TEACH: What are some guidelines for adapting someone else’s literacy and numeracy activities?


TEACH (18)

While we want to encourage you to develop and use your own activities for your context, we do understand that sometimes you need to start with what others have already done. And one good place to look is in the support resources that accompany the Learning Progressions.

We’re going to sort through these and tell you where all the activities are. First, we’ll deal with literacy. Then we’ll move onto numeracy with a look a planning example, and then activities.

But before we dig into Learning Progressions, here’s something to remember:

  • Even good ideas need to be situated within the embedding framework we’ve been talking about.

If you want to download or adapt activities from any source including here, you should first think about your answers to these questions:

  1. Does this activity line up with what I know about the kinds of approaches and concepts that I want to use? For example, will it help foster ako and tuakana-teina?
  2. Does this activity meet a specific need that I’ve identified? This might be something that you’ve identified through mapping your programme or teaching resources. Or it might be something that you identified through using diagnostic tools and processes with your learners?
  3. Does this activity fit within my broader programme level strategies and focus for embedding? In other words, am I keeping the main thing the main thing?
  4. Does this activity make sense in terms of the specific learning outcomes that I’ve written? Is there a sense that the activity flows on logically from the outcome that I want?

The more focused you can be with your learning outcomes and activities that logically flow out of this, the more

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