1. Understanding Literacy and Numeracy
What does it mean to be literate?
What does it mean to be numerate?
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2. Why are Literacy and Numeracy so Important?
Our Alberta students need
many ways to discover the world and make sense of it
by acquiring, connecting, creating and communicating meaning
in a variety of contexts throughout daily life.
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Curriculum Development Prototyping Guide (August 2013) – page 11
Guide du prototypage pour l’élaboration du curriculum (Aout 2013) – page 12

3. Defining Language Arts and Literacy
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4. Language Arts is a subject that…
focuses on the language and its forms and functions.
explicitly teaches students to develop and apply strategies for comprehending, expressing, composing and responding in a variety of contexts.
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5. WHAT IS LITERACY?
Literacy is interacting with and making meaning of your world.
Literacy is learned, applied and developed through a variety of experiences in and beyond the classroom walls.
© sonyae/Photos.com

6. What is the Relationship Between Language Arts and Literacy?
Language Arts is
the study of language learning, and
the knowledge, skills and attitudes of how language works.
Literacy is
the ability to acquire, connect, create and communicate meaning in a wide variety of contexts.

7. The Evolution of Literacy
write a speech
present a report
read a letter
write a resume
talk on the phone
collaborate face to face
teleconferencing
encyclopedia/dictionary
maintain a blog
collaborate virtually in real time (videoconference, Yammer, GoogleDocs, Skype, Twitter)
design an app
create, produce and share video
use e-portfolios (LinkedIn)
instant messaging/texting
Wikipedia
With the introduction of new technology our ability to acquire, connect, create and communicate meaning will continue to change +
+ …

8. Defining Numeracy

9. The Evolution of Numeracy
A numerate person is able to use arithmetic skills that are normally acquired in childhood.
1982- late 1990s
A numerate person uses math in everyday life and understands and appreciates information presented in mathematical terms.
1990-today
A numerate person possesses the power and habit of mind to search out quantitative information, critique it, reflect upon it, and apply it in their public, personal and professional lives.
National Numeracy Network, 2012
We have moved from using arithmetic skills taught in school to presently needing to critique and reflect upon quantitative information and be able to apply these concepts in our world of work and personal affairs.

10. Alberta Education: Draft Definition of Numeracy
Numeracy is the confidence and habits of mind to engage with, critically assess, reflect upon and apply quantitative and spatial information when making judgments and decisions or taking action in all aspects of daily living.
Met with: Internal personnel from both mathematics and assessment;
Contacted Drs. Lynn Steen from St. Olaf’s College and Dr. Bernie Madison from University of Arkansas. Both have worked extensively in adult quantitative literacy with the NNN.
Confidence:
“Confidence” was chosen to reflect the importance of metacognition when engaging in numerate behavior.
According to Dr. Steen “confidence” is an important characteristic of numeracy that is a direct consequence of learning and experience that can be enhanced through schooling.
Dr. Madison also validated our choice of the word “confidence”, feeling it captures the notion of “productive disposition”
Habits of mind
“Habits of mind” – speaks to qualities of entrepreneurship such as motivation, responsibility, resourcefulness; creating, inventing, conjecturing and experimenting
Dr. Steen – habits of mind are equally as important as confidence as they are also essential characteristics of numeracy that are a direct consequence of learning and experience that can be enhanced through schooling.
Dr. Sharon Friesen also used the term “habit of mind” in: Numeracy and Beyond: Developing a Mathematical Habit of Mind in K-12 (2002). In this paper she cites the Conference Board of Canada: Employability Skills 2000+
Engage
“Engage” was chosen to emphasize that numeracy development is an active process. It also echoes the language and perspective of Inspiring Education of an “Engaged thinker” as one who “collaborates to create new knowledge”
Critically assess
“Critically assess” rather than a word like “critique” is language that is geared more toward K-12 Learners In Inspiring Education engaged thinkers also think creatively and critically.
Reflect upon
“Reflect” speaks to being both an engaged thinker and ethical citizen.
Apply
“Apply” was used because numeracy does not exist without a context. So applying quantitative or spatial information is part of the process. It is not enough to just “know”, one must be able to “use”.
Spatial information
“Spatial information” has been included with quantitative information to be clear numeracy is more than working with numbers and acknowledge how critical the development of spatial reasoning is to problem solving.
When making judgments and decisions or taking action
“When making judgments and decisions or taking action” also speaks toward engaged thinkers and ethical citizens.
It also captures the notion that numeracy is a purposeful activity; that we are seeking information for a purpose
In all aspects of daily living
“In all aspects of daily living” is language geared more toward younger students
It is essential that people see the difference between real-life context and life-like contexts so “apply it in all aspects of daily living” rather than “to solve problems/manage mathematical situations” helps make that distinction. It also clearly delineates numeracy from mathematics. For our students, many of the real-life contexts are encountered in subject areas other than mathematics. That makes numeracy the responsibility of all educators.

11. Numeracy
Generally requires quantitative or spatial information in everyday situations or contexts that have a tendency to be complex or less defined
Understanding develops horizontally
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© Photodisc/Getty Images
Mathematics
Often requires procedural knowledge and understanding applied to more defined or life-like problems
Understanding develops vertically
© celena beech/Photos.com

12. One of the interesting things about numeracy, is that because it is tied to a context that is possibly open to interpretation, there can be more than one right answer. Consider the following question as an example:
How many sheep are in this picture?
If you have said 3 (or 4), you have worked on the assumption that only the adults count as sheep.
If you have said 7, what have you assumed?
Should the lambs count as a full sheep?
If one sheep is an ewe and she is pregnant, does she count as one sheep or more than one sheep? What if she is having twins?
The answer can be 3, 4, 5, 5.5 or 6 or 7 or 8 or 9, depending on how the question is interpreted, and your own definition of the word “sheep”, or what constitutes “one sheep”.
Differences between languages also impact our interpretation of a question such as this one. For example, in Ukrainian, there is only one word for sheep, so you would be more inclined to answer “7”.
Because numeracy is dependent on the context and interpretation thereof, it is not the answer that is critical but the quantitative reasoning associated with the answer.
How many sheep?
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13. The Relationship Between Mathematics and Numeracy
Mathematics is its own discipline.
numbers and mathematical concepts are objects of study
Numeracy contains some math skills/understandings are required to be numerate.
Just as Literacy is not only reading and writing, numeracy is not only math.
We are making a distinction between the present Alberta Program of Studies in Mathematics and traditional mathematics.
Our PoS already encourages the development of numeracy.
The pedagogical shift required to teach the revised curriculum is based on the theory of constructivism.
Where numeracy and mathematics differ is the end result.
Mathematics = “learning through problem solving” in order to build understanding of mathematical concepts.
Numeracy = problems solving is a means to an end: to find a solution or solutions to a problem which leads to an action, decision or judgment.
Math can be studied for the sake of math. It is a discipline in its own right.
Numeracy cannot be studied for the sake of numeracy. It is employed to meet a personal goal. Pragmatic because it focuses on real problems in daily life.

14. numbers are used to describe or label dependent on multiple factors
Numeracy is cross-curricular because it must have a context in or outside of a school setting.
numbers are used to describe or label
dependent on multiple factors
requires more than one literacy
influenced by society or culture.
Numeracy must be cross curricular because IT DOESN’T EXIST WITHOUT a context.
Numbers are used to describe things or to label things so that you can solve some kind of problem or meet some kind of need.
You would just refer to 50, you would use 50cm or 50Kg or 50$ etc… 50 is a label or description of something
situations and contexts can be complex = numeracy can involve many factors, not all of which are math related.
Cell phone plan selection… personal taste, budget, how much you text, family plan, data plan needed? etc.
Numbers are social constructs: we created them and their meaning can be influenced by politics, marketing, etc.
Do 4/5 dentists REALLY recommend Trident?
The way in which numbers are used or interpreted may be influenced by our cultural groups
Some cultures attribute good/bad luck to certain numbers
Some cultures do not have a currency, but rather a bartering system, etc.

15. Numeracy is employed in every aspect of being an engaged thinker and ethical citizen with an entrepreneurial spirit.
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Higher level Mathematics is required in post-secondary education as well as in a variety of professions, occupations and research.
You need numeracy in every day in your personal, professional and public life.
Higher level mathematics is required in careers such as engineering, physics, actuaries, geology, etc.
Although we are distinguishing here between numeracy and mathematics, we are in no way suggesting that numeracy should be dissociated from the mathematics classroom. On the contrary, what we are aiming for is extending the development of numeracy into other subjects, so that numeracy is not solely the responsibility of the math teacher, but of all teachers.
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16. Looking at a Problem From the Perspective of Mathematics
Greg and his family are helping their friends move from Edmonton to Calgary, a distance of 300 km. They are using his father’s truck to transport the furniture. If they travel at a speed of 100 km per hour, how long will it take to return to Edmonton?
Answer: __________________________

17. Looking at a Problem from the Perspective of Numeracy
Greg and his family are helping their friends move from Edmonton to Calgary, a distance of 300 km. They are using his father’s truck to transport the furniture. If they travel at a speed of 100 km per hour, how long will it take to return to Edmonton?
What answers would be reasonable?
How long will it take to unload the furniture?
Will they stop to eat?
Will they need to stop for gas?

18. Consider the Following Quantitative Information
Monthly Plan Price
Talk
Text
Internet
Video & Picture Messaging
$25/month
100 local minutes
(Unlimited after 6pm)
$30/month
200 local minutes
Unlimited
$55/month
1000 Canada- wide long distance
500 MB
Overages: $15/1GB
$70/month
Unlimited Canada-wide long distance
250 MB
Overages: $15/300MB
$85/month
(+ $55/extra line)
3 GB (shared)
Consider the information contained in the table.
Making informed decisions about cell phone plans is a part of our present reality. The information here is actually much simpler than what you would be dealing with in the market place, as it only represents a few plans from one provider. To be fully informed, a consumer would also compare plans between cell phone providers.
On the basis of this information, how would you go about making the decision?
- consider personal communication needs, compare the options, consider personal budget, cost of overages if you exceed your predicted needs…
Is there only one right answer?
If time permits, consult the draft numeracy benchmarks on pages of the prototyping guide and identify those from the column (or other) that you demonstrated as you worked through the cell-phone plan decision.
From the diverse answers to this question it is evident that because numeracy is associated with context, it has multiple answers and is personal.
Which cell phone plan would work best for you?
Curriculum Development Prototyping Guide (August 2013) – pages
Guide du prototypage pour l’élaboration du curriculum (Aout 2013) – pages

19. The Lack of Pirates is Causing Global Warming Being Numerate Matters
You can see that as the number of pirates in the world has decreased over the past 130 years, global warming has gotten steadily worse. In fact, it makes it clear that if you truly want to stop global warming, the most impactful thing to do – is become a pirate.
This is an example of why it is important to be an engaged and critical thinker. There is a lot of fuzzy thinking going on, because people give legitimacy to anything they read on the internet. Especially when numbers are involved, because people find them intimidating and a sense that numbers tell the truth.
This type of thinking confuses simultaneity with causality. There are many different ways we can be manipulated. This is only one of them.

20. How do we define literacy and numeracy?
ers/program/literacy.aspx
Watch video and record literacy and numeracy activities

21. What New Ideas Can You Add to Your Understanding of Literacy and Numeracy?
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22. Literacy and Numeracy Are Essential for Developing Engaged Thinkers and Ethical Citizens With an Entrepreneurial Spirit
I want to be confident, creative and take risks in my career or business.
I want to think critically when I read statistics in the media.
I want to know what is happening in the environment and how I can take care of it.
As a citizen, I want to make informed decisions.
I want to be prepared for further education.
© Photodisc/Getty Images

23. Draft Literacy and Numeracy Benchmarks are:
expectations and behaviours at developmentally appropriate age groups;
inclusive;
applied in diverse contexts and for a variety of purposes;
the responsibility of all educators; and
lifelong processes.
© SerrNovik/Photos.com
Curriculum Development Prototyping Guide (August 2013) – page 11
Guide du prototypage pour l’élaboration du curriculum (Aout 2013) – page 12

24. Draft Benchmark Components
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Awareness
Knowledge
and
Understanding
Strategies
Understanding the roles literacy and numeracy play in attaining insight and learning
Identifying oneself as literate and numerate
Essential concepts, skills and social or cultural experiences that are foundational building blocks
A set of deliberate actions, procedures or processes applied in a learning situation to perform a task requiring literacy or numeracy
The draft benchmarks consist of three components: Awarness, Knowledge and Understanding and strategies
Curriculum Development Prototyping Guide (August 2013) – pages
Guide du prototypage pour l’élaboration du curriculum (Aout 2013) – pages

25. The Draft Literacy and Numeracy Benchmarks
Component
Awareness
Ages 4–5
Ages 6–8
Ages 9–11
Ages 12–14
Ages 15–18+
I determine how being literate enables me and others to create and express meaning.
I explore and play with the patterns, sounds and language around me.
I recognize that language is used in many ways by different people.
I determine how my personal enjoyment and my learning are enhanced by my choice of literacy activities.
I determine how literacy helps me achieve personal goals, explore interests and make informed choices.
I understand that being literate empowers me to successfully communicate with others, achieve personal goals, and make local and global connections.
They include 9 organizing elements across 5 age levels. All benchmarks apply to every grade and curricular area (K-12)
The specific benchmarks may change as new curricula are being written, however the components and organizing elements will not.
Our task today will be understand the components and organizing elements according to our present Program of Studies. This awareness will help us when the new curriculum is finished and provided. Connecting to what we know will help us to move forward… even though we are not certain of exact details of the new essence statements in the new curriculum. This time period as we wait for the Prototyping to finish allows us time to become aware of the pedagogical shifts that will need to take place in order to embrace the new curricula.
Organizing Element
Benchmark
Curriculum Development Prototyping Guide (August 2013)–pages 24-31
Guide du prototypage pour l’élaboration du curriculum (Aout 2013)–pages 30-37

26. How Will the Draft Benchmarks Be Used?
Curriculum must provide clear evidence of literacy and numeracy within and across subject/discipline areas.
(Standard 9)
Student Learning Achievement (SLAs)
Curriculum Development Prototyping Guide (August 2013) – page 16
Guide du prototypage pour l’élaboration du curriculum (Aout 2013) – page 20

27. Activity: Getting into the Benchmarks -Numeracy
provided with the 3 components and 8 elements
given some benchmarks to guide your thinking
arrange the missing benchmarks in the appropriate places
keep track of your thinking/strategies for selecting
For the Literacy Benchmarks, your first activity, the benchmarks have been separated into the 3 components. This will help you as you start the process of understanding the language of the benchmarks.
However, for the numeracy benchmarks, the benchmarks from all 3 components are mixed together, making our second activity more difficult.
Answer keys are provided when you are finished.
This activity is not about being right or wrong but growing in your awareness of the benchmarks

28. Focused Conversation
What catches your eye about the Numeracy Benchmarks?
What was confusing/overwhelming?
What was exciting
What is the key message? What thoughts became clearer?
How could you apply why you have learned in your position?

29. Going Deeper into the Literacy Benchmarks

30. Words, Phrases, & Sentences
Group by colour (groups of 3)
Individually read the selected section of the literacy benchmark
Individually use sticky notes and record –key ideas, a phrase a sentence that would represent am important idea or concept
As a group place your sticky notes by category in the center of the table
What themes, big ideas emerge

31. Focus Groups
Form groups of 3 –one from every colour (yellow, pink, green)
Share your key themes, ideas

32. Tablecloth Reflections
Pause to reflect from your focus group conversations
Quiet reflection
Walk about
Respond to the questions
Respond to each other’s responses
Generate a list of effective and efficient strategies to respond to knowledge and understanding from the previous activities –Put the strategy in the middle of a piece of chart paper. Everyone gets up and responds to the idea –adds an idea or responds to the idea that someone else gave. This is done without talking –sharing ideas only through writing and reflecting
Continue until you run out of ideas.
If time permits go around and check other groups’ comments and reflections

33. Awareness
I determine how being literate/numerate enables me and others to create and express meaning.
I use my literacy/numeracy skills to represent what I know, what I am able to do and what I need to learn.

34. Focus on Metacognition: Jigsaw
Form groups of 3.
Each person reads one section
What is Metacognition
Metacognition and Automaticity
Metacognition and the Classroom
Teach each other

35. Focus on Metacognition: A “Mazing” Process
Why do we want our students to develop the personal habit of metacognition and awareness?
Jigsaw or other process
Groups of 3
What is Metacognition
Metacgonition and Automaticity
3. Metacognition and the classroom

36. Benchmark Strategies
I connect and select background knowledge and personal experiences to develop new understandings

37. https://www.youtube.com/watch?v=mzbRpMlEHzM Brain Rules – John Medina
Schema Theory – A framework, the learners general knowledge about a particular subject. A schema provides a structure or guide for understanding.
Stop the video right after they finish reading the excerpt. Ask if anyone knows what they were talking about. Discuss. Play the rest of the clip.
Gave you a purpose for listening, but did not activate your background knowledge, therefore you could not connect to/understand what he was talking about. In order to comprehend, readers select a schema that seems appropriate and fill in the missing information. Without the appropriate schema, trying to understand a story, textbook or class discussion is like finding your way through a new town without a map.

38. Putting it All Together
Quick Write
Prepare an elevator speech
Make your pitch with your colleagues
Summarize key learnings from today. Prepare an elevator speech that you would provide if you met someone and they asked you about today’s session.
Share your thoughts in the group.