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Abstract:
A mix of economic example lesson plans and activities to use in math instruction. Useful ideas for ESL to ASE. Best practices in math and personal financial literacy. Lessons include student activities and background information on economic or personal finance content and how it relates to mathematics. These activities have varied lesson delivery styles that reach a variety of learning styles. Students can apply their mathematics to real world situations. ATTACHMENTS: Economics Flashcards Economics Questions from PowerPoints Financial Literacy Websites mortgage spreadsheet 200000 dollars Principal Then and Now -“ 1913's prices verses today's Money Matters Handout1 money matters
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Abstract:
A short, free, authentic math professional development video for teachers in which an adult educator demonstrates to a High School Completion Program student some important test taking strategies. He thinks his way through a question, sorts through and deals with the parts of the question, revisits the question's information as he needs to, and pieces it back together. He comes up with a solution that he is confident in. He models his problem solving process out loud, he says, so that students can see how it works, so they can do it themselves, so they become independent learners The video will be found at this web address: http://www.mlots.org/?page_id=83
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Abstract:
Upping the Rigor: Vertically Aligning the Curriculum from ESL to ASE Presentation Abstract (500 word maximum): This description will be included in the program) In 2015, we presented our overall ABE/ASE program to a packed room. Our COABE title was SOAR: Upping the Game of Academic Rigor in ABE and ASE,- and we detailed our massive structural, policy and curricular shifts. This was a macro presentation about revamp our ABE and ASE program (independent study to direct instruction and little student services to full-time counseling, field trips, and more). Our student enrollment and number of graduates has more than doubled as a result of our changes; similarly, we have had large increases in student persistence and completion levels. The next step in our work has been in the area of curriculum alignment. Specifically, we have expanded our goal and are now deeply involved in vertically aligning the curriculum from beginning ESL through ABE/ASE. This curriculum alignment anchors each class level and accompanying common assessments to the College and Career Readiness Standards (CCRS) and the Common Core Standards. Specifically we will share the following: Scaffolded activities, curriculum (including texts), and assessments that align the breadth and depth of the CCRSs; Layered assessments (within and between levels) that build to the final assessment rubric developed within the California State University System; Lesson plans that demonstrate what rigor looks like and sounds like in the classroom whether via a Shakespearean play; philosophical texts on logos, ethos and pathos; or written appeals to the United Nations about Syrian refugees. Our model of how teamwork, staff development, administrative support, curriculum planning and grading pay became part of our system of success. ATTACHMENTS: HANDOUT RIGOR COABE 2016 1 CCR and Success Organizer paper may 2014 IMG_0274 1 COABE Rigor 2016 Kickoff Slides
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Abstract:
This curriculum guide has been developed for tutors as well as instructors of adult refugee and immigrant ESL students who have no or limited literacy skills in their first language. The principles and strategies used in this guide can also be used for ESL students who have low or some literacy in their native language. The main focus of the guide is to develop initial English literacy skills in basic reading and writing, built upon listening and speaking skills. The students will be able to function with some difficulty in simple situations related to immediate needs, and to handle tasks including routine, entry-level jobs that involve only the most basic English communication skills. In this guide, the terms preliterate and non-literate learners are used interchangeably to mean students who have no formal literacy education in their native language. ATTACHMENTS: Tutor Curriculum Guide for Teaching Adult ESL Preliterate Learners
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Abstract:
This PIAAC presentation on learning was made at COABE 2015. It covers findings on adults age 16-65 who were classified as less than high school, high school, and postsecondary completers. The presentation shares the characteristics and skill levels of people who learned formally and non-formally in the year before PIAAC vs. those who didn't. At the end it includes a learner recruitment simulation adult education programs could consider using. A detailed look at the patterns of participation in adult learning activities by U.S. adults’ education levels, demographics, and assessed skill levels. Focusing on adults with less than a high school degree, contrasts will be drawn between those who participate in learning activities and those who report they do not. ATTACHMENTS: PIAAC slides_short
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Abstract:
Engaging and effective classroom practices and activities in teaching Social Studies with a multiplicity of disciplines including: history, geography, math, science, and technology. Resources, how-tos, hands-on games, maps, hardcopies and computer-based interactions with writing prepare students for the life-skills, ABE, and ASE. Geography, History, Math, Science, Technology ATTACHMENTS: A Multiplicity of Disciplines Social Studies Presentation handout accompaniment M. Matos
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Use this teacher guide to introduce Metric Measurement through the use of a mobile lab kit. Learn more about this lesson at the Healthcare Career Pathway Initiative for Low-Literate Adults, Tuesday 9:30 -10:45 ATTACHMENTS: MetricStationsHealthcareConnections 1
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Abstract:
In this workshop, learn how your program and students can take advantage of national developments in digital literacy and access. Presenter will demo helpful resources, websites, and tools to get your teachers, tutors, and students connected.- Bring your own device (BYOD) to get a hands-on experience.