This 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 only with vocabulary, but still references the vocab progression in the reading strand..
I’ve added a couple of different contexts for embedding, but you’ll probably need to add your own specific context. If you tell me what you’re working on I’ll add it to the configurator.
I’ve also had to take a few liberties with the Progressions to make it work. If you like it please type your examples of completed learning outcomes into the comment box.
This is based on a survey app so when you click “Finish Survey”, it will disappear. Just reload your web page if you want to have another go.
Reading Learning Outcomes
Vocabulary Learning Outcomes
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 1 to 4 are complete. We’ve also finished the Portfolio+ assessments for 5 to 7. We’re still working on the regular content for Collections 5 to 7.
What does that mean?
That means that you or your tutors should be working on the new version of this qualification now.
If you’re an experienced tutor, that means that we are now set up to work with you using a portfolio approach for the practical work. Get in touch if this is you – email@example.com
Also, stay tuned for new and revised content for Collections 5 to 7 covering diagnostic assessment, planning, facilitating, and assessing progress.
If you want to print out the new structure, just hit the link below for a PDF version:
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 talking about what you think with someone, and then writing down your responses will help you engage with this work more deeply.
- What do you think about the definitions that we’ve discussed?
- Are there any aspects that you really like?
- Is there anything here that you can use or absorb into your own teaching and training?
- How familiar are you already with the Learning Progressions frameworks?
- What value you can see in the Māori and Pasifika frameworks?
- Do you think you’ll need to refer to the ESOL Starting Points framework?
- What do you see as the major factors associated with low levels of adult literacy and numeracy?
- What causes the biggest impact on your learners?
- What do you think has the biggest impact on our country as a whole?
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
- Poor teaching
Let’s make some notes. As with the other sections, you might want to skip back and check on any details. But we also want you to think about your own learners. What do you see as the main factors associated with low adult literacy and numeracy?
Time to do some work
Let’s pause for a few moments. Here’s your task:
- Download the worksheet, or use the chart below to make notes on the different
- factors we’ve talked about.
- Can you think of specific examples for each?
- What’s the impact of each on your learners?
- What’s the wider impact of these on our country as a whole?
This task is not assessed, but it will help you with your assessment.