MODULE 4 - CORE CONTENT AREAS

 

Section 4.1: Introduction

Section 4.2: Integrated Curriculum

Section 4.3: Core Content Areas

   4.3.1: Reading

   4.3.2: Writing

   4.3.3: Spelling

   4.3.4: Numeracy

   4.3.5: Computer

Section 4.4:  Assignment

 

Section 4.1: Introduction

 

When we use the term "content" we are referring to the skills and knowledge areas of adult literacy. This encompasses both core areas or the 'meat and potatoes' of all literacy programs (i.e., reading, writing, spelling, numeracy and the computer), and specialized subject areas (e.g., academic upgrading programs, life skills programs, culturally based literacy, family literacy, workplace literacy). The following sections discuss each of the core areas and give you some basic techniques to use with your learner(s). It is important to realize that the information given is basic and intended just to get you started. Each area is worthy of a course unto itself and indeed, AL&L offers separate Level II courses for most.  As discussed previously, because this is an online versus face-to-face course you will need to use your practicum session to see the techniques demonstrated and ask program staff to explain further.

 

Section 4.2: Integrated Curriculum

 

Literacy skills/knowledge are not something that can or should be learned in isolation. As Brown, Collins and Duguid (1993) suggest, content must be "situated":

 

Teaching from dictionaries assumes that definitions and exemplary sentences are self-contained 'pieces' of knowledge. But words and sentences are not islands, entire unto themselves…. Experienced readers implicitly understand that words are situated. They, therefore, ask for the rest of the sentence or the context before committing themselves to an interpretation of a word. And then go to dictionaries with situated examples of usage in mind (p. 1).

 

Situating content in authentic activities is crucial, but so too is blending or integrating content areas themselves. Learners must know how to use literacy skills in concert, as well as be able to generalize them in novel situations. An "integrated curriculum" refers to learning units that blend the various literacy skills and knowledge versus teaching these separately. The problem with learning literacy skills/knowledge in isolation is that a great deal of context is lost and thus, the material is much more abstract. As discussed in the previous module, this makes it difficult for learners to remember what has been learned. In addition, it makes it much more difficult to generalize what is learned to a variety of situations. It is therefore recommended that tutors not teach from textbooks. These tend to focus on one subject and the material is presented in a passive, sequential manner. This is contrary to the somewhat 'messy' way we obtain and use information in real life. Textbooks are good as resources, but should not substitute for integrated, active learning activities.

 

Resources:

 

• Applied and Integrated Curriculum –North Central Regional Educational Laboratory (NCREL)
• Integrated Curriculum – Article by K. Lake from NCREL
• Integrated Curriculum: Effective Practices Research Brief – North Carolina Department of Education
• Toward an Integrated Curriculum – National Centre for Research in Vocational Education (NCRVE)
• Bibliography of Integrated Curriculum (K-12) - Meriam Library Curriculum Collection
• Bridging the Gap between Literacy and Technology - Samaritan House Training Centre
• Developing Entrepreneurship through Adult Literacy – Centre for Entrepreneurship Education and Development 
• PDF Documents regarding Integrated Curriculum – Northwest Adult Literacy Resource Centre 
• Workplace Skills for the Adult Learner: An Integrated Curriculum –George Mason University Graduate School of Education

 

 

 

On to Section 4.3

 

Back to Contents

 

(Page updated Nov 2002)