Category: Maori Literacy
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Free prize inside (if you come to my workshop on Thursday at the LN Symposium)
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in ako, ALEC, Education, Education resources, Embed literacy and numeracy, Embed numeracy, Embedded numeracy, Embedding numeracy, Indigenous education, indigenous pedagogy, Maori Literacy, Maori literacy initiatives, Maori literacy numeracy initiatives, NCALNE, NCALNE (Voc), NCALNE Lite, NCLANA, NDipALNE, Professional Development, TEC, tuakana-teina, Tutor, Whare TapawhaThis is a limited edition set of photo-cards that we made up a few years ago. I had them reprinted recently and I’ve got a bunch to give away on Wednesday and Thursday. It’s unlikely that we’ll reprint these again. It’s small image on your screen, but each card is the size of a regular…
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Please support the new Adult Literacy & Numeracy Education qualifications
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in 21204, ALEC, Compliance, DipALNE, Diploma, Disruption, Edtech, Education, Education delivery model, Education resources, Educator’s Journey, ELN Tutor, Embed literacy and numeracy, Embed numeracy, Embedded numeracy, Embedding numeracy, Evaluation, Finish NCALE, Finish NCALNE, Improve teaching practice, Indigenous education, indigenous pedagogy, International education, Literacy and Numeracy, Literacy indicators, Literacy Numeracy Pro, Literacy Numeracy Professionals, Literacy Numeracy Symposium, LiteracyNumeracyPro.com, LNPro, Low literacy levels, Low numeracy levels, Maori Literacy, Maori literacy initiatives, Maori literacy numeracy initiatives, Map the literacy and numeracy demands, Map the literacy demands, Map the numeracy demands, Mapping, NCALNE, NCALNE (Voc), NCALNE Lite, NCLANA, NDipALNE, New Zealand Context, NZCALN, NZCALNE, NZCALNE (Voc), NZDALN, NZQA, Online assessment, Online learning, Pathways, Pathways Awarua, Personal development, Professional Development, Qualifications, TEC, Theory, Tutor, Tutor ProfileWell… they’re out for consultation. Here’s the breakdown from the NZQA website. This is just out and it’s now in the public domain for consultation. Key points first: Please support the need for three distinct ALNE qualifications. These are the 40 credit NZCALNE (Voc) which replaces the NCALNE (Voc). the 80 credit NZCALNE (Ed) which replaces…
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Development of Reading Assessments for Māori learners: Online Survey
Information for Kaiako (Teachers/Tutors) Tënä koe, This document has information about how you (and tauira that you work with) can take part in an online survey that will help NZCER design reading assessments that are engaging, relevant and appropriate for Māori. The Tertiary Education Commission (TEC) has asked the New Zealand Council for Educational Research…
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“Weaving” Versus “Tools For Your Toolbox” As 2 Authentic Metaphors For Embedding Literacy And Numeracy
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in Education, 21204, ako, ALEC, Edtech, Embed literacy and numeracy, Embed numeracy, Embedded numeracy, Embedding numeracy, Indigenous education, indigenous pedagogy, Literacy and Numeracy, Maori Literacy, Maori literacy initiatives, Maori literacy numeracy initiatives, NCALNE, Professional Development, Qualifications, Uncategorized“Weaving” versus “tools for your toolbox” as metaphors for embedding literacy and numeracy
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Revisiting Te Whare Tapa whā for adult literacy and numeracy teaching
Te Whare Tapawha Another concept from Te Ao Maori that you may also remember from your NZCALNE (Voc) studies is Te Whare tapawha, or the strong house. Dr Mason Durie’s Te whare tapawha model reminds us that we need to consider our learner as a whole person taking into account the many dimensions that make…
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Evaluating your adult literacy and numeracy teaching against the concepts of Ako and Tuakana-teina
Tuakana-teina is a mentoring approach where typically the mentors (tuakana) share their experiences, and their knowledge as well as provide information. The tuakana is a support person and adviser for the teina and the teina gives the tuakana a chance to learn new things and meet new people. Think of this as ako in action.
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New Zealand Diploma of Adult Literacy & Numeracy (NZDipALN): The ALEC Model
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in 21204, ALEC, Assessment, Business model generation, Complete NCALE, Complete NCALNE, Design, Diagnostic, DipALNE, Diploma, Disruption, Edtech, Education, Education delivery model, Education resources, Educator’s Journey, ELN Tutor, Embed literacy and numeracy, Embed numeracy, Embedded numeracy, Embedding numeracy, Evaluation, Finish NCALE, Finish NCALNE, Improve teaching practice, Literacy and Numeracy, Literacy indicators, Literacy Numeracy Pro, Literacy Numeracy Professionals, Literacy Numeracy Symposium, LiteracyNumeracyPro.com, LNPro, Low literacy levels, Low numeracy levels, Maori Literacy, Maori literacy initiatives, Maori literacy numeracy initiatives, Map the literacy and numeracy demands, Map the literacy demands, Map the numeracy demands, Mapping, Mastery, NCALNE, NCALNE (Voc), NCALNE Lite, NCLANA, NDipALNE, New Zealand Context, Numeracy, Numeracy Indicators, NZCALN, NZDALN, NZQA, Online assessment, Online learning, Pathways Awarua, Personal development, Prison literacy, Productivity, Professional Development, Qualifications, Resources, Tutor, Tutor Profile, UncategorizedOnce again… I’ve started work on the Diploma. This is like about the 5th time I’ve had a go at writing this thing and hopefully, this time I’ll finish it. Actually, this time it should be more of a collaboration, but more on that in a future post. What I wanted to establish here is…
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Discussion questions (And my answers) for the Revised Tertiary Landscape
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in 21204, ALEC, Compliance, Design, DipALNE, Diploma, Disruption, Edtech, Education, ELN Tutor, Embed literacy and numeracy, Embed numeracy, Embedded numeracy, Embedding numeracy, Finish NCALE, Finish NCALNE, Learning Progressions, Literacy and Numeracy, Literacy indicators, Literacy Numeracy Pro, Literacy Numeracy Professionals, Literacy Numeracy Symposium, LiteracyNumeracyPro.com, LNPro, Low literacy levels, Low numeracy levels, Mandatory review, Maori Literacy, Maori literacy initiatives, Maori literacy numeracy initiatives, Map the literacy and numeracy demands, Map the literacy demands, Map the numeracy demands, Mapping, NCALNE, NCALNE (Voc), NCALNE Lite, NCLANA, NDipALNE, New Zealand Context, NZCALN, NZDALN, NZQA, Professional Development, Qualifications, TECThese are the discussion questions from the governance group at NZQA looking at the review of adult tertiary teaching qualifications at the moment. I’ve inserted my answers. Discussion questions and prompts from the NZQA The following questions are designed to prompt thinking and feedback as you consider the landscape and rationale. 1. To what extent…
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NZQA Review of Adult and Tertiary Teaching Qualifications (including NCALNE) Update
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in 21204, ALEC, Assessment, Complete NCALE, Complete NCALNE, Compliance, Design, DipALNE, Edtech, Education, ELN Tutor, Embed literacy and numeracy, Embed numeracy, Embedded numeracy, Finish NCALE, Finish NCALNE, Learning Progressions, Literacy and Numeracy, Literacy indicators, Literacy Numeracy Pro, Literacy Numeracy Professionals, Literacy Numeracy Symposium, LiteracyNumeracyPro.com, LNPro, Low literacy levels, Low numeracy levels, Mandatory review, Maori Literacy, Maori literacy initiatives, Map the literacy and numeracy demands, Map the literacy demands, Map the numeracy demands, NCALNE, NCALNE (Voc), NCALNE Lite, NCLANA, NDipALNE, New Zealand Context, NZDALN, NZQA, Pathways Awarua, Personal development, Professional Development, Qualifications, Reading comprehensionFor those of you tracking these changes or just interested. The NZQA governance group has just published their first discussion document and minutes. You can access it on the NZQA website here. I’ll post further comments when I’ve had a chance to digest it carefully. However, for now: It looks like the NCALNE (Voc) Qualification…
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Yikes…! Mandatory Review of Educator Qualifications including NCALNE (Voc) and Dip ALNE
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in 21204, ALEC, Assessment, Business improvement, Complete NCALE, Complete NCALNE, Compliance, DipALNE, Diploma, Disruption, Edtech, Education, Education delivery model, Education resources, Educator’s Journey, Embed literacy and numeracy, Embed numeracy, Embedded numeracy, Embedding numeracy, Export Education, Finish NCALE, Finish NCALNE, International education, Literacy and Numeracy, Literacy Numeracy Professionals, Literacy Numeracy Symposium, Mandatory review, Maori Literacy, Maori literacy initiatives, NCALNE, NCALNE (Voc), NCALNE Lite, NCLANA, NDipALNE, New Zealand Context, NZQA, Online learning, Professional Development, QualificationsThis review has kind of taken me by surprise. I actually disregarded the email from NZQA as it was titled “teacher education review” or something similar. However, NZQA rang me (luckily) to make sure that I attended due to the fact that we deliver the NCALNE (Voc) and we’re looking at delivering the DipALNE next…