Kia ora and welcome back once again…!
This is the final collection and you’ll complete your last assessment task. Let’s do a quick review and then get on with finishing everything off.
Here’s an updated outline of what you’ve learned and done so far.
- Collection 1 – CONTEXT: We learned about definitions, frameworks and factors associated with poor adult literacy and numeracy.
- Collection 2 – APPROACHES: We looked at approaches used in learner-centred adult education. This included a range of Māori concepts and approaches.
- Collection 3 – DEMANDS: Here we looked at the Learning Progressions for literacy and numeracy and how to analyse the demands of your programme and teaching resources.
- Collection 4 – STRATEGIES: You developed some broad strategies for embedding literacy and numeracy, as well as learning outcomes for embedding literacy and numeracy into your teaching sessions.
- Collection 5 – BEFORE: We discussed a range of different assessments including diagnostic assessments that you can use in your teaching. And you carried out different kinds of diagnostic processes and related activities.
- Collection 6 – TEACH: Hopefully, you’ve just finished this one including pulling together all the evidence that you need. The focus in this collection was on planning and teaching using embedded literacy and numeracy.
Well done on making it this far. There’s not that much more for you to learn. Just a few things for you to do. You’ll be finished before you can blink.
Here’s what’s ahead in Collection 7
7.1 Just do it: Progress assessment
You need to assess your learners’ literacy and numeracy progress. For most people, this means simply reusing your contextualised literacy and numeracy assessments from Assessment 5. You’ll need to supply evidence for at least two learners. These should be the same two learners that you’ve been tracking through Assessments 5 and 6. You should scan or take a digital copy of the completed assessments.
You also need to have a go at some kind of collaborative assessment. You can get the group to work together and complete this. We have a generic version that you can use or modify. Or you can make your own if you need something more specialised. You’ll need to scan the results or make a digital copy as supporting evidence as well.
7.2 What does it mean?
Here we expect you to analyse your learners’ progress assessment results. We have a template to guide you as always. But there are two main things to make sure you cover. One is summarising your learners’ progress results including identifying strengths and needs. And the other is describing implications from the results that can inform the design of future literacy and numeracy teaching and learning strategies
7.3 Collecting some final information
You’ll need to do a couple of things here to get some evaluation data. One is carrying out learner evaluations. Again, you can use or modify the template in the course notes or make your own. Make sure you scan these as well or make a digital copy as supporting evidence. And you’ll need to ask your supervisor to complete the Supervisor comments and checklist. This should be as per our format. You should also scan this and provide it as supporting evidence. We’ll guide you via the templates.
7.4 Review: The whole project
The very last thing you need to do is review your teaching across the whole project and portfolio overall. This includes your reflections on what went well and what you’d do differently, but also what you need to do moving forward from here. This includes any key changes and improvements you might make, possible goals for your learners, and any other implications for designing your teaching and learning.