TEACH – Kia ora & welcome to Collection 6 of the NZCALNE (Voc)


Kia ora and welcome…!

Let’s pause again for another quick review. As we said at the start of Collection 5, you should be hands on with your learners now in order to complete the coursework and assessments.

Here’s an outline of your journey so far

  • Collection 1 – CONTEXT: We learned about definitions, frameworks and factors associated with low levels of adult literacy and numeracy.
  • Collection 2 – APPROACHES: We looked at some of the approaches used in learner-centred adult education. This included a range of Māori concepts and approaches including ako and tuakana-teina.
  • Collection 3 – DEMANDS: Here we looked at how you use the Learning Progressions for literacy and numeracy to analyse the demands of your programme and teaching resources.
  • Collection 4 – STRATEGIES: We discussed how to develop broad strategies for embedding literacy and numeracy, as well as how to write much narrower learning outcomes for embedding literacy and numeracy into your teaching sessions.
  • Collection 5 – BEFORE: In the previous collection we discussed a range of different assessments including diagnostic assessments that you can use in your teaching.

Here’s what’s ahead in Collection 6

6.1 How do I plan embedded literacy and numeracy teaching?

Here we look at your planning process. You need to plan to embed literacy and numeracy into three teaching sessions with at least two learners. These should be the same learners you’ve already tested in the last assessment for this course. And you’ll need to track them across the three teaching sessions.

You’ll need to make sure your plan addresses programme demands and the learner needs that you’ve already identified. Also, it’s a chance to revisit your learning outcomes and think about what kinds of teaching strategies apply.

We’ll also cover ideas for activities, resources, assessing learner progress and evaluation. From your side, you’ll need to think through how you intend to incorporate some of the learner-centred teaching approaches you’ve been thinking about.

6.2 Just do it: Teaching

This section is shorter because it’s all about you doing the teaching that you’ve planned. So, there’s not that much for us to say. But we will go over what you need to do to meet the assessment requirements. This is, of course, to facilitate embedded literacy and numeracy teaching and learning for at least two learners across at least three separate learning sessions.

Part of your evidence includes a review of each teaching sessions. And we’ll cover the kinds of things that you need to write about in your commentary.

6.3 What kind of supporting evidence should I supply?

This section is short, but we’ll cover what you need to supply as supporting evidence for your teaching.


Author: Graeme Smith

Education, technology, design. Also making cool stuff...

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