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Abstract:
“App to Speed” learning circles use free or low-cost online apps designed for low-literacy adult English language learners who may be on waiting lists for classes, or who may want to supplement their classroom English language instruction with online learning in language learning sprints in the times they have available during their busy workdays, evenings and weekends.
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Abstract:
Over the past several years, Literacy New York successfully developed and implemented online tutor training in its statewide network of 34 agencies. Building on this success, LNY expanded the training to include teachers of adults who range in grade level equivalency 3 through 8 to better equip educators to meet WIOA requirements. The training includes training in reading, math, English language learning, and employability soft skills. In this session, participants will learn about why the training was developed, the roll out to the network, its effectiveness, and the fundamentals of the expansion. Participants are encouraged to bring their smartphones, tablets, or computers to log in to the training to see first-hand how it works. Participants will also learn how the training is managed and the how it has helped tutor and teacher recruitment, saved money, and removed logistical problems.
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Abstract:
These are the files that the powerpoints and lyrics that Budway ad Schramski used at the COABE 2018 presentation on Digital Stories for beginning English Language Learners. Please feel free to contact either of us at kbudway@pima.edu or cschramski@pima.edu To view stories please visit the support adult ed youtube channel at this link: https://www.youtube.com/watch?v=GPtqvmJ6pk8
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Abstract:
Stretched budgets and part-time teachers present challenges for providing meaningful learning experiences that meet the criteria of effective professional development. Yet, part-time teachers, separated by schedules and geography, seek ongoing opportunities to connect with peers and learn collaboratively. This presentation demonstrates how one state used digital tools to engage adult education teachers in meaningful learning experiences. Join this session to learn techniques to overcome barriers to participation in professional development and explore tools for engaging in effective professional development opportunities.
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Abstract:
Learning Circles are a low-cost blended learning model for delivering short-term (6-12 week) instruction using trained volunteer facilitators and online courses or learning resources. In this presentation we talked about learning circles offered primarily through libraries, and a new pilot of English language circles offered for immigrants on waiting lists for English classes at five adult basic skills programs in New England.
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Abstract:
Bring your own device and be an active participant in this high-energy workshop, and you will leave with a collection of technology tools that will increase student engagement and energize your classroom. We will explore tools such as scavenger hunts, games, polls, student response systems, formative assessment tools, and even a confusion barometer. We'll share ideas about how these tools can be used to boost student engagement and classroom energy.
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Abstract:
Searching for relevant resources online to prepare students for the post-test in math and the HiSET® tests, in general, can be frustrating. In response to the lack of resources, we have created a series of Khan-like videos that walk students through how to do HiSET® practice tests one problem at a time. We also created online quizzes that simulate a post-test with real-time results. Finally, we have consolidated all of our resources, including all of our syllabi, lesson plans, and curriculum in a publicly available Google Drive. All of these resources are centrally located at http://adulted-mcc.blogspot.com. Attendees will get access to all of these resources and learn the basics on how to create their own materials.
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Abstract:
PIAAC’s Problem Solving in Technology Rich Environments (PS-TRE) is a way to think about how we use technology to complete tasks in daily life, work, and schooling, and the issues that might arise as we employ those technologies. PS-TRE can also be viewed as a problem solving process one might teach to adult learners, a process, once learned, that can help them complete tasks in our highly technological world. The different components of the PS-TRE process can provide structure for making relevant the use of technology in classrooms. This presentation defines the components of PS-TRE and explores how teachers can use them to help learners develop skills to flexibly use digital technologies in learning. Teachers will view and discuss several example instructional activities.