Why should I beta-test the new NZCALNE online with Pathways Awarua and ALEC…?


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What do I get out of it?

Well… it’s a fair question.

Here are some reasons why you might wanna have a look at the new NZCALNE online as a beta-tester. A beta-tester is someone who tries out a brand new product and provides feedback.

  1. One great reason might be that you are actually enrolled anyway and you’re working on one of the first three assessment tasks. We’ll have the rest of the content up and live soon.
  2. Or perhaps you are a manager and you’re looking at professional development options for your staff. Have a look and then get back to us with questions.
  3. Another reason might be because you didn’t like the old NCALNE or Unit Standard 21204 and you want to see if we’ve been able to fix any of the issues. We are locked into the new NZQA unit standards, but we’ve also been able to deal with a lot of what we didn’t like about the old system.
  4. Perhaps you just love either Pathways Awarua or ALEC. Great, we love you too…! Go on… have a play and tell us what you think.
  5. You dislike what others are doing. There is at least one other competitor product to the NZCALNE out there. We’d love to know if ours is better. We think it is.
  6. You want to learn something new. Good for you. This content includes a bunch of new stuff as well as our current thinking on everything else. We’re biased of course, but this is the best work we’ve ever done.
  7. You just love the literacy and numeracy space. Nice one. So do we. It’s great to stay current.

Now get amongst it.

Ring Graeme on 0800-ALEC-1-2 or email assess@alec.ac.nz for more information

 

Beta testers wanted for the new NZCALNE (Voc) with ALEC and Pathways Awarua


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Greetings friends of ALEC and Pathways Awarua…!

We need some people to test the three new Collections we launched for the start of the new NZCALNE (Voc) online.

That means we need people who are happy to have a look through this new content and try it out. And hopefully, give us some feedback.

Steve Jobs never launched a perfect iPhone. And while we’ve proofed the material, we wanted to get it out into cyberspace as fast as possible.

That means there could be a few bugs. Also, if you can provide us with some feedback now, it’s likely that this will help us as we design, write, and launch Collections 4 to 7.

Do I have to be enrolled as a student to test the new NZCALNE (Voc)?

No, you don’t have to be enrolled. Of course, if you are enrolled then that would be even better. Here are the criteria:

  • As long as you’re someone with an interest in this professional development you can test the new Collections and their modules.
  • You need to register on Pathways Awarua as a new tertiary educator if you don’t already have an account.

This means that you might be:

  • A graduate of the older NCALNE or NCALE.
  • A tutor or manager who has an interest in foundation learning including literacy and numeracy.
  • Someone who is looking at this training as an option for staff.

Shortly, we’ll be looking to shift all of our existing ALEC students onto the new NZCALNE (Voc) with this new material.

What if I already know all this stuff but I don’t have the qualification?

We’ll also be launching our Portfolio+ version of the NZCALNE (Voc) which is a hybrid training and credentialing process for experienced tutors who have existing evidence.

If you’re interested in beta-testing this process then let us know as well.

How do I contact you?

Through the usual channels: assess@alec.ac.nz or call Graeme on 0800-ALEC-1-2

What’s the big picture for embedding literacy and numeracy via the new NZCALNE (Voc)?


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What’s the big picture?

Here’s the big picture for embedding literacy and numeracy and an update on our work at ALEC.

This is the big picture for our revised embedding process and pipeline. And it’s the big picture for the new NZCALNE (Voc) training and qualification that we’re feverishly working on.

New content for Collections 1 to 4 are complete. We’ve also finished the Portfolio+ assessments for 5 to 7. We’re still working on the regular content for Collections 5 to 7.

What does that mean?

That means that you or your tutors should be working on the new version of this qualification now.

If you’re an experienced tutor, that means that we are now set up to work with you using a portfolio approach for the practical work. Get in touch if this is you – assess@alec.ac.nz

It also means that we’ll have this new content live on Pathways Awarua shortly. There’s a short video overview here on my blog in the meantime and all the new content is summarised here with links.

Also, stay tuned for new and revised content for Collections 5 to 7 covering diagnostic assessment, planning, facilitating, and assessing progress.

If you want to print out the new structure, just hit the link below for a PDF version:

Has the NCALNE (Voc) expired?


NCALNE Expired

Well, yes it has!

It’s expiring at the moment. It’ll take a few months to breathe its last gasp but it’s been replaced.

  • If you’re still working on the expiring NCALNE (Voc) you need to switch to the newer NZCALNE (Voc).

We can help with that. Call Graeme on 0800-ALEC-1-2 or email us on assess@alec.ac.nz

In the meantime…

Out with the old and in with the new. There’s a new suite of very cool unit standards that we’ve integrated into an exciting new programme. The new stuff is lean and mean. And so much better than the old stuff (which was pretty darn good).

The new material will be available on Pathways Awarua shortly. Stay tuned here for when.

If you just can’t want and want to preview what I’ve been drafting, you can follow the links below to the first four collections. Each link will take you to a summary page for what we’re working on.

Let me know what you think. Your comments make this work better. Like our old course, it will continue to be a work in progress.

New content for the new NZCALNE (Voc)

  1. CONTEXT
    • Here we cover the New Zealand context for embedding literacy and numeracy including definitions, frameworks, and things that we associate with low levels of adult literacy and numeracy.
  2. APPROACHES
    • Here we cover concepts and approaches in adult education including from Te Ao Maori. There’s some good stuff here including short discussions about motivation, learner agency, ako, tuakana-teina and more.
  3. DEMANDS
    • This is our revamped introduction to the Learning Progressions and how to use them to map your big picture programme demands as well as the more specific demands of your teaching content.
  4. STRATEGIES
    • This is new. We look at how to write big picture strategies for embedding literacy and numeracy into your programme. And we drill down into how to take a narrow slice of this big picture and write specific learning outcomes for your teaching and assessments.

More to follow soon. And please, if you’re stopping to have a look, please let me know what’s helpful and what’s not.

 

 

STRATEGIES – New content for the new NZCALNE Assessment 4 with ALEC


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NZCALNE (voc) Assessment 4 – New Content

Kia ora ano and welcome back once again to TEACH BETTER NOW

You’re up to the fourth assessment task in the new and improved NZCALNE (Voc). Excellent work…!

We’re working hard to get all new content for this and other modules live on Pathways Awarua, but until then you can find the first draft on here on the blog as always.

Feel free to leave a comment and tell us what’s useful or if something is confusing. Your comments help us to make the content better.

The new Assessment 4 is an entirely new section that wasn’t in the expired NCALNE (Voc). This is a look at strategies for embedding literacy and numeracy into your programme.

There are four sections to complete:

  • 4.1 What’s your context?
  • 4.2 What are your opportunities and constraints?
  • 4.3 What are your broad strategies for literacy and numeracy?
  • 4.4 What are some specific learning outcomes?

What’s it all about?

The idea with this task is to start looking at your own teaching context and then come up with some broad strategies for embedding literacy and numeracy. And then take a couple of smaller slices of these, and narrow them down to specific learning outcomes.

You’ll use these learning outcomes in the last three assessments to guide you through the process of creating and using diagnostic assessments, planning and delivering your teaching, and measuring learners’ progress.

Follow the links below

If you already know what you’re doing, please skip ahead to the assessment template. You can always come back and dip into these resources as you need to. Email us directly if you don’t already have the template and checklist.

Otherwise, as this is new content for you (like some of it was for us) it might be quite good to skim through the material that we’ve put together.

Overview

This is the fourth of seven collections covering the knowledge and skills you need to teach better by embedding literacy and numeracy into your training.

By the end of this fourth section, you will have covered:

  • What you need to know to develop broad strategies for embedding literacy and numeracy into your programme.
  • How to structure specific learning outcomes for embedding literacy and numeracy into your teaching sessions.

This next content area breaks down into four modules. Here’s what’s ahead:

1. What’s your context?

Here you’ll need to reflect on what kind of teaching or training you do, what kind of learners you have, and what your main objectives are. These objectives might be formal, like achieving unit standards. Or they might be more informal, like understanding health and safety requirements or being able to fill out a form.

Read more:

2. What are your opportunities and constraints?

You’ll need to identify some of the opportunities where you could contextualise literacy and numeracy in your teaching. But also, you’ll need to look at what some of the constraints or barriers to implementing this approach in your work.

Read more

3. What are your broad strategies for literacy and numeracy?

In this module, you’ll design a couple of broad strategies for embedding literacy and numeracy into your programme.

Read more about literacy strategies:

Read more about numeracy strategies

Read more about learner centred teaching

4. What are your specific learning outcomes?

Once you’ve got an idea about the broad strategies you want, you’ll learn how to focus on some specific parts of these. You’ll do this by learning how to write learning outcomes for embedded literacy and numeracy teaching.

We’ll focus on learning outcomes here so that in the next stage, you’ll be able to develop your own specific assessments and teaching activities that relate to these.

Just to sum up, this stage takes us from the more general, big picture strategies which apply across your programme, down to specific learning outcomes for particular aspects of literacy and numeracy that you want to embed into your teaching sessions with learners.

Introducing learning outcomes:

Read more about how to write specific kinds of learning outcomes

Strategies and learning outcomes:

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

 

Strategies and learning outcomes: Some things to think about before we move on


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Hey, well done! You’ve got your strategies and learning outcomes in place now. Make sure you remember to submit your completed assessment to us.

Just to recap:

  • Your strategies focus on the big picture – usually, your programme as a whole.
  • Your learning outcomes focus on a narrow slice of this bigger picture. The focus is on some very specific teaching and assessing that you want to do.

All that’s left from here is the project work. The project work is the teaching practice part of the course. There are three assessments, and they are linked together. Think of them as one project.

  • Assessment 5 – BEFORE: Looking at diagnostic assessment and learning plans.
  • Assessment 6 – TEACHING: Planning and facilitating embedded activities.
  • Assessment 7 – AFTER: Measuring learner progress in literacy and numeracy.

The connection between the tasks is that you’ll need to track the same learners through the three stages. And you’ll report back on how you and they get on at each stage.

Before we move on, though, have a think about your answers to the questions below. The questions aren’t assessed, but talking about what you think with someone, particularly a colleague, will help you engage with the learning more deeply.

Strategies and learning outcomes

  • Do you feel that you have described your context accurately and concisely?
  • Are you clear on what some of the main opportunities and constraints are that you have in front of you?
  • Are you confident that you can describe a broad, “big picture” strategy for embedding both literacy and numeracy into your programme?
  • Are you confident that you can describe some specific learning outcomes for embedding aspects of this strategy into your teaching?