Tag: Mapping
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Demands: What are some specific writing demands?
If you’ve got the hang of the mapping, feel free to skip ahead and get on with mapping the writing demands in Assessment 3. You’re up to section 3.4. If you do skip ahead and you get stuck, you can always come back here and have a look in more detail. Otherwise, we’re going to…
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What Are Some Specific Reading Demands? How To Map Them in 7 Surefire Steps?
Reading Demands – What Are Some Specific Reading Demands And How Do you Map Them?
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Narrowing the focus: mapping to progressions and steps
In the last two modules, you learned how to map your teaching programme to the strands and progressions of the Learning Progressions. Next, we’ll be looking at how you map some specific samples of your teaching materials or other content to the progressions and steps of the Learning Progressions. In the modules that follow, you’ll learn…
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Demands: But wait, I’m an ESOL teacher…!
Mapping the demands for teaching English to Speakers of Other Languages (ESOL) If you are not an ESOL teacher – someone who teaches refugees and migrants with little or no English – you can skip this section. But if you are an ESOL teacher, and you teach a course that is funded by the TEC…
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Demands: Thinking deeper about your big picture numeracy demands
Time to do some work Let’s pause here again. Here’s what you need to do next: Download the worksheet for numeracy, or use the chart below to get started on mapping the big picture numeracy demands for your situation. As you did for literacy, say what each numeracy progression is in plain English and then…
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Demands: Understanding what the numeracy progressions are…
What are the big picture numeracy demands? By identifying the most important literacy progressions for your own teaching situation, you’ve started to map the big picture demands. Now we need to do the same thing for numeracy. By the end of this module, you should have some ideas about: Which numeracy strands are relevant for…
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Demands: Writing up your 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…
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Demands: Thinking deeper about your big picture literacy demands
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…
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Demands: Understanding what the literacy progressions are…
What are the big picture literacy demands? From here you’ll be working towards completing Assessment 3. In the first part, we look at the big picture demands. By the end, you should have an idea about: Which literacy strands are relevant for your teaching. Which progressions from these strands are relevant. Not everything is going…
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Demands: What and where are the Learning Progressions support material?
There are other support materials that you can access as well. You don’t need these to complete the assessment for this part of the course. But you might want to come back to this material later on. For example, the support materials contain ideas for diagnostic assessment which is part of your Assessment 5. And…