A Bit of a Rant 21204 version 5

Psst! The above is NOT literacy and numeracy That every teacher automatically embeds literacy in their classroom is a great idea. That ought to be the norm. The notion of embedding should be universally embedded!  Therefore, I welcome the opportunity to engage in a course designed to achieve that outcome. I'm willing to put in the time, effort and energy. I'm more than ready to reflect on my teaching so as to improve my performance in that direction.  Additionally, I feel is useful to look at adult education from different cultural slants. (After all, as Goethe once said, you need to understand another culture before you can know your own.) And so, since we live in Aotearoa New Zealand, it makes eminent sense to consider the Maori perspective as well as the European.  It also makes sense to examine the past. We need to determine how we started out, and how we proceeded, before making a stab at the best future trajectory from this point on. It makes good sense, I feel

Unit standard 21204 version 5 asks us to critically compare four different definitions for literacy and numeracy. Why four? Is that a significant number. I suspect that this implies that a single definitive definition does not exist.  If so, then this would suggest that it is difficult, if not impossible, to create one. But perhaps from a range of definitions we may glean a better gist of what literacy and numeracy refer to. Let's proceed from there, then.  I propose at the outset to create my my own definition. I shall do so without first examining any others in order to establish my own starting point. Later , I shall check back to see whether my research has changed my view, and to what extent. Very well, my understanding and usage of the terms have to do with my area of work - which is to improve the literacy (in English) of non-English background adult learners . Literacy Literacy obviously has to do with living language as opposed to literature.  It has to do wi

Description includes a comparison of four adult literacy and numeracy definitions currently used in Aotearoa New Zealand. Range: definitions include one for Maori (from either Te Kawai Ora or Professor Mason Durie's speech 2001 to the Hui Taumata Matauranga Maori), one for embedded literacy, one for numeracy, one other adult literacy definition, which may include but is not limited to Whakatipuranga Arapiki Ako report. I work in the  English Language Centre (ELC).  The programme we  teach is the New Zealand Certificates in English Language (NZCEL). That is set by  the New Zealand Qualifications Authority (NZQA).  I admit to being hazy on the acronyms. All I feel that I need to know is that I teach English for people needing and/or wanting to use that language in order to reside in New Zealand, or who wish to continue their tertiary education in an English-speaking environment, possibly with a view to settling in an English-speaking country at some future date. On the 3rd o

Describe adult literacy and numeracy in Aotearoa New Zealand in relation to the training or education programme Description includes an outline of adult literacy and numeracy to the present. Range: outline includes but is not limited to Maori literacy and numeracy pre-colonisation, Maori literacy and numeracy initiatives, issues post-colonisation, literacy and numeracy issues, initiatives for learners from other cultures. I begin by asking whether it is actually useful to describe (albeit as an outline) the whole history of adult literacy and numeracy in New Zealand. That seems like overkill to me. Will this aid me as a teacher to embed literacy and numeracy in my ESOL classroom? I doubt it. Additionally, I have another couple of issues with that: clarity and relevance . Clarity The brief is not clear. Does 'Maori literacy' refer to Maori people learning the Maori language? Or is it Maori people learning the English language? (Or even Non-Maori learning Maori?

Description includes an outline of the development of adult literacy and numeracy initiatives that relate to learners in the programme. Our learners are learning in New Zealand. Many if not most of them will continue to reside here, most likely for generations. It is therefore important for them to understand the cultural background and environment that they have entered. They, themselves, are embarking upon a lifelong literacy journey, and their descendants too. What applies, therefore to New Zealanders applies equally to them. Personally, I know what that involves as my parents immigrated to New Zealand in the 1950's. Even though I was born here, my mother tongue is Dutch. Furthermore, because of moves back and forth between The Netherlands and New Zealand, I underwent four changes of language. Our learners as immigrant need English not as an academic subject. They have no more need of a classical grammatical understanding of English than English speakers do (most of whom hav

Description includes a discussion of reasons for low adult literacy and numeracy levels in Aotearoa New Zealand. First, I will not accept unchallenged, that low adult literacy exists here in New Zealand. Low as compared to what, whom or where? We candidates are asked to discuss why there is low adult literacy and numeracy here in New Zealand. Why should I accept that statement. Is there actually? What would 'low' be? What would 'high'? I believe as a general rule  that   it is dangerous to blindly accept an untested and unsupported assumption. But let's proceed on the supposition that there is room for improvement.  If we start with the assumption that adult literacy is low, then  it would seem to be fair to conclude that previous initiatives have not worked very well. They are probably on the wrong track. It is therefore not a case of tweaking something that is slightly sub-optimal, but of considering a different paradigm. Low literacy would not be not for

Description includes a discussion of the impact of low adult literacy and numeracy levels in Aotearoa New Zealand. I wonder upon whom or what the above 'impact' impacts? Society? Educational institutions? The adults in question? If literacy and numeracy refer to the ability to, not only manage letters and numbers, a more holistic ability to employ language to think clearly and critically evaluate people's environment, then the effect of low adult literacy and numeracy would lead to a self-perpetuating culture of mediocrity, those non-values spread, as it would be, from parent to child.  It would creates a lower dis-empowered class.  Since one can only learn, understand and utilize a second language only as well as one does one's mother tongue, then it is crucial for people from non-English speaking backgrounds to be encouraged to use the language(s) that they were first exposed to. That would lead to an i nability to think independently and evaluate. It would mean

Description uses Maori concepts to create a framework for adult literacy and numeracy in relation to an education or training programme. I interpret the above as an invitation to create a framework - one that addresses adult literacy and numeracy and that suggests how that might be houses within and education programme. We are presented, in the unit standard with a number of Maori words pertaining to traditional Maori educational instruction. here's an invitation to use Maori  concepts   to improve our literacy and numeracy. That is, don't get lost in the jargon. This is a much deeper issue. Include  link to youtube ] Kevin Matherest: You are letting yourself be brainwashed and indoctrinated! Just say NO to learning TeReo. Wake up the language is being used to force tribal separatism in NZ .You are not Maori bro most of your genetics is European do not let yourself be indoctrinated in putting Maori culture on a pedestal.There was no such thing as a noble warrior

Description includes Maori-based adult literacy and numeracy initiatives. Range: initiatives must include at least one that is delivered by Maori for Maori from a tikanga Maori perspective. Video link? [take a look at what has been done. But this isn't clear . Is 'Maori' the language, the people or something else e.g. culture. ] Get some of these from Ellen's Here's where I need something. T wharetoa Maori Trust Board Adult Literacy initiative, Whakato Te Matauranga, Hei Toki (from assessment) NEXT

Description includes an outline of teaching methodologies that are relevant to Maori adult learners. Range: methodologies may include but are not limited to ako, korero, titiro, whakarongo, tuakana-teina, group learning, individual learning, modelling, action-focused leaning. Rambling Video link Outline for methodologies. Focus on the concepts, not the actual words or the language they are in. Also, these methodologies are for adults. Aren't most of them geared to children? Look for universal principles that would address Second language, Foreign language, Adult literacy of own language, dyslexia etc. Link to another of my blog(s) for elucidation] Whole language Comprehensible input. Massive input. 'Reverse embedding' NEXT

Description includes identification of resources appropriate and relevant to learners within the programme. Range: resources may include but are not limited to two adult literacy and/or numeracy specialist organisations and their services in ANZ. [Pathways Awarua? Look at the breaking down into microsills where that has never been show to be the best thing. Bring in Krashen research. We cannot assume that breaking down or atomizing is successful, especially with repsect to pattern recognition learning. It hasn't worked not because the platform lacks bells and whistles but because etc] Countable versus uncountable. Core novel method. Home run book. Comp[elling reading. Here link to the resources that enable teachers to build a more global English i.e. reverse embedding.  NEXT

Range: identification of demands may include but is not limited to mapping against the Learning Progressions for Adult Literacy and Numeracy . Evidence requirements: context-specific literacy demands are identified. Range: may include but are not limited to reading, writing, listening and speaking [Over-testing Krashen I don't need to use the Learning Progressions (though I shall take a look at them] Look at natural order hypothesis and the implications thereof. Look at i+1 Basically,  Shaving in reverse mode . NEXT

Range: identification of demands may include but is not limited to mapping against the  Learning Progressions for Adult Literacy and Numeracy . Evidence requirements: context-specific numeracy demands are identified. Range: may include but are not limited to number, statistics, measurement, time, graphing, weather maps, contours, 3-d printing [NUMERACY discussion here. Also how numeracy concepts permeate literacy. COmplaint that most don't address. Connection e.g. between fractions, decimals and percentage.] NEXT

Range: identification of needs may include but is not limited to references to the Learning Progressions for Adult Literacy and Numeracy . Evidence requirements: identification includes finding, contextualizing, and using initial or diagnostic assessment tasks. [The degree to which I go along or don't go along with testing]. Even if we find some areas of weakness, what about natural order hypothesis? and the falability of skills worked on in isolation.? Johnny can do fractions, but he can't do decimals and is only middling in percentage? This does not fit in with Maori approach] This is driven and imposed by administration, Placement test. How I get an idea of various students through observation of activity engagement Use my 4x4 tool. NEXT

Range: identification of needs may include but is not limited to references to the  Learning Progressions for Adult Literacy and Numeracy . Evidence requirements: needs identification includes recording, collating, and analyzing results of assessment tasks. [What we do in our department re needs. We can predict for lower levels. But also the 10 second analysis we make of people which is usually correct. Upper level students have more various needs. Impracticality and assumptions that this is how things are done] In class needs/preferences, but we never act on it! The semester's schedule is required to be locked into place! Time and logistics of 20 students. Here I really need to do my 'straws video' NEXT

Range: identification of needs may include but is not limited to references to the  Learning Progressions for Adult Literacy and Numeracy . Evidence requirements: needs identification includes identifying options for specialist referral for individual learners. [What we do in the department re referring to cultural and or special learning people. Frank Smith and how there is no such thing as dyslexia?] Include self-referral, and collaborative student-student feedback. Sources and Methods NEXT

A plan describes how literacy and numeracy skills development with be embedded within the delivery of the programme Range: outcomes, teaching strategies, learning activities, resources, assessment, evaluation Or 'how to lift yourself up by your own bootstraps'.  BUT rather a way to make an analytical piece-by-piece approach into something holistic. Could include the use of an assistant in the classroom. Have students reading out their own work. Commenting on each other's. Group and pair work. Authentic and whole language approach. Movement away from textbooks. Micro-grammar lessons.  Embedded means to make it integral and a part of. Therefore no intefering and separation. 1:35 "Not a single person on this planet . . ." NEXT

Delivery includes the use of teaching or instructional strategies and associated activities linked to the identified demands and are responsive to the learners' strengths and needs Range: may include but is not limited to listening, speaking, reading, writing, number, statistics, measurement Broad, wholistic everyone-will-get-something slice-of-life, narrative novel. ( Steve Kaufmann says Krashen is right! . Spiraling upward. Whole language. i+1. Krashen leaves the implementation to the professionals (professional teachers) However, they are as a rule threatened. It is the rare ESL teacher who will consider because of the psychology of previous investment James Howard Kunstler NEXT

Range: assessment of progress may include but is not limited to formative, summative, and references to the Learning Progressions for Adult Literacy and Numeracy . Evidence requirements: Assessment methods relate to programme objectives and individual learner goals, and identifies literacy and numeracy skills of adult learners. [May include. It won't] 4 by 4 evidence collection. The assessment itself needs to be embedded . Is simply ongoing observation. Nothing speicial. Trust in the automatic process of learning. The whole assessment of gaps methodology is built upon the mistrust of wholistic learning. It is interventionist. Like to the baby learning grammar video NEXT

Range: assessment of progress may include but is not limited to formative, summative, and references to the  Learning Progressions for Adult Literacy and Numeracy . Evidence requirements: assessment methods involve the learner in the assessment process. Range: involvement includes feedback, opportunities for self-assessment. The key thing here is the learner involvement. Reference to compulsive reading. Building Learner independence and empowerment. Respect for student's learning style/preference/vision. Students choosing own material and method of engaging with it. Less prescription. Imperative to transfer control since being unable to use a language places you at such a power disadvantage. Power differential Some good input here from Vicars Bell book. NEXT

Range: evaluation includes collaboration with learner's and candidate's supervisor. Evidence requirements: Changes made during the programme are identified as potential improvements for future programmes. Collaboration with supervisor. Suck eggs! I demand autonomy and independence the same as that which I grant my learners. Hom-erun book. Whether material was compelling or not. Drop what you don't like. [Kaizen] NEXT

Range: evaluation includes collaboration with learner's and candidate's supervisor. Evidence requirements: Evaluation includes critical reflection on the effectiveness of the teaching strategies and learning activities used. Critical reflection. Here is where I bring in all my blogging over the years. As evidence of the critical rlection I've done over the past years: 20 Tongues, 20 Months The Play-fool Tongue NEXT

Range: evaluation includes collaboration with learner's and candidate's supervisor. Evidence requirements: Evaluation confirms effectiveness of the assessment methods. Stephen Krashen's research results. Not so much considering the effectiveness of assessment methods, but of the idea of evaluation as a tool in itself. My supervisor is Stephen Krashen. Twi9tter account. Communication with him as to my Japanese book. NEXT