Demands: What are some specific measurement demands?


If you know what you’re doing, please skip ahead to the assessment task and finish this off. If you want to walk through the process one last time with the measurement progression, please carry on!

1. Print out the Make Sense of Number strand.

Make sure you have the Measure and Interpret Shape and Space strand in front of you so you can refer to the details for each step. Sometimes, we’ll just refer to this as the Measurement strand.

For our purposes here, we’re just going to look at measurement. You can decide if the Shapes and Transformations, and Location Progressions are relevant. For now, we’re going to assume that they are not relevant.

The Measurement progression looks like this, but it will have descriptions of skills and knowledge in all of the steps. You can download the Measure and Interpret Shape and Space strand here if you need to.

screenshot-2017-02-15-22-05-57

2. Choose a specific sample task involving measurement from your teaching programme.

Choose some kind of teaching material that your learners have to work with, not NZQA unit standard descriptions.

It’s often a good idea to choose a task where your learners have to estimation and then use a measuring tool or measure something for a purpose.

Here are some examples of tasks that you could choose where your learners have to use measurement:

  • Estimating and then weighing the amount of flour needed to bake a cake using a set of scales.
  • Estimating and then measuring length in metres and millimetres using a tape or steel ruler.
  • Calibrating a workshop tool and then using it to measure something.
  • Recording units of length, weight, temperature or time for a work-related or other purpose.
  • Converting from metres to millimetres and vice versa. For example, in a carpentry or engineering context.
  • Converting from kilograms to grams and vice versa. For example, in a cooking context.
  • Using tools, units, and formulas to measure side lengths, perimeters, and areas. For example, measuring a rectangle of land and then calculating the area available for planting.
  • Calculating volume or capacity. For example, in a farming or engineering context.
  • Converting between measurement systems. For example, converting from metres to inches.

3. Have clear reasons for choosing the sample

In the assessment template, as with all of your samples, you’ll need to say why you chose to analyse this calculation or task. There are lots of reasons. Here are some:

  • You might have chosen a measuring task that you already know causes difficulties for your learners.
  • You might already know that you need to create some new material to teach a calculation in a new part of your programme.
  • Your supervisor or manager may have asked you to focus on a particular measurement or calculation that requires measurement.

4. Start your mapping with the strategy progressions

Refer to the Measurement progressions and then you shade in your own chart down to the relevant step.

This time, the best place to start mapping the measurement demands is at steps 2 / 3.

Step 1 is very basic. If your measurement task was to compare the length of two sticks and say which was bigger, you’d be at step 1. Most trades and vocational courses will have measurement demands from steps 2 / 3 up to step 6.

Here’s what you’ll see on the Measurement progression.

Screenshot 2017-03-23 08.52.04

5. Use what you know about your own subject

Use your own knowledge of your training material or the measurement task to decide which step applies for each of the strategy progressions.

Here are some things to think about. Does the calculation require:

  • Comparing two objects for length and weight? Have a look at step 1.
  • Doing simple measurements and recording the measurements in standard units like millimetres? Have a look at step 2 / 3.
  • Using tools like scales or tape measures to measure things for a specific purpose? For example, use electronic scales to weigh 200 grams of butter for a cooking recipe. Have a look at step 4.
  • Doing simple conversions? For example, working out that 100cm = 1m. Have a look at step 4.
  • Using a formula to calculate area from measurements of length? Have a look at step 5
  • Doing more complicated conversions? For example, converting 1.25L to 1,250 millilitres? Also, step 5
  • Calculating volume? Have a look at step 6.

Remember that when we’re working out the demands of a measurement task or calculation, we are only interested in the task or calculation. As we mentioned earlier, we’ll get to what your learners can actually do later on when we look at diagnostic assessment.

If you work in trades or do any kind of vocational training, the measurements that your learners have to work with are probably at least at step 2 / 3 for basic measurement, at step 4 if they have to use tools like scales or tape measures, or if you use formulas most likely at steps 5 or 6.

We often find that in trades and vocational training that the measurement demands are quite high.

As always, if you’re not sure about what step, do this mapping together with a colleague.

6. Map the demands for measurement

If you’re working on paper, get a highlighter and shade down from the top until you’ve included the highest step that you identified for measurement.

You can download a chart and worksheet here for mapping your sample measurement or measurement related calculation. It’s exactly the same as section 3.6 of your assessment task. Print this out and you can use it as a rough draft and for notes.

Once you’ve mapped the measurement progression, you’ll end up with something like this:

Screenshot 2017-03-23 08.52.24

7. Answer the questions and finish of the assessment task

Once you have mapped your measurement task visually, you need to be able to talk about your mapping means.

As with your other samples, you’ll need to answer a series of questions to show that you understand what you’ve just done.

These questions are in the assessment template and in the worksheet if you download it:

  • What text or task did you use?
  • Why did you choose this as your sample?
  • Out of everything here, what are the most important progressions and steps?
  • What about planning for assessment and teaching?

If you can map a sample measurement or measurement-related calculation and answer the questions, you can finish of this assessment and hand it in.

Make sure you keep your sample handy. You’ll need to scan it and upload it when you submit your completed assessment task.

If it’s a measurement task or activity that is not something you can easily scan, you can write down what learners have to do and add this to your responses in the template.

If it’s a practical activity you might be able to take some digital photos and upload those for us to see.

Demands: What are some specific Number demands?


By now you might feel that you’re an old hand at mapping. Or at least, you might feel that you have an idea about how the process works. Here’s something to remember:

  • All you’re doing is applying what you know about your own subject as an expert in your own field.

The only thing that might be new is that you’re using the progressions as a kind of lens to filter your judgements through.

If you know what you’re doing, just get on with the assessment task. If you’re not sure or you feel less confident about mapping numeracy then don’t worry. We’re going to go through it in detail next.

1. Print out the Make Sense of Number strand.

Make sure you have the Make Sense of Number strand in front of you so you can refer to the details for each step. Sometimes, we’ll just refer to this as the Number strand.

It looks like this, but it will have descriptions of skills and knowledge in all of the steps. You can download the Number strand here if you need to.

screenshot-2017-02-15-22-04-15

There are six progressions in this strand. The first three are about how to do things (strategies) and the second three about what you need to know to do those things (knowledge).

You only need to think about the first three when you map demands. What you need to know (the second three) will sit one step behind the highest step of the first three

2. Choose a specific sample calculation or task involving number work from your teaching programme.

Choose some kind of teaching material that your learners have to work with, not NZQA unit standard descriptions. Choose a task where your learners have to do a basic calculation or work with numbers in some way. This might include reading some material, but the focus should be on using basic maths.

Here are some examples of samples that you could choose where your learners have to use number skills:

  • Working out the percentage of something For example, calculating a 20% discount or working out GST on an amount of money.
  • Working out how long it takes to travel somewhere.
  • Adding up hours worked for a timesheet.
  • Costing a job.
  • Adding together measurements such as weights or lengths including decimals.
  • A task where it’s necessary to converting fractions into decimals or vice versa.
  • Working out how much fertiliser to use on a garden.
  • How to work out the average weight of a mob of stock.

3. Have clear reasons for choosing the sample

In the assessment template, as with all of your samples, you’ll need to say why you chose to analyse this calculation or task. There are lots of reasons. Here are some:

  • You might have chosen a calculation that you already know causes difficulties for your learners.
  • You might already know that you need to create some new material to teach a calculation in a new part of your programme.
  • Your supervisor or manager may have asked you to focus on a particular calculation or task.

4. Start your mapping with the strategy progressions

At every stage, we refer to the relevant Strand charts and progressions and then you shade in your own chart down to the relevant step.

This time, the best place to start mapping the number demands is with the three strategy progressions on the left-hand side of the chart. The ones on the right are the knowledge progressions and we can leave those for now.

Screenshot 2017-03-22 10.27.25

Unless you are teaching a very low level foundation class, the number demands for your programme are likely to be at step 3 or above. Steps 1 and 2 are very much developmental.

You’re the expert though. Remember: you know your subject. The framework is just a lens or tool to look at your programme.

Here’s what you’ll see in the number strategy progressions:

Screenshot 2017-03-22 10.53.11.png

Before we go any further, what’s a partitioning strategy?

That’s an excellent question…! Partitioning is splitting numbers into parts, for example, by place value. Here’s an example.

  • 365 is three hundreds, six tens and five ones.

Partitioning strategies are strategies that are based on splitting numbers into two or more parts and then recombining them in a different way. This is how people in the real world do maths. For example:

  • 26 + 9 can be split up (or partitioned) into  26 + 4 + 5 and then 30 + 5.

Writing out the explanation for this makes it sound more complicated than it is. But here have a think about this:

  • Working out 26 + 9 is hard for some learners. But splitting up 9 into 4 + 5 is easy.
  • Then adding 4 to 26 to get 30 is also easy if you know your number facts that add up to multiples of 10.
  • After that it’s also straightforward to add on the other 5 to get 35.

5. Use what you know about your own subject

Use your own knowledge of your training material or calculations to decide which step applies for each of the strategy progressions.

Here are some things to think about. Does the calculation require:

  • Addition or subtraction? Use the Additive Strategies progression.
    • Multi-digit problems? Then look at step 4.
    • Adding or subtracting decimals as well? Then look at step 5
  • Multiplication or division? Use the Multiplicative Strategies progression.
    • Multi-digit problems? Then look at step 5
    • Multiplying or dividing decimals, fractions and percentages as well? Look at step 6
  • Fractions, decimals and percentages? Use the Proportional Reasoning Strategies progression
    • Converting between fractions, decimals, and percentages? Look at step 5.
    • Working with proportions, rates and ratios? Look at step 6.

Keep in mind at all times that when we’re working out the demands of a task or calculation in this case, we are only interested in the task or calculation. We’ll get to what your learners can actually do later on.

If you work in trades or do any kind of vocational training, the calculations that you have to work with are probably at least at step 3 or 4 and most likely at steps 5 or 6.

As always, if you’re not sure about what step, do this mapping together with a colleague.

6. Map the demands for the three strategies progressions first

If you’re working on paper, get a highlighter and shade down from the top until you’ve included the highest step that you identified for each of Additive Strategies, Multiplicative Strategies, and Proportional Reasoning Strategies.

You can download a chart and worksheet here for mapping your own sample calculation on the Number strand. It’s exactly the same as section 3.5 of your assessment task. Print this out and you can use it as a rough draft and for notes.

Once you’ve mapped the three strategies progressions, you’ll end up with something like this:

Screenshot 2017-03-22 10.27.54

7. Map your calculation against the rest of the progressions in the strand.

There’s a quick way to do this. It only works with this strand. But it goes like this:

  • Map the three knowledge progressions at one step less than the highest strategy progression.

So in our example above, the highest step mapped on the strategy side is step 6 for Additive Strategies. This means that we can map all of the knowledge progressions at step 5. Like this:

Screenshot 2017-03-22 10.28.03

The reason we can do this is that the three strategy progressions require that all of the knowledge is place at the previous step.

In other words, you need to know things at step 5 in Place Value, for example, in order to do things at step 6 in Additive Strategies.

Once you have mapped your calculation visually, you need to be able to talk about your results and what they mean.

As with your literacy samples, you’ll need to answer a series of questions to show that you understand what you’ve just done.

These questions are in the assessment template and in the worksheet if you download it:

  • What text or task did you use?
  • Why did you choose this as your sample?
  • Out of everything here, what are the most important progressions and steps?
  • What about planning for assessment and teaching?

If you can map a sample calculation or other task involving numbers and answer the questions, you can move onto the next module.

Make sure you keep your sample handy, though. You’ll need to scan it and upload it when you submit your completed assessment task. If it’s a calculation, you can write out an example and scan this.

Demands: Writing up your big picture literacy demands


Knowing the demands (10)

Make sure you keep your notes as you’ll want to refer to them when you write up your answers to the first part of Assessment 3.

In your assessment template, in section 3.1 you’ll need to identify the top two overall literacy skill demands for your teaching. Remember, at this stage, we are just interested in the strands and progressions that are relevant in broad terms to your teaching programme.

You’ll also need to answer the following questions:

  • Why are these literacy skill areas so demanding?
  • What does this affect?
  • What does this mean for learners?
  • What does this mean for teaching?
  • What does this mean for programme design?

If you’ve done enough thinking about this and you want to skip ahead to the assessment module and get started on section 3.1 you can. Just download the assessment template and go for it. Then come back to here and carry on with the next stage.

If you want a bit more time to think about it, you can download the questions and some prompts as a worksheet here. The questions are the same as in your assessment template in section 3.1.

Demands: Thinking deeper about your big picture literacy demands


Knowing the demands (9)

Big picture literacy demands: Thinking deeper

Hopefully, you’ve started thinking about some of the concepts that we use in the Learning Progressions. Again, don’t worry if some of the terminology is new or seems strange.

You are, in many ways, learning a new trade and it’s important to know the names of things.

Here’s what we’ve covered so far:

We still need to get started on mapping the big picture demands for both literacy and numeracy. Then we’ll drill down to the specifics of your course materials.

Time to do some work

Let’s pause here for now. Here’s what you need to do next:

  • Download the worksheet, or use the chart below to get started on mapping the big picture literacy demands for your situation.
  • For each progression, say what it is in plain English and then rate it for importance for you. Justify your rating.
  • Then if you’ve rated a progression as important, say which tasks or what kind of work is affected. This might include work in the classroom or more practical work in other kinds of environments.

This task is not assessed, but it will help with the first part of your assessment.

Screenshot 2017-03-18 10.13.26Screenshot 2017-03-18 10.13.39

Writing up the big picture literacy demands

Make sure you keep your notes as you’ll want to refer to them when you write up your answers to the first part of Assessment 3.

In your assessment template, in section 3.1 you’ll need to identify the top two overall literacy skill demands for your teaching. Remember, at this stage, we are just interested in the strands and progressions that are relevant in broad terms to your teaching programme.

You’ll also need to answer the following questions:

  • Why are these literacy skill areas so demanding?
  • What does this affect?
  • What does this mean for learners?
  • What does this mean for teaching?
  • What does this mean for programme design?

If you’ve done enough thinking about this and you want to skip ahead to the assessment module and get started on section 3.1 you can. Just download the assessment template and go for it. Then come back to here and carry on with the next stage.

If you want a bit more time to think about it, you can download the questions and some prompts as a worksheet here. The questions are the same as in your assessment template in section 3.1. The worksheet is the same as the image below.

We’ll repeat this process for numeracy next.

Screenshot 2017-03-20 09.46.17

Demands: What are my resources for mapping?


Knowing the demands (6)

Your organisation may already have printed copies of the Learning Progressions support materials or strand charts. But there are a couple of other ways that you can access the reference material.

The Strand Charts

You can download the strand charts here. We’ll provide these download links again later. But if you want them now, you can download the individual strand charts below. Like we said earlier, your assessment will only focus on the reading and writing for literacy, and number and measurement for numeracy.

Literacy

Numeracy

If you have a printed copy of the Learning Progressions for Adult Literacy and Numeracy you’ll find the Strand Charts at the back of each book.

These books contain further information about each of the strands and progressions. If you want your own copy, you can download the PDFs below.

These are handy to have as reference material when you’re doing your mapping. If you download these now, make sure you work through the material here first before diving into them.

There is also an online version of the Strand Charts that you can access here.

Demands: Introducing mapping


Knowing the demands (2).jpg

If you remember back to the first assessment for the NZCALNE, you’ll recall that we introduced a framework for literacy and numeracy called the Learning Progressions for Adult Literacy and Numeracy.

In these next modules, we look at how you can use the Learning Progressions to analyse your teaching material.

What are literacy and numeracy demands?

In our embedded approach, the idea is that you don’t need to go and add a bunch of literacy and numeracy to your programme because it’s already there. The real issue is that this literacy and numeracy content is not always visible. It’s often “under the radar”.

Some of the literacy and numeracy content that’s already in your course material is tough for your learners. It can be tough for them because it’s new, because it’s not explained, or because you’ve assumed that they already know it.

We refer to this tough content as the demands of your teaching programme.

Here are a couple of examples of literacy demands.

  • Learning new technical jargon for a job or trade.
  • Reading and understanding a complicated set of instructions.

Here are some numeracy demands:

  • Taking accurate measurements.
  • Doing a calculation.

Knowing the demands

The Learning Progressions are the tool we use to help us figure out how easy or hard these demands are. This is called “knowing the demands”.

The progressions are also the tool we use to figure out where our learners are at. This is called “knowing the learner”. We’ll come back to this idea of knowing the learner when we look at diagnostic assessment in Collection 5.

Once we know what the demands are, and where our learners are at in this framework, the progressions also give us a hand to figure out what we should do next. This is the third knowing… “knowing what to do” and relates to the teaching component of this course – Collection 6.

What is mapping?

In the modules that follow, we’ll show you how to use the progressions as a tool to identify important literacy and numeracy demands in the material that you need to teach. The process is what we call mapping the demands.

For our purposes, we’re only interested in what we call “best guess” mapping. This means that we’re not going to get too bogged down in the details. We want to use the progressions as a tool for getting a quick estimate of the demands.

What we really want is for you to start to internalise the way the system works. Try and get a feel for it. Don’t worry about splitting hairs.

APPROACHES – New Content for the new NZCALNE Assessment 2 with ALEC


New bubble

As we’ve said elsewhere, this is a transition year from the old NCALNE (Voc) to the new NZCALNE (Voc). We’re in the middle of writing new material which will be available in a new format on Pathways Awarua shortly.

The first draft of this is available here on my blog. If you’re up to the second assessment task in the new and improved NZCALNE (Voc) here’s what you need to know below.

The new Assessment 2 still focuses on concepts on approaches from a Māori perspective, but because of the new structure, we can include other concepts from mainstream adult teaching.

There are only two areas to compete in the new assessment task. Down below you’ll find all the links you need for all of the content including:

  • Approaches: How should we look at teaching and learning?
  • Concepts: What are some other key ideas you need to know?

Follow the links below

Approaches: How should we look at teaching and learning?

Concepts: What are some other key ideas you need to know?

If you’re stuck, please get in touch with us by email here: assess@alec.ac.nz or by calling Graeme on 0800-ALEC-1-2