seen from Türkiye
seen from China
seen from China
seen from Singapore
seen from United States
seen from United States
seen from Singapore
seen from Greece
seen from United States
seen from China
seen from Singapore
seen from Morocco
seen from Venezuela
seen from United States
seen from Germany
seen from United States
seen from Türkiye
seen from Greece
seen from Poland
seen from Singapore
To equip today’s students for the future, we need to understand the fundamental building blocks of complex skills, and apply that understanding to teaching practices and assessments.
Understanding how to use learning progressions into the 21st Century skills.
Mapping literacy and numeracy demands: Some things to think about before we move on
Mapping literacy and numeracy demands: Some things to think about before we move on
From here we can move on to the fourth section in the NZCALNE and how to teach better. Up next you’re going to use your knowledge of the literacy and numeracy demands to lay out some broad strategies for embedding literacy and numeracy into your training.
And once you’ve got your strategies in place we can move on to the super practical parts of this course:
Collection 5 – BEFORE: Looking at…
View On WordPress
Demands: Thinking deeper about your big picture numeracy demands
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 rate it for importance for you. Justify your rating.
Then if you’ve rated a progression as…
View On WordPress
Demands: Writing up your big picture literacy demands
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 in the strands and progressions that are relevant in broad terms to your teaching programme.
View On WordPress
Demands: Things you need to know about the Learning Progressions
Demands: Things you need to know about the Learning Progressions
The most important thing here is to know how to use the progressions. We’ll get that shortly. But some background information is also useful. Feel free to skip ahead if you already know it.
What do I need to know?
The Learning Progressions:
Cover both literacy and numeracy.
Are a national resource.
Can help you identify the literacy and numeracy demands of a training programme.
Can help you…
View On WordPress
Under the hood: Learning progressions for adult numeracy
Under the hood: Learning progressions for adult numeracy
The Learning Progressions for Adult Numeracy are part two of the Learning Progressions framework. We use the numeracy progressions to help us understand how to embed numeracy. Part one is the Literacy Progressions discussed in the last section.
Where does it come from?
The Tertiary Education Commission (TEC).
What’s it for?
The numeracy progressions are
A guide to identifying the next numeracy…
View On WordPress
Under the hood: The Learning Progressions for Adult Literacy
Under the hood: The Learning Progressions for Adult Literacy
The Learning Progressions for Adult Literacy are one of the main frameworks we use for understanding how to embed literacy. We often refer to it as just the Literacy Progressions.
It’s part of a pair of progressions we use in adult teaching. The other one is the Learning Progressions for Adult Numeracy. More on that in the next section though.
Where does it come from?
The Learning Progressions…
View On WordPress
Plain English Definitions for the Numeracy Progressions
Plain English Definitions for the Numeracy Progressions
In my reductionist quest to make things in education more accessible, I’ve started revising the definitions we use.
The reason for this is that they get in the way a lot of the time. And this is because they are too hard to understand. Or not explained well. Or used as a kind of mental battering ram.
I’ve already had a go at plain-English definitions for the literacy progressions. So this post…
View On WordPress
