This document provides an overview and introduction to a training program for the National Certificate in Adult Literacy and Numeracy Education (Vocational/Workplace). It outlines some key aspects of what participants can expect, including developing baseline skills and knowledge and keeping an open mind. It also discusses different ways of thinking about the training, such as being automatic, intuitive, ad hoc, explicit, planned and deliberate.
35. ApprenticePractitionerMaster
Outsider Resistant Rules to learn
Takes time
Builds
confidence
Active &
Creative
Observes &
Imitates
Overcomes
problems
Practice =
Fluency
Sees
connections
Limited
awareness
Fear &
Confusion
36. ApprenticePractitionerMaster
Outsider Resistant Rules to learn
Takes time
Builds
confidence
Active &
Creative
Observes &
Imitates
Overcomes
problems
Practice =
Fluency
Sees
connections
Internalises
Deeper
application
Tries own ideas
Has a “feel” for
it
Sees the big
picture
Re-writes rules
Limited
awareness
Fear &
Confusion
Welcome NCALNE (Voc) workshop participants
Kia ora and welcome. Graeme Smith from ALEC here to introduce your literacy and numeracy professional development.
This presentation takes you through some of the things you need to know about this training
You may wish to refer to your Study Guide or Assessment Guide for further information.
Welcome part 2
If you’re here watching this presentation it’s because you’re involved with literacy and numeracy professional development in the form of the National Certificate in Adult Literacy and Numeracy Education (Vocational/Workplace).
We just shorten that to NCALNE (Voc)… It’s still a bit of a mouthful I realise.
I’ll give you a brief breakdown of what the qualification is all about shortly.
First, though a couple of things just to set the scene…
Your trainer
Here’s a bit more about me.
Based in...
Experience...
Tena koutou
Ko Tauhara te maunga
Ko Waikato te awa
Ko Taupo te moana
Ko Smith toku whanau
Ko Adult Literacy Education & Consulting taku wharekura
Ko Graeme ahau
Acknowledge others
Thankyou
ALEC Brand
Well it might also help if you know that ALEC stands for Adult Literacy Education & Consulting
We are a niche provider of adult literacy and numeracy professional development and training based in Taupō, New Zealand
This training is our business
We work with a small but talented training team to deliver this professional development
In addition to myself, the ALEC team has included Janet Hogan, Ginnie Denny, Rodney Young, Damon Whitten plus help from Aroha Puketapu, and others
We love training that is simple and that solves problems for people.
Most of all though we love training that transforms people.
We know that if you let it happen, this training can change the way you do things… change you, in fact.
More on that a little later.
When you start your professional development training
Typically, this is what people look like on their first day of training.
If this is your first taste of the NCALNE (Voc) or this kind of professional development you might be wondering what you’re in for… Fair enough.
We’ll give you a breakdown of the content shortly, but here are a couple of things you a probably in for
Some animated conversations with your workmates and friends
A chance to really think about some of the issues that affect what you do in your job and life
Hard work… Yes, there will be some work to do.
Hopefully this is what you look like by the end of the course
If you’ve got a few reservations about the training or if you’re still not sure what you’re in for… We’d like to advise that you do the following
Keep an open mind
Be a participant not a spectator… Get involved in the discussions
Do some reading
Use the resources in the Study Pack… More on those later too
Introductions from the participants
Who are you?
Where are you from geographically?
What kind of training are you doing?
Optional bonus question: Why are you doing this…?
Discuss: What’s in it for me? For you?
Most of the benefits for improving literacy and numeracy in your workplace fall into two categories
These are: Sustainability and Getting Results
However you are funded, improving literacy and numeracy skills is likely to add to the sustainability of your organisation and to your ability to get the results that you need to deliver
And welcome to the performance driven jobs economy by the way.
Without feathers, a bird can’t fly
With the right skills and strategies you will succeed
SMART Brand
This is another guiding principle for us
We love training that’s SMART… Each of these letters stands for something… Perhaps you’ve seen this before somewhere
Do you know what SMART stands for?
Good teaching and learning is always Specific, Measurable, Achieveable, Realistic, and Timebound
This is also the brand we use for our Intensive Literacy and Numeracy programme based in Taupō.
Literacy Numeracy Pro
There’s one other thing you need to know about us.
Not only do we love training solutions that solve problems for you and that actually help to transform your professional practice, we are convinced that literacy and numeracy teaching and learning is something that needs to go viral… needs to spread…
We really love resources and our latest project – literacynumeracy.pro.com includes resources that make it easy to create the conditions for people to have great conversations about literacy and numeracy, and spread the learning far and wide.
National Certificate
OK… here it is again…
The certificate is a level 5 National Certificate and it’s worth 40 credits.
There is one compulsory standard – this is unit standard 21204 and then 10 elective credits.
Normally, the elective credits are already chosen by the time you start training… this is to suit how we are tailoring the delivery to the needs of the organisations that we work with.
Silver bullet
What’s this? We like to put this up just to remind managers and others that…
On its own… NCALNE (Voc) is not a silver bullet, but…
it should be a part of a larger training strategy to address the needs of your tutors, trainers, learners and organisation as a whole
We recommend that you develop your own profile of what professional qualifications your tutors should have.
The big picture for training
Our suggestion is that the NCALNE (Voc) goes nicely together with National Certificate in Adult Education & Training.
Where the general Adult Education & Training? course focus on you as a trainer, tutor, educator, practitioner; the this qualification focuses more on your learners. Bottom line: the two work together really well
What’s the big picture for training for your organisation?
Where are you up to in this bigger picture?
What’s your own bigger picture?
Corrections
It also works in a few places you might not have considered including in the prison education system… particularly for prison trades instructors…
We’re particular proud of our work with Corrections Inmate Employment (otherwise known as CIE) since 2010 embedding literacy and numeracy into trades and vocational training inside the prison system
NZ Defence
And the NZ Defence Forces… Who by the way have some really interesting trades that we don’t usually get to hear about or work with. Like working with explosives…
We’ve worked with the Police
What can I expect
Interaction, discussion, different kinds of assessment tasks
So just some things to remember as we get started:
Keep an open mind
But not so open that your brains fall out...
Practical Person
You’re people who have become tutors and trainers often through non-academic ways and means
E.g. it’s your experience and knowledge that got you where you are now.
Possibly, you don’t even identify yourself as an educator… although you wouldn’t be here if you weren’t
You’re also practical people who prefer practical approaches to training, and applying what you know rather than just looking at abstract theories and approaches
With all this in mind: Look for the practical application
Don’t assume
Don’t make assumptions about your learners... that’s one of the things we’ll try to drill into you.
We’ll try to do the same with you... not make too many assumptions. But because we’ve been doing this training since the qualification became available – since 2007,
And over the years we’ve worked with a really wide range of people and organisations.
We do have some starting points in terms of how we’re pitching this training.
Most or many of you are tutors, industry trainers, workplace tutors… people who often provide on-the-job and often non-traditional kinds of training.
You’re hands on kind of people…
Think it over, but don’t over think it
At least one person in this group will go down this path
Catch yourself.
It’s just a level 5 40 credit certificate
It’s really only a taster course
Four metaphors that will pop up over the training
It’s like building a house
It’s a game... like chess
It’s a business
It’s a team sport
It’s a mini apprenticeship
Shift happens: This course is about shifting you... shifting your professional practice as a trainer and a tutor
This course is about making the process of focussing on literacy and numeracy more explicit, self-conscious, planned, deliberate, and systematic.
We’ll give you a framework for embedding literacy and numeracy
So… Shift happens! Sometimes shift hits the fan... I wish I’d thought of that line myself but I actually pinched it from somewhere else.
Other toolboxes that belong to people we work with
Here’s another tool box… probably not the exact picture that I want… but close enough that you get the idea.
Some of the things that we’re here to talk about like The learning progressions and the literacy and numeracy assessment tool… are simply that… tools.
You can use these tools to do your jobs better… work smarter and be more effective.
Plus… I don’t think it’s optional…
What does your tool box look like?
What kind of tools do you keep in it?
There’s something else that I need to talk about
We’re not here to tell you how to do your jobs… whether that’s police work or education.
Every trades person has a toolbox.
What we’ve got is a set of tools for your education toolboxes that
The Educator’s Journey: Creating LN practitioners
Apprentice ⇒ Practitioner ⇒ Master: What do you remember about your own apprenticeship?
GRAEME: Highlight the three basic stages of the Educator’s Journey and connect to the professional development training on offer. Our job is to take participants, move them from resistant apprentices to motivated practitioners, and hopefully set up the conditions for mastery.
Apprentice: The apprentice is an outsider and starts with a limited awareness of the issues; they may be resistant, needs to learn the rules of the game, and is often afraid or confused to begin with.
Practitioner: The practitioner has begun to practice and this results in fluency and increase in confidence. They are active and creative, observing and imitating best practice examples and mentors, overcoming problems and seeing the connections.
Master: Mastery is an ongoing process but it starts to happen when the practitioner internalises the system, begins to see the big picture, and tries out their own ideas. They begin to apply their skills in a deeper way, perhaps re-writing the rules as they go.
Think about your vocational Instructors who have done the NCALNE training and where they are on the Educator’s Journey. How could you support them to progress in their journey?
The embedding LN framework - the baseline skills and knowledge for embedding literacy and numeracy
Here’s the NCALNE (Voc) in a nutshell… This is a slide that we’ll refer to many times through the training .
We use it as a quick “heads up” so we can see where we are up to in relation to the content.
You can s Here’s the NCALNE (Voc) in a nutshell… This is a slide that we’ll refer to many times through the training .
We use it as a quick “heads up” so we can see where we are up to in relation to the content.
You can see that the course tracks through seven basic areas required by the unit standards and qualification.
These are the NZ context, Māori LN, Mapping using the learning progressions, diagnostic assessment, embedding LN, assessing learner progress, and then evaluation.
What else do you want to know at this stage?
Finally, here…
It’s obvious that this group brings a huge range of experiences and knowledge to the training.
Perhaps let’s just be really specific for a few minutes about what you would like to take away from these sessions
This might include answers to key questions as well
What else do you want to know at this stage?
Finally, here…
It’s obvious that this group brings a huge range of experiences and knowledge to the training.
Perhaps let’s just be really specific for a few minutes about what you would like to take away from these sessions
This might include answers to key questions as well
How most teacher’s work
GRAEME:
Our experience suggests that it is that it’s probably about 70% tactical (the day-to-day), 20% pragmatic (the system), and about 10% strategic (professional learning and improvement).
Our intent is to develop all areas.
Outline a model for educational business development and connect these three dimensions of teaching and training to the professional development
Tactical: Most instructors, trainers, and facilitators spend most of their time here. This is the technical and day-to-day focus of training and relies on an existing toolbox of teaching tools and strategies. This professional development will introduce new tools and techniques.
Pragmatic: Most instructors, trainers, and facilitators rely on a few good systems based on past success for managing their learners and instruction. This professional development will introduce a best-practice system for developing and improving instructors, trainers, facilitators and learners.
Strategic: Most instructors, trainers, and facilitators have a limited vision for moving their training and their learners into the 21st century. This professional development will allow instructors, trainers, and facilitators to learn, improve, reflect on what they do, and imagine future possibilities.
Add ALEC’s full education technology business development plan
Our plan is to push everything into some kind of cloud computing platform
Generate evidence at every point for ourselves, our learners, and those we report to.
Make a difference in the lives of our learners and in our own lives.
And in doing all of this to generate the maximum amount of happiness that we can for ourselves in our work and those we connect with.
The Educator’s Journey: Creating LN practitioners
Apprentice ⇒ Practitioner ⇒ Master
GRAEME: Highlight the three basic stages of the Educator’s Journey and connect to the professional development training on offer. Our job is to take participants, move them from resistant apprentices to motivated practitioners, and hopefully set up the conditions for mastery.
Apprentice: The apprentice is an outsider and starts with a limited awareness of the issues; they may be resistant, needs to learn the rules of the game, and is often afraid or confused to begin with.
Practitioner: The practitioner has begun to practice and this results in fluency and increase in confidence. They are active and creative, observing and imitating best practice examples and mentors, overcoming problems and seeing the connections.
Master: Mastery is an ongoing process but it starts to happen when the practitioner internalises the system, begins to see the big picture, and tries out their own ideas. They begin to apply their skills in a deeper way, perhaps re-writing the rules as they go.
Think about your vocational Instructors who have done the NCALNE training and where they are on the Educator’s Journey. How could you support them to progress in their journey?
The Educator’s Journey: Creating LN practitioners
Apprentice ⇒ Practitioner ⇒ Master
GRAEME: Highlight the three basic stages of the Educator’s Journey and connect to the professional development training on offer. Our job is to take participants, move them from resistant apprentices to motivated practitioners, and hopefully set up the conditions for mastery.
Apprentice: The apprentice is an outsider and starts with a limited awareness of the issues; they may be resistant, needs to learn the rules of the game, and is often afraid or confused to begin with.
Practitioner: The practitioner has begun to practice and this results in fluency and increase in confidence. They are active and creative, observing and imitating best practice examples and mentors, overcoming problems and seeing the connections.
Master: Mastery is an ongoing process but it starts to happen when the practitioner internalises the system, begins to see the big picture, and tries out their own ideas. They begin to apply their skills in a deeper way, perhaps re-writing the rules as they go.
Think about your vocational Instructors who have done the NCALNE training and where they are on the Educator’s Journey. How could you support them to progress in their journey?
The Educator’s Journey: Creating LN practitioners
Apprentice ⇒ Practitioner ⇒ Master
GRAEME: Highlight the three basic stages of the Educator’s Journey and connect to the professional development training on offer. Our job is to take participants, move them from resistant apprentices to motivated practitioners, and hopefully set up the conditions for mastery.
Apprentice: The apprentice is an outsider and starts with a limited awareness of the issues; they may be resistant, needs to learn the rules of the game, and is often afraid or confused to begin with.
Practitioner: The practitioner has begun to practice and this results in fluency and increase in confidence. They are active and creative, observing and imitating best practice examples and mentors, overcoming problems and seeing the connections.
Master: Mastery is an ongoing process but it starts to happen when the practitioner internalises the system, begins to see the big picture, and tries out their own ideas. They begin to apply their skills in a deeper way, perhaps re-writing the rules as they go.
Think about your vocational Instructors who have done the NCALNE training and where they are on the Educator’s Journey. How could you support them to progress in their journey?
Kaupapa
We use this whakatauki or proverb as a guiding principle for our training.
Anyone keen to have a go at translating?
There are various interpretations but here are two that we’ve used in English to help our own understanding of what we do and what this course is about.
With(out) feathers a bird can(not) fly – that’s kind of a literal translation; and
With the right support and resources you will succeed.
What else does this say to you?
Your context
OK… A quick question to consider: What’s your training context…? Just a quick plug here in case you are wondering…
This embedded approach works in a wide range of different contexts including
Private training establishments (PTEs)
Wānanga and specific Māori contexts
Industry training organisations (ITOs)
Institutes of Technology and Polytechnics (ITPs)
Directly into industry and with private companies
As well as Government Training Organisations (GTOs)
Other industries
This training has worked for tutors, trainers, teachers and others from a huge range of industries including
Electricity supply, Retail, Building, Construction, Carpentry
Transport and logistics, Hairdressing, Civil construction and Engineering
Journalism, Nursing, Employment skills, beauty therapy, and others
Other toolboxes that belong to people we work with
Here’s another tool box… probably not the exact picture that I want… but close enough that you get the idea.
Some of the things that we’re here to talk about like The learning progressions and the literacy and numeracy assessment tool… are simply that… tools.
You can use these tools to do your jobs better… work smarter and be more effective.
Plus… I don’t think it’s optional…
