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Professional Learning: Writing - learning modules
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Module one: Strengthening adults‘ writing: knowing your learners
Te Arapiki Ako
"Towards better teaching & learning"
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Last updated 12 April 2013 14:02 by
NZTecAdmin
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Professional Learning: Writing - learning modules
Module one: Strengthening adults‘ writing: knowing your learners
Overview
Section A
2. How can you find out about your learner’s writing?
3. How can you find out what your learners need and/or want to write?
1. Section A: Strengthening adults writing: knowing your learner
4. How can you find out what skills and knowledge your learners need?
5. The Writing Investigations
6. Section A : activity
Section B
1. Section B: Using the assessment tool to find out about your learners writing knowledge and skills
2. The writing assessments
4. The writing assessments
5. The pairs of tasks work together to give you information about your learners
6. Selecting a pair of tasks for your learners
7. Summary of the writng assessment tasks
8. The Writing Assessment Tasks
9. Mobile phone: Task A
10. Mobile phone: Task B
11. Morning tea: Task A
12. Morning tea: Task B
13. Part-time work: Task A
14. Part-time work: Task B
15. Promoting your organisation: Task A
16. Promoting your organisation: Task B
17. Traffic accident: Task A
18. Traffic accident: Task B
19. Work accident: Task A
20. Work accident: Task B
21. Barking dog: Task A
22. Barking dog: Task B
23. Sick child: Task A
24. Sick child: Task B
25. Workplace award: Task A
26. Workplace award: Task B
27. Your club: Task A
28. Your club: Task B
29. Selecting an assessment for your learners
30. Administering and marking the writing assessments
31. The assessment manuals
32. Using the assessment manuals
33. Getting to know the manual
34. Section 1: Learner task sheets
35. Section 2: Administration instructions
36. Administration instructions
37. Administration instructions
38. Administration instructions
39. Administration instructions
40. Administration instructions
41. Administration instructions
42. Section 3:The marking guide
43. Video: The importance of the marking guide
44. The marking guide (Your club)
45. Marking criteria
46. Linking the criteria to the writing progressions
47. Individual Learner Report
48. Activity 1: Mark for Purpose and Audience
49. Check your judgments
50. Marking for Spelling
51. Guide to word difficulty
52. Activity 2: Mark for spelling
53. Check your judgments
54. Activity 3: Mark for Language Choices
55. Check your judgments
56. Activity 4: Mark for Punctuation of Sentences
57. Check your judgments
58. Activity 5: Mark for Punctuation within Sentences
59. Check your judgments
60. Activity 6: Mark for Sentence Structure
61. Check your judgments
62. Introduction: Text Cohesion
63. Activity 7: Mark for Text Cohesion
64. Check your judgments
65. Activity 8: Quality of Ideas
66. Check your judgments
67. Activity 9: Have a go at marking texts by yourself
3. Video: Consistency in assessing writing
68. Activity 10: Record your learners' scores in the assessment tool
Section C
1. Section C: Interpreting the Reports in the Assessment Tool
2. The individual learner report
3. Individual Learner Report: features of the report
4. Individual Learner Report – features continued
6. The Group Assessment Report
7. Group Assessment Report – features of the report
8. Individual Learner Report – below the display
9. Learner Response Information
10. Learner Response Information
11. The Learner Progress Report
12. Learner Progress Report
13. Activity 11: Interpreting your reports
14. Where to go next?
5. The Progressions
Module two: Acting on information about your learners’ writing: next steps
Overview
Section A
1. Section A: Getting started
2. Identifying learners’ strengths and areas to work on
3. What if learners don’t appear to have any strengths?
4. How can you find out more about identifying learners’ strengths and the areas to work on?
5. What does the writing show?
6. Try this out: identify a learner’s strengths and areas to work on
7.Take your time
8. Developing learner profiles
9. Look at this profile created using the exemplar, Biyansi, from the Assessment Tool for Adult Literacy and Numeracy
11. Some advice about choosing the next step
12. Developing goals
13. Try this out: develop a learner profile
14. Take your time
10. Identifying the next step for the learner who wrote the text, Biyansi
Section B
1. Planning activities that will improve learners’ writing
2. Identifying the demand: what do learners need to be able to do?
3. How to identify the demands of tasks
4. Making the demands of tasks clear to your learners
5. Try this out: mapping a task
6. Try this out next: mapping an example text
7. Take your time
8. Where to start
9. Look at this profile of a group of learners
10. What’s an appropriate teaching focus for the group?
11. What if there seems to be no pattern across the class?
12. Why not start with punctuation?
13. What about starting with revising and editing?
14. And what about spelling and vocabulary?
15. What if there are more areas to work on than strengths to build on?
Section C
1. Putting your plans into action
2. Demystify writing by using a shared approach
4. Sharing quality writing is a deliberate act of teaching
5. What deliberate acts of teaching are involved in sharing quality writing?
6. Using ‘think aloud’ as an instructional strategy
7. What is the difference between questioning and prompting?
8. What is the purpose of developing criteria for writing?
9. What should the criteria look like?
10. Did your criteria for a letter look like these?
11. Shared writing: helping your learners get started
12. You lead the process of composing a text
13. Use a writing frame if your learners need more support
14. When do learners get to write by themselves?
15. What’s the most effective way to give feedback to learners?
16. Can learners give each other feedback?
17. Try this out: plan your feedback
18. This may take a day or two to complete.
19. Effective educators reflect on their practice
3. The importance of sharing quality work
Module three
Overview
Section A
1. Section A: Seeing ourselves as writers
2. Writing is an interactive tool
3. Get your learners to recognise how much writing they do in their everyday lives
4. Do your learners see themselves as writers?
5. Try taking an “appreciative enquiry” approach to getting learners to talk about their writing
6. You’re a writer too: provide a model for your learners
7. What motivates learners to write?
8. Help learners understand about motivation in general
9. It’s important to understand de-motivation too
10. Characteristics of motivated writers
11. Make connections between reading and writing
12. Get your learners to think about themselves as readers
13. Explore some texts that you and your learners find compelling
14. Why variety is important
15. Seeing ourselves as readers and writers
Section B
1. Section B: Getting started- finding something to write about and getting it down
2. Start where the learners are at
3. Thinking about Myself
4. Bio-Poems
5. Creative vs functional writing
6. Establishing which tools they prefer to use to write
7. Understanding writing as a process
8. A creative memory writing task
9. Creative memory task – the first draft
10. Creative memory task – revising and re-drafting
11. Creative memory task – beginnings and endings
12. Creative memory task – publishing
13. Using the creative memory writing task to build learners’ skills
14. Next steps
Section C
1. Section C: “Fit for Purpose” Writing
2. Writing with purpose
3. Authentic writing tasks
4. Writing with purpose
5. Build on the creative memory writing task
6. Building on the creative memory task
7. Talking about writing - the “gossipy approach”
8. Take time to talk about writing with learners
9. Using their texts to deepen their understanding about writing: e.g. sentences
10. Use models
11. Putting it all together
12. Review: teaching learners to apply writing skills to different tasks
13. Finally
Module one: Strengthening adults‘ writing: knowing your learners
Overview
Section A
2. How can you find out about your learner’s writing?
3. How can you find out what your learners need and/or want to write?
1. Section A: Strengthening adults writing: knowing your learner
4. How can you find out what skills and knowledge your learners need?
5. The Writing Investigations
6. Section A : activity
Section B
1. Section B: Using the assessment tool to find out about your learners writing knowledge and skills
2. The writing assessments
4. The writing assessments
5. The pairs of tasks work together to give you information about your learners
6. Selecting a pair of tasks for your learners
7. Summary of the writng assessment tasks
8. The Writing Assessment Tasks
9. Mobile phone: Task A
10. Mobile phone: Task B
11. Morning tea: Task A
12. Morning tea: Task B
13. Part-time work: Task A
14. Part-time work: Task B
15. Promoting your organisation: Task A
16. Promoting your organisation: Task B
17. Traffic accident: Task A
18. Traffic accident: Task B
19. Work accident: Task A
20. Work accident: Task B
21. Barking dog: Task A
22. Barking dog: Task B
23. Sick child: Task A
24. Sick child: Task B
25. Workplace award: Task A
26. Workplace award: Task B
27. Your club: Task A
28. Your club: Task B
29. Selecting an assessment for your learners
30. Administering and marking the writing assessments
31. The assessment manuals
32. Using the assessment manuals
33. Getting to know the manual
34. Section 1: Learner task sheets
35. Section 2: Administration instructions
36. Administration instructions
37. Administration instructions
38. Administration instructions
39. Administration instructions
40. Administration instructions
41. Administration instructions
42. Section 3:The marking guide
43. Video: The importance of the marking guide
44. The marking guide (Your club)
45. Marking criteria
46. Linking the criteria to the writing progressions
47. Individual Learner Report
48. Activity 1: Mark for Purpose and Audience
49. Check your judgments
50. Marking for Spelling
51. Guide to word difficulty
52. Activity 2: Mark for spelling
53. Check your judgments
54. Activity 3: Mark for Language Choices
55. Check your judgments
56. Activity 4: Mark for Punctuation of Sentences
57. Check your judgments
58. Activity 5: Mark for Punctuation within Sentences
59. Check your judgments
60. Activity 6: Mark for Sentence Structure
61. Check your judgments
62. Introduction: Text Cohesion
63. Activity 7: Mark for Text Cohesion
64. Check your judgments
65. Activity 8: Quality of Ideas
66. Check your judgments
67. Activity 9: Have a go at marking texts by yourself
3. Video: Consistency in assessing writing
68. Activity 10: Record your learners' scores in the assessment tool
Section C
1. Section C: Interpreting the Reports in the Assessment Tool
2. The individual learner report
3. Individual Learner Report: features of the report
4. Individual Learner Report – features continued
6. The Group Assessment Report
7. Group Assessment Report – features of the report
8. Individual Learner Report – below the display
9. Learner Response Information
10. Learner Response Information
11. The Learner Progress Report
12. Learner Progress Report
13. Activity 11: Interpreting your reports
14. Where to go next?
5. The Progressions
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