In my field, one of the things that we’re crap at is explaining to people in plain English what it is that we actually do. Not only is that ironic, but we tend to undermine our actual work with longwinded explanations that turn us into hypocrites.
Here’s my solution.
If you work in foundation education, or more specifically literacy and numeracy the job is to teach better, improve learning, and help people do stuff better.
How we actually do this gets a bit more technical. But helping people do stuff better… that’s what the job is.
In any case, I’m planing on doing some more recording again shortly for the course that I teach as well as some other podcasting projects, so I’ve just ordered the thing in the picture above.
It’s a Auphonix Blue Yeti Pop Filter. This attaches to my mic and I’m hoping that it will cut out some of the nasty pops and sizzles that happen when I’m recording. The reviews were pretty positive on this, but I’ll let you know how it goes.
Anyone got any advice on pop filters? Please let me know in the comments.
This is another issue that comes up from time to time in our training. Effectively diagnosing and working with dyslexia falls outside of the narrow range of skills that we tend to focus on with our literacy and numeracy professional development and training with trades and vocational tutors.
However, it does come up in discussions with trades and vocational tutors. Here are seven short videos from the National Centre of Literacy and Numeracy for Adults. Here’s the playlist:
Tailoring the instruction and dyslexia
A strategic approach to dyslexia
Coping with dyslexia
Living with dyslexia
Multiple perspectives and dyslexia
I’d appreciate any feedback if you find these useful or not. Let me know in the comments.
These videos came out a few years ago on a DVD. We regularly use the short section on Te Whare Tapawha in the live delivery of our training. But I thought you might also be interested in the rest of the videos, particularly if you never owned a copy of the DVD.
If you click play below, you should be able to watch all 6 videos that made up the original DVD. Here’s the sequence:
This work was done before the Learning Progressions became the underpinning framework for assessing and teaching literacy and numeracy in New Zealand, but there are pages and pages of analysis on literacy and numeracy skills and tasks relating to different jobs. I’ve pasted in screenshots from the resource that looks at the job of a truck driver.
These job profiles mostly just give you lists of things that people have to do to do the work, but without any indication of the levels of difficulty attached to these kinds of actions. However, there is still some really great information here if you look at it with your Learning Progressions-tinted glasses on and realise that most of it probably happens around steps 4, 5, and 6.
If you needed to you could easily map the breakdown of skills and tasks to the learning progressions and work out what steps things are likely to happen at.
One of the really nice things is that this system includes information about the critical thinking skills required in the job – something that is missing from the Learning Progressions, at least in explicit terms.
You can get a detailed description of possible literacy and numeracy tasks and demands for the following long list of jobs and trades here: