slide 7



Reading Text

Reading text:reading material in the form of sentences or paragraphs

Workplace Reading:

  • scanning – reading to locate specific information
  • skimming – reading rapidly to get the gist or general idea
  • reading the entire text – to understand or to learn
  • reading critically – to evaluate, edit or critique

reading TO DO
reading TO LOCATE INFORMATION

slide 8



Document Use

Documents:

  • different kinds of information designs or displays
  • use words, numbers, letters, symbols, graphics, visual cues (line, colour, shape, etc.)
  • provide information at a glance
  • workers obtain information from or enter information into documents
  • workers read, write and interpret documents
  • workers create or produce documents

slide 9



Numeracy

  • the worker’s use of numbers
  • critical awareness that bridges mathematics and the real world
  • interpreting, applying, and communicating mathematical information in commonly encountered situations to enable full, critical and effective participation in a wide range of life roles
  • the worker’s being required to think in quantitative terms
  • the knowledge and skills required to effectively manage the mathematical demands of diverse situations

slide 10

 

  • ability to identify, understand, and make well-founded judgements about, and to act towards the roles mathematics plays in dealing with the world, as needed for the worker’s current and future life as a constructive, concerned and reflective citizen
  • having the confidence necessary to use mathematical skills
  • ability to manage a situation or solve a problem in a real context, to respond to information about mathematical ideas that may be represented in a range of ways, to activate a range of enabling behaviours and processes

slide 11

Problem Solving
is Like eating
Frogs

If you have to eat
one,
do not spend all day
looking at it!


And if there are several
frogs to be eaten,
start with the big one!

slide 12


Flowchart Uses

  •  to reinforce or assess a trainee’s understanding by having the trainee flowchart the process or procedure
  • to teach a process or procedure to trainees by presenting the concepts via a flowchart
  • to address problem solving
  • to address decision making
  • to organize production and assign tasks
  • to depict the “big picture”
  • to address use of symbols
  • to teach industry-specific terminology