Category: Learning Strategies

TEACH: What does it look like when you use teaching strategies in context?

Jun 9, 2017

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by

Graeme Smith

in Facilitate, Facilitator, Improve teaching practice, Instructional Strategies, Learning Strategies, plan, planning, Should we teach, Strategies, Strategy, teach, Teach better, Teach Better Now, teacher, Teachers, teaching, Teaching philosophy, Uncategorized, You can teach better

What does it look like when you use teaching strategies in context? Here’s an example from a practical horticulture training course for adults. The tutor’s learning outcome is to get the students to: Estimate and then measure out a raised planting bed in the context of a learning to grow vegetables. The relevant numeracy, in…
TEACH: Using teaching strategies

Jun 9, 2017

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by

Graeme Smith

in Facilitate, Facilitator, Improve teaching practice, inform teaching, Instructional Strategies, Learning Strategies, plan, planning, Should we teach, Strategies, Strategy, teach, Teach better, Teach Better Now, teacher, Teachers, teaching, Teaching philosophy, Uncategorized, You can teach better

Using teaching strategies When your teaching is deliberate and strategic it can make a huge difference to your learners’ progress. When you work with your own learners, whatever the context or subject, you use a range of instructional strategies to develop their knowledge, awareness and their own strategies for learning. Using good teaching strategies means…
TEACH: What are teaching strategies?

Jun 9, 2017

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by

Graeme Smith

in Facilitate, Facilitator, Improve teaching practice, Instructional Strategies, Learning Strategies, plan, planning, Should we teach, Strategies, Strategy, teach, Teach better, Teach Better Now, teacher, Teachers, teaching, Teaching philosophy, Uncategorized, You can teach better

In Collection 4, we talked about broad programme-level strategies. And you wrote short statements that summarised the “big picture” direction for your embedding. Here we want to talk about a different kind of strategy – teaching strategies. These are also called instructional strategies. In general terms, a teaching strategy is simply any teaching approach that…
NZCALNE Collection 4 is now live on Pathways

Jun 8, 2017

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by

Graeme Smith

in 21204, Assessment 4, Instructional Strategies, Learning Outcomes, Learning Strategies, outcomes, Reading Comprehension Strategies, Strategies, Strategy, Uncategorized

Good news… I know you’ve seen it here in draft form, but Collection 4 of the NZCALNE (Voc) is now live in Pathways Awarua. Collection 4 on Pathways Awarua covers a couple of key things before we dive into the teaching and assessing components and related project work over Collections 5, 6, and 7. Here’s what’s…
STRATEGIES – New content for the new NZCALNE Assessment 4 with ALEC

Mar 29, 2017

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by

Graeme Smith

in Instructional Strategies, Learning Outcomes, Learning Strategies, NZCALNE, NZCALNE (Voc), outcomes, Reading Comprehension Strategies, Strategies, Strategy, Uncategorized

NZCALNE (voc) Assessment 4 – New Content Kia ora ano and welcome back once again to TEACH BETTER NOW You’re up to the fourth assessment task in the new and improved NZCALNE (Voc). Excellent work…! We’re working hard to get all new content for this and other modules live on Pathways Awarua, but until then…
Strategies and learning outcomes: Some things to think about before we move on

Mar 28, 2017

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by

Graeme Smith

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

Hey, well done! You’ve got your strategies and learning outcomes in place now. Make sure you remember to submit your completed assessment to us. Just to recap: Your strategies focus on the big picture – usually, your programme as a whole. Your learning outcomes focus on a narrow slice of this bigger picture. The focus…
What are learning outcomes?

Mar 28, 2017

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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.…
Strategies: How do I make my strategies more learner centred?

Mar 27, 2017

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by

Graeme Smith

in Instructional Strategies, learner, Learning Strategies, Reading Comprehension Strategies, Strategies, Strategy, Uncategorized

To finish off writing your strategies and this assessment, there are some questions that you need to answer. These questions apply to your literacy and numeracy strategies. As always, you can skip ahead to the assessment template, or download a worksheet if you want to take notes now. How are you going to address the…
Strategies: Thinking more deeply about your numeracy strategy

Mar 27, 2017

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by

Graeme Smith

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

In order for your numeracy strategy to be effective, you need to consider your answers to the following questions. These questions are in the worksheets and are the same as what you’ll find in your assessment template. Here’s a list of the questions below. Then we’ll work through each one. If you know what to…
Numeracy Strategies: 3 More Useful Examples

Mar 27, 2017

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by

Graeme Smith

in Uncategorized, Embed literacy and numeracy, Embed numeracy, Embedded numeracy, Embedding numeracy, Instructional Strategies, Learning Strategies, Numeracy, Reading Comprehension Strategies, Strategies, Strategy

Numeracy strategies for vocational tutors Here are some more examples of numeracy strategies developed by tutors for embedding numeracy into their programmes. These are the kind of concise summaries that you’ll also need to write for your assessment if you’re doing the NZCALNE (Voc). Don’t forget, for assessment purposes for this course, you only need…