Category: Literacy and Numeracy
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AFTER: What do I actually do for a collaborative assessment?
There are instructions below for yourself and your learners. You can download our template for collaborative assessment here and modify it to suit your learners and teaching context. Tutor Instructions Choose two or three literacy or numeracy activities, goals or learning areas for the group to focus on. Record these on the group worksheet. You…
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What is collaborative assessment? A clear explanation and 2 questions to compare with self assessment
What is collaborative assessment and how do I use it?
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AFTER: Just do it…! Assessing your learners’ literacy and numeracy progress
Reusing your contextualised literacy and numeracy assessments Ok…! You should be set up for this already. Now is the time for you to go ahead and assess your learners’ literacy and numeracy progress. For most people, this means simply reusing your contextualised literacy and numeracy assessments from Assessment 5. This means that it’s more of…
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AFTER – Kia ora and welcome to Collection 7 of the NZCALNE (Voc)
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…
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Online Configurator for Embedded Learning Outcomes
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in Embed, Embed literacy and numeracy, Embed numeracy, embedded, Embedded numeracy, embedding, Embedding numeracy, Learning Outcomes, Literacy, Literacy and Numeracy, Literacy Numeracy Professionals, Read, Read better, Reading, Reading comprehension, Reading Comprehension Strategies, Uncategorized, Vocab, VocabularyThis is an experiment and it’s far from perfect… But tell me what you think in the comments. I’ve designed an online configurator to help you write embedded learning outcomes. There are two versions of it below. The first deals with the reading strand of the Learning Progressions. The second is much more specific and deals…
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What’s the big picture for embedding literacy and numeracy via the new NZCALNE (Voc)?
What’s the big picture? Here’s the big picture for embedding literacy and numeracy and an update on our work at ALEC. This is the big picture for our revised embedding process and pipeline. And it’s the big picture for the new NZCALNE (Voc) training and qualification that we’re feverishly working on. New content for Collections…
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The context for adult literacy and numeracy: Some things to think about before we move on…
From here you can move on to the second section. Next up we’re going to look at some of the approaches we use in adult teaching. Before that, though, you should have a think about your answers to the questions below. The questions aren’t assessed, so you don’t have to hand in your answers. But…
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What’s causing the problem? Thinking deeper and taking notes
By now you should have had some time to think about what’s causing the problem of low adult literacy and numeracy? Or at least, you’ve had some time to think about the factors that we associate with low literacy and numeracy levels. Here’s what we’ve covered: The impact of colonisation Socio-economic factors Cycles of poverty…
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What’s the problem? Technology
The impact of technology and the accelerating technological change is one of the themes that often comes up in discussions about why we face literacy and numeracy problems in the 21st century. The relentless march of technology and increasing technological complexity mean that the demands of work and life have changed significantly in recent years…
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What’s the problem? Poor teaching
Poor teaching is another factor that we often associate with low levels of adult literacy and numeracy. This applies to teaching in schools as well as in the tertiary sector with adults. Poor teaching reinforces adult learners’ negative beliefs about literacy and numeracy. For example, if an adult student thinks that she “can’t do maths”,…