Category: Knowing the demands
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DEMANDS – New Content for the new NZCALNE Assessment 3 with ALEC
Kia ora ano and welcome back You’re up to the third assessment task in the new and improved NZCALNE (Voc). Kai pai you…! We’re working hard to get all new content for this and other modules live on Pathways Awarua, but until then you can find the first draft here. The new Assessment 3 still focuses…
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Demands: What are some specific measurement demands?
If you know what you’re doing, please skip ahead to the assessment task and finish this off. If you want to walk through the process one last time with the measurement progression, please carry on! 1. Print out the Make Sense of Number strand. Make sure you have the Measure and Interpret Shape and Space…
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Demands: What are some specific Number demands?
By now you might feel that you’re an old hand at mapping. Or at least, you might feel that you have an idea about how the process works. Here’s something to remember: All you’re doing is applying what you know about your own subject as an expert in your own field. The only thing that…
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Demands: What are some specific writing demands?
If you’ve got the hang of the mapping, feel free to skip ahead and get on with mapping the writing demands in Assessment 3. You’re up to section 3.4. If you do skip ahead and you get stuck, you can always come back here and have a look in more detail. Otherwise, we’re going to…
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What Are Some Specific Reading Demands? How To Map Them in 7 Surefire Steps?
Reading Demands – What Are Some Specific Reading Demands And How Do you Map Them?
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Narrowing the focus: mapping to progressions and steps
In the last two modules, you learned how to map your teaching programme to the strands and progressions of the Learning Progressions. Next, we’ll be looking at how you map some specific samples of your teaching materials or other content to the progressions and steps of the Learning Progressions. In the modules that follow, you’ll learn…
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Demands: But wait, I’m an ESOL teacher…!
Mapping the demands for teaching English to Speakers of Other Languages (ESOL) If you are not an ESOL teacher – someone who teaches refugees and migrants with little or no English – you can skip this section. But if you are an ESOL teacher, and you teach a course that is funded by the TEC…
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Demands: Thinking deeper about your big picture numeracy demands
Time to do some work Let’s pause here again. Here’s what you need to do next: Download the worksheet for numeracy, or use the chart below to get started on mapping the big picture numeracy demands for your situation. As you did for literacy, say what each numeracy progression is in plain English and then…
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Demands: Understanding what the numeracy progressions are…
What are the big picture numeracy demands? By identifying the most important literacy progressions for your own teaching situation, you’ve started to map the big picture demands. Now we need to do the same thing for numeracy. By the end of this module, you should have some ideas about: Which numeracy strands are relevant for…