Tag: learners

BEFORE: Who are my learners?

May 8, 2017

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by

Graeme Smith

in BEFORE, Diagnosing, Diagnostic, Uncategorized

Just do it: Diagnostic Assessment From here, our focus shifts from things you need to know to things you need to do. In other words, you’re going to start working with your learners on the next parts of this course. This includes diagnostic assessment for this section of the course, teaching in the next, and…
What Is Ako? Reciprocal Teaching And Learning Explained

Mar 7, 2017

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by

Graeme Smith

in Uncategorized, ako, Approaches, Indigenous education, indigenous pedagogy, Knowing the learner, learner, Learner success, Learners, Maori, Maori Literacy, NZCALNE, NZCALNE (Voc), Success

Ako means both teach and learn. It’s a reciprocal relationship where the educator is also learning from the student.
Cooking Is The Best Metaphor For Understanding What Actually Happens In Teaching

Sep 8, 2015

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by

Graeme Smith

in anti-fragile, Antifragile, cooking, Education, improvisation, innovation, Literacy, Metaphors, Numeracy, Professional Development, Taleb, teaching

Cooking is the best metaphor for understanding what actually happens in teaching.
What to do if your adult learners have dyslexia

Mar 24, 2015

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by

Graeme Smith

in 2015, 21204, Adult, Adults, Diagnosing, Diagnostic, Dyslexia, Dyslexic

This is another issue that comes up from time to time in our training. Effectively diagnosing and working with dyslexia falls outside of the narrow range of skills that we tend to focus on with our literacy and numeracy professional development and training with trades and vocational tutors. However, it does come up in discussions with…
Engaging Maori Learners: 6 Short Video Clips

Mar 24, 2015

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by

Graeme Smith

in Adult, embedding, Engaging, Learners, Literacy, Maori, NCALNE, Numeracy, Video

These videos came out a few years ago on a DVD. We regularly use the short section on Te Whare Tapawha in the live delivery of our training. But I thought you might also be interested in the rest of the videos, particularly if you never owned a copy of the DVD. If you click…
How do you describe literacy abilities in really low level adult learners?

Feb 26, 2015

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by

Graeme Smith

in Ability, Adult, English, ESL, ESOL, Framework, ILN, Learners, Limited, Literacy, Low, NZ, Starting Points, TEC

I haven’t really looked at any of this before, but I came across it the other day. Below is the TEC outcomes framework for describing ability levels for low level ESOL learners. This is based on the Starting Points framework and applies to learners whose literacy level falls below step 1 in the Learning Progressions.…
How do you feel about data-driven decision making in education?

Jan 28, 2015

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by

Graeme Smith

in 2015, 21204, Adult, Adults, ALEC, data driven, Decisions, Deliver, Design, Embed, Embed literacy and numeracy, Evaluation, Foundation, Improve learning, Improve teaching practice, Knowing what to do, learner, Learners, Learning, Learning Outcomes

Our education system is built around outcomes. This is a good thing. Here’s how it works in a nutshell: You work out what kind of outcome you want to see, hopefully check to see what your learners already know and can do, you might find or develop some resources, then you do some teaching, your…
I really like this TEC Infographic: How learners make decisions about tertiary education.

Nov 5, 2014

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by

Graeme Smith

in Decisions, Identity, Influence, infographic, Learners, Poster, TEC

I don’t really think I’ve seen the TEC do this before, but I really like it. Check out their new infographic. It’s kind of buried in their website unfortunately, but here it is below. Well done TEC on hiring some graphic design know-how.
Learner Observation Checklist for Listening & Speaking Skills

Nov 1, 2014

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by

Graeme Smith

in Diagnostic, Edtech, Education, Embed literacy and numeracy, Embed numeracy, Embedded numeracy, Embedding numeracy, Improve teaching practice, Learning Progressions, Listening, Literacy, Literacy and Numeracy, Literacy indicators, Literacy Numeracy Pro, Literacy Numeracy Professionals, Literacy Numeracy Symposium, LiteracyNumeracyPro.com, LNPro, Low literacy levels, make better, Map the literacy and numeracy demands, Map the literacy demands, NCALNE, NCALNE (Voc), Professional Development, Qualifications

The other day I posted my versions of the some tools to use with learners for numeracy diagnostic assessment. I’ve also written before about creating your own contextualised vocabulary diagnostics including developing a word bank. This post continues along the same line, but with a learner observation checklist for listening and speaking skills. This is…
How do you develop embedded numeracy learning outcomes that are relevant to trades tutors?

Oct 17, 2014

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by

Graeme Smith

in 2.0, 2015, 21204, Activities, ako, ALEC, Area, Assessment, Bloom’s Taxonomy, Complete NCALNE, Creativity, Design, Diagnostic, Edtech, Education, Education delivery model, Education resources, Educator’s Journey, ELN Tutor, Embed, Embed literacy and numeracy, Embed numeracy, embedded, Embedded numeracy, embedding, Embedding numeracy, Finish NCALNE, Graeme Smith, Janet Hogan, Learning Outcomes, Learning Progressions, Literacy and Numeracy, Literacy Numeracy Pro, Literacy Numeracy Professionals, Literacy Numeracy Symposium, LiteracyNumeracyPro.com, LNPro, Low numeracy levels, Map the literacy and numeracy demands, Map the numeracy demands, Measurement, NCALNE, NCALNE (Ed), NCALNE (Educator), NCALNE (Voc), NCALNE Lite, NCLANA, NZCALNE (Voc), Pathways Awarua, Personal development, Professional Development, Qualifications

Recently, we did some work around developing learning outcomes with group that had a lot of painters and plasterers in it. This is a summary of my notes relating to how, as a group, we developed a draft learning outcome for an embedded approach to some very specific numeracy skills around measurement and area. We…