Category: Learning Outcomes

Learning outcomes for literacy and numeracy – 20 more legendary examples

Mar 28, 2017

—

by

Graeme Smith

in Uncategorized, Learning Outcomes, NZCALNE, NZCALNE (Voc), outcomes

Examples of learning outcomes for literacy Here are some more examples of learning outcomes for literacy and numeracy. Feel free to use, adapt or modify these to suit your own purposes. Or if you’re already sorted, skip ahead to the next module. Don’t forget: You only need two learning outcomes in total for your project…
How do I write a learning outcome?

Mar 28, 2017

—

by

Graeme Smith

in Learning Outcomes, NZCALNE, NZCALNE (Voc), outcomes, Uncategorized

For your project work for this course, you need to write at least two learning outcomes. Our suggestion is that you write one for literacy and another for numeracy. These learning outcomes need to focus on a skill that you want to develop in a specific context. For example, you might want to focus on…
What do learning outcomes for embedded literacy and numeracy look like?

Mar 28, 2017

—

by

Graeme Smith

in Learning Outcomes, outcomes, Uncategorized

Here are some examples of learning outcomes written by trades and vocational tutors. Embedded literacy learning outcomes Explain technical words in the context of an introduction to arc welding. Explain specialised language used in the context of a tailgate meeting. Use reading comprehension strategies in the context of following instructions on how to mix agricultural…
What are learning outcomes?

Mar 28, 2017

—

by

Graeme Smith

in Instructional Strategies, Learning Outcomes, Learning Strategies, outcomes, Reading Comprehension Strategies, Strategies, Strategy, Uncategorized

Now we need to shift our gaze from the broad, high-level strategies you’ve been working on for your whole programme. Your broad strategies for embedding are the “big picture”. Now, imagine you’re switching from wide angle lens to zoom on a camera. Your next three assessments require you to do some assessing and some teaching.…
DEMANDS – New Content for the new NZCALNE Assessment 3 with ALEC

Mar 23, 2017

—

by

Graeme Smith

in Assessment 3, Knowing the demands, Learning Outcomes, Learning Progressions, Learning Strategies, Map the literacy and numeracy demands, Map the literacy demands, Map the numeracy demands, Mapping, NZCALNE, NZCALNE (Voc), Strategies, Uncategorized

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…
Want to help your kids with reading?

Sep 20, 2016

—

by

Graeme Smith

in Improve teaching practice, inform teaching, Knowing the learner, learner, Learners, Learning, Learning Outcomes, Online learning, Read, Read better, Reading, Reading comprehension, Reading Comprehension Strategies, teaching, Teaching philosophy, Uncategorized

My friend James is developing free resources for parents to help kids with reading. There’s video tutorials, PDF downloads, comprehension questions, and all kinds of stuff. This is very cool Kiwi content that you should support. You can also watch and listen to James reading the stories out loud. You can have a look at…
How to embed literacy and numeracy in 8 steps

Mar 11, 2015

—

by

Graeme Smith

in ALEC, Embed, embedding, how, Learning Outcomes, Learning Progressions, Literacy, NCALNE, Numeracy, Voc

This is the latest version of what I think of as the Embedding Literacy and Numeracy Pipeline. This is how you get those literacy and numeracy skills embedded into other content areas. Use a broad brush tool like the TEC literacy and numeracy assessment tool to assess your learners’ overall literacy and numeracy achievement levels. Make sure you…
Planning teaching activities for embedded literacy and numeracy learning outcomes

Mar 10, 2015

—

by

Graeme Smith

in embedded, Learning, Learning Outcomes, Literacy, NCALNE, Numeracy, outcomes, planning, teaching

So you have to teach embedded literacy and numeracy content for your trade or vocational training course… What do you do? Carry out broad brush diagnostics: Do some kind of broad-brush needs analysis and literacy and numeracy diagnostic. We recommend the TEC literacy and numeracy tool at least. Sure it’s not contextualised, but it does give…
How do you feel about data-driven decision making in education?

Jan 28, 2015

—

by

Graeme Smith

in 2015, 21204, Adult, Adults, ALEC, data driven, Decisions, Deliver, Design, Embed, Embed literacy and numeracy, Evaluation, Foundation, Improve learning, Improve teaching practice, Knowing what to do, learner, Learners, Learning, Learning Outcomes

Our education system is built around outcomes. This is a good thing. Here’s how it works in a nutshell: You work out what kind of outcome you want to see, hopefully check to see what your learners already know and can do, you might find or develop some resources, then you do some teaching, your…
How to learn anything part 2: What you need is an operating system for learning…

Nov 11, 2014

—

by

Graeme Smith

in 2.0, 2015, Activities, ALEC, Education, How do I get started, Improve learning, imrpove, Learn anything, learner, Learners, Learning, Learning Outcomes, Personal approach, Personal development, Profession, Professional Development, progress, Reading, Reading comprehension, Self development, Strategies, Vocabulary

I started my riff on How to Learn Anything in another post which you can read here. Basically, what I’m suggesting is that you don’t need to be smart to learn new stuff. What you need is a combination of grit plus a toolbox of tools to help you learn. A reliable system, in other words,…