Tag: literacy and numeracy
-
How do I get started on Assessment 5 of the NCALNE (Voc) and demonstrating that I’m actually embedding literacy and numeracy into my training?
—
by
in 2.0, 2015, 21204, Activities, Adult, ALEC, ALNE, Assessment, Assessment 5, Complete NCALNE, Design, 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, Evaluation, Finish NCALE, Finish NCALNE, Graeme Smith, How do I get started, Knowing what to do, Learning, Learning Outcomes, Learning Progressions, Literacy, Literacy and Numeracy, Literacy Numeracy Pro, Literacy Numeracy Professionals, Literacy Numeracy Symposium, LiteracyNumeracyPro.com, LNPro, Low literacy levels, Low numeracy levels, Maths, Meaning, MOOC, MOOC 2.0, National register, NCALNE, NCALNE (Ed), NCALNE (Educator), NCALNE (Voc), NCALNE Lite, NCLANA, NDipALNE, New Zealand, New Zealand Context, Numeracy, Numeracy activity, NZ, NZCALNE, NZCALNE (Voc), Pathways Awarua, Personal development, Practitioners, Professional Development, Reading, Reading comprehension, Resources, Self development, Speaking, Trainer, Training, Tutor, Vocabulary, what is, WritingIf you’re up to this stage, you’re actually about, or even over, half way. This section is a big chunk… but it’s also the teaching component of the qualification. Basically, after having mapped the literacy and numeracy demands, and diagnosed your learners literacy and numeracy needs, you actually need to get out there and do some…
-
How do I get started on Literacy and Numeracy Diagnostic Assessment – and Assessment 4 of the NCALNE (Voc)
—
by
in 2.0, Activities, Adult, ALEC, Assessment, Assessment 4, Assessment Tool, Blog, Box and Whisker, Complete NCALNE, 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, Improve teaching practice, Knowing the demands, Knowing the learner, Knowing what to do, Learning, Learning Progressions, Literacy, Literacy and Numeracy, Literacy indicators, Literacy Numeracy Pro, Literacy Numeracy Professionals, Literacy Numeracy Symposium, LiteracyNumeracyPro.com, LNAAT, LNPro, Low literacy levels, Low numeracy levels, Map the literacy and numeracy demands, Map the literacy demands, Map the numeracy demands, NCALNE, NCALNE (Ed), NCALNE (Educator), NCALNE (Voc), NCALNE Lite, NCLANA, New Zealand, NZCALNE, Observation, Online assessment, Online learning, Pathways Awarua, Personal development, Professional Development, Reading, Reading comprehension, TEC, VocabularyIf you’re like a lot of people doing the NCALNE (Voc) literacy and numeracy professional development, you realise there’s a bit of what I call “heavy lifting” to do when you get to this stage. This not because literacy and numeracy diagnostic assessment is any harder than any other part (well… it might be), but the main…
-
Group Observation Checklist for Listening & Speaking
—
by
in 2.0, 2015, 21204, Activities, ALEC, Edtech, Education, Embed literacy and numeracy, Embed numeracy, Embedded numeracy, Embedding numeracy, Listening, Literacy, Literacy and Numeracy, Literacy indicators, Literacy Numeracy Pro, Literacy Numeracy Professionals, Literacy Numeracy Symposium, LiteracyNumeracyPro.com, LNPro, Low literacy levels, Map the literacy and numeracy demands, Map the literacy demands, NCALNE, Professional Development, Qualifications, SpeakingThis post carries on my collection of a few different diagnostic assessment tools for use with learners with literacy and numeracy issues. So far I’ve looked at: A basic, but fairly broad numeracy diagnostic assessment. Creating your own contextualised vocabulary diagnostics including developing a word bank to help you do this. A learner observation checklist for…
-
Let’s just sort out the confusion around steps versus levels when it comes to literacy and numeracy
—
by
in Edtech, Education, Embed literacy and numeracy, Embed numeracy, Embedded numeracy, Embedding numeracy, Learning Progressions, Literacy and Numeracy, Literacy Numeracy Pro, Literacy Numeracy Professionals, LiteracyNumeracyPro.com, LNAAT, LNPro, Map the literacy demands, Map the numeracy demands, Mapping, NCALNE, NCALNE (Ed), NCALNE (Educator), NCALNE (Voc), NCALNE Lite, NCLANA, NDipALNE, New Zealand, New Zealand Context, Professional Development, Qualifications, UncategorizedI didn’t create this confusion, but I’d like to clear it up… One of the things that people I meet seem constantly confused about is the difference between some very similar sounding language that we use in education, and in particular, in the field of literacy and numeracy, to describe things like skills. Here are…
-
The scariest thing I’ve read all year about literacy and numeracy provision and funding…
—
by
in 2015, 21204, ALEC, Customer Service, Design, Economy, Education, Education delivery model, ELN Tutor, Embed, Embed literacy and numeracy, Embed numeracy, embedded, Embedded numeracy, embedding, Embedding numeracy, Literacy, Literacy and Numeracy, Literacy indicators, Literacy Numeracy Pro, Literacy Numeracy Professionals, Literacy Numeracy Symposium, LiteracyNumeracyPro.com, LNPro, NCALNE, NCALNE (Ed), NCALNE (Educator), NCALNE (Voc), NCALNE Lite, NCLANA, NDipALNE, New Zealand Context, NZ, NZCALN, NZCALNE, NZCALNE (Voc), NZDALN, NZDALNE, NZQA, PhD, Qualifications, TECThere’s not much that catches me off guard these days. However, this did. I’ve posted in a section of it below. You need to go to here to get the rest. McDonell: I’m going to be asking you questions pertaining to two different but related areas. The first is to gain clarifications regarding your organisations’ definition…
-
How do you get started mapping literacy and numeracy demands with the Learning Progressions (and for Assessment 3 of the NCALNE (Voc)?
—
by
in 2.0, Activities, ako, ALEC, Area, Assessment, Assessment Tool, Complete NCALNE, Education, Education delivery model, Education resources, Educator’s Journey, Embed, Embed literacy and numeracy, Embed numeracy, embedded, Embedded numeracy, embedding, Embedding numeracy, Finish NCALE, Finish NCALNE, Graeme Smith, Learning Progressions, Literacy, Literacy and Numeracy, Literacy indicators, Literacy Numeracy Pro, Literacy Numeracy Professionals, LiteracyNumeracyPro.com, LNAAT, LNPro, Map the literacy and numeracy demands, Map the literacy demands, Map the numeracy demands, Mapping, Measurement, NCALNE, NCALNE (Ed), NCALNE (Educator), NCALNE (Voc), NCLANA, Numeracy, NZCALNE (Voc), Online learning, Pathways Awarua, Personal development, Professional DevelopmentOk… so you’ve enrolled in the NCALNE (Voc) training to upskill yourself around literacy and numeracy. Or perhaps someone has twisted your arm and now you’re up to your neck in this stuff. If you’re lucky you’ve been to one of the ALEC workshops and been introduced to the Learning Progressions and had a chance…
-
MOOC 2.0 – What could Salman Khan do to make online learning even better?
—
by
in 2.0, ALEC, Edtech, Education, embedded, embedding, imrpove, Kha, Khan Academy, make better, MOOC, MOOC 2.0, Numeracy, NZ, online, Pathways Awarua, Salman KhanYou’ve got to be careful looking for photos of Sal Khan online… There’s a Bollywood star by the same name so it could get confusing… Anyway: Back to this riff about how to improve online learning and in particular MOOCs. A MOOC is a Massively Open Online Course if you don’t know, and has become…
-
NCEA levels, credits and certificates
The other day I wrote about what I thought was the path of least resistance to gain NCEA Level 3 which you need in order to gain entrance to university. There are other ways but the NCEA pathway is the main one for most kids. Today I looked up a summary of the information about the credits…
-
What’s the least that you need to do to get NCEA level 3 so you can go to university?
This is a question that home school parents ask. Being a home school parent, I’ve been asking myself this question… Here’s the answer, or at least what I think the answer is based on a talk I listened to last night. Bear in mind that this is the absolutely minimum and I haven’t cross checked…
-
How do I make writing learning outcomes accessible to vocational and trades tutors? FRAME => TARGET => CONTEXTUALISE
This question has been plaguing me for several years. The heart of the NCALNE (Voc) relates to the teaching practice that trades and vocational tutors have to do. For this assessment, the tutors need to have a go at creating and delivering some embedded literacy and numeracy training. This assessment has diagnostic and formative assessment…