Trends in literacy and numeracy delivery at Waikato Institute of Technology (Wintec) for 2012 and 2013

Greyling, Willfred and McKnight, Evelyn (2014) Trends in literacy and numeracy delivery at Waikato Institute of Technology (Wintec) for 2012 and 2013. Wintec. (Unpublished)

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Abstract or Summary

This report describes the high frequency deliberate acts of literacy and numeracy teaching recorded in 36 classroom observations performed by the literacy-embedding team at Waikato Institute of Technology (Wintec) for the period June 2012 to June 2013. Our aim was to identify current trends in tutors’ pedagogical practices in responding to learners’ literacy and numeracy (LN) needs in L1 to L3 modules. Methodology: We analysed 60% of the annually observed tutors (N=60, n = 36). Following constructivist grounded theory (Charmaz, 2003), we analysed the classroom observations in NVivo10, developing categories and labels for analysis as we worked through the data set. We used a range of theoretical lenses to make sense of the data, including discourse analysis (Sinclair & Coulthard, 1975), conversation analysis (McHoul, 1978), socially meaningful interactional learning (Diaz, Neal & Amaya-Williams, 1990; Moll, 1990), scaffolded learning (Bruner, 1983) and learner autonomy (Van Lier, 1996). We identified two categories of deliberate acts of teaching: first, we looked for tutors’ intentional choices of specific LN activities and strategies; and second, we noted the kinds of interactional exchanges that were used in negotiating shared meanings. Discussions and findings: We outline the high frequency LN strategies and pedagogical interactional exchanges that we observed and recorded. We found that tutor mediation was overwhelmingly present; moreover, such mediation involved shared meaning-making among the classroom participants, reinforcing our view that learning is a function of the quality of the reciprocal interactions among classroom participants. Conclusions and recommendations We concluded that our classroom observations reinforce the view that deliberate acts of LN teaching are enabling teacher acts that occur in the context of reciprocal meaning-making among classroom participants. Face-to-face exchanges among classroom participants, often with the tutors in a reciprocal, mediating role, are central to learning. Effective LN interventions are interactively accomplished among participants. We present the findings as a framework for tutors to reflect on their own practices – as a team, we also use the findings as points of orientation to reflect both on tutors’ pedagogy and our practices as observers. We also view this report as the first of a series of annual reports on the state of LN practices at the institute. We intend to use classroom observations as a key lever in integrating LN processes in the workplace and NCALNE(V) training. We see classroom observations as a significant lever in achieving some of the gains associated with an approach we believe is consistent with the principles of lean management (Brue, 2005). We outline our main conclusions, followed by recommendations.

Item Type:Other
Keywords that describe the item:literacy and numeracy practices, observations, narrative accounts, interactional exchanges, LN strategies
Subjects:L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:Schools > Centre for Foundation Studies
ID Code:3080
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Deposited On:19 Jan 2014 20:55
Last Modified:10 Apr 2017 02:41

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