful in institutions which adopt a whole-organisation approach to the development and support of embedded programmes. In particular, researchers agree on the importance of managerial support in the development of successful programmes.

“Support for embedding from senior and middle managers through institution-wide policies makes it easier to direct resources in ways that will support embedded LLN.” (Casey et al., 2006, p. 32)

The importance of organisational policies, management structures, resourcing, and working conditions aligned with effective practice is well recognised in the literature.

If changes at the individual level are not encouraged and supported at the organisational level, even the most promising innovation will fail (Guskey, 2000, p. 21).

Research focused on the development of effective practices to support embedded provision provides some examples of the practical ways organisations can support embedded numeracy learning. In particular, appropriate course documentation, organisational policies such as professional development and staff promotion policies, job descriptions and performance management systems have been identified as important. More practical constraints such as timetables, teaching spaces, and teaching and learning resources have also been identified as factors which support the provision of embedded numeracy programmes.

Implications for practice

Organisations can support the effective provision of embedded numeracy programmes by ensuring:

• entry requirements for vocational courses clearly specify required numeracy
• course objectives and goals incorporate both numeracy and vocational goals
• the professional development policy supports numeracy tutors to increase their understanding of the vocation, and vocational tutors to increase their understanding of numeracy
• the staff promotion policy incorporates aspects of numeracy learning
• job descriptions clearly define the different roles of teaching staff in delivering embedded programmes
• performance management systems reflect the importance of numeracy within vocational programmes
• timetabling allows for aspects of team work and sufficient contact time
• teaching facilities and equipment are distributed to support both numeracy and vocational learning.
  

References: Casey et al. (2006); DfES Skills for Life Strategy Unit (2005); Govers (2008); Guskey (2000); Roberts et al. (2005); Sagan et al. (2005).