Te Arapiki Ako
"Towards better teaching & learning"

Speaking and Listening example

Comment on this item  
Add to your favourites
Remove from your favourites
Add a note on this item
Recommend to a friend
Comment on this item
Send to printer
Request a reminder of this item
Cancel a reminder of this item
Share |
Last updated 14 December 2012 11:44 by NZTecAdmin

At the beginning of this module we identified the literacy speaking and listening aim:

Actively manage communications with customers and others

The same process used for developing learning outcomes from a numeracy aim can be used for this literacy aim.

Identify supporting skills, knowledge, and strategies

Actively managing communications requires the use of several listening and speaking skills and strategies. The supporting skills identified above come from literacy profile for retail salesperson developed by Workbase.

Reference: http://workbase.org.nz/media/16019/retailsalespersonprof.pdf

Express in measurable terms

The skill 'Use active listening skills to understand and identify customer needs and purpose' links to the Interactive Speaking and Listening Learning Progressions on the Speaking and Listening Strand charts.

In this context, this maps at Step 3 / 4 straddle of the Interactive Listening and Speaking Progression. (See page 16 Learning Progressions for Adult Literacy)

Rationale: Step 2 deals only with simple interactions; Step 5/6 straddle includes a much wider range including academic and cultural. So the conclusion is that Step 3 / 4 straddle is the most appropriate descriptor for this task and this context.


To assess and/or teach the skills, they should be expressed in measurable or observable terms.

Another supporting skill was 'Use negotiation skills'. In measurable terms the outcome might be 'Identify the issue, suggest possible solutions, agree on best outcome'.

Determine learners' skills gaps and plan how to bridge them

Assess your learners to find which of the outcomes you should embed into your teaching plan. Guidance and suggestions for Listening and Speaking assessments can be found in Appendix D and Appendix E in Teaching Adults to Listen and Speak to Communicate: using the Learning Progressions.

Once you identify gaps between the learners' skills and the demand, plan teaching and learning activities to help learners achieve the identified learning outcomes.

Activities designed to help develop Interactive Listening and Speaking skills are outlined in the last column of this activities table which links to teaching and learning sequences in Teaching Adults to Listen and Speak to Communicate: using the Learning Progressions.


If you have any comments please contact us.

Search this section

Knowing the Demands Knowing the Learner Knowing the What to Do

News feeds

Subscribe to newsletter