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Abstract:
New Mexico ranks among the worst in the nation in educational attainment, poverty, violence, substance abuse, and suicide. With the advent of the WIOA legislation, a group of New Mexico adult education (AE) practitioners rallied to the call of building career pathways out of poverty and launched a radically innovative professional development initiative for elevating New Mexico to stand among our nation's top performers. Our C3 Initiative develops AE programs from "the inside out" to build Collaborations, Competency-Based Education, and Career Pathways programming. Design components include a three-year program commitment, a decision maker with two teachers from each program working for integrated change, program accountability with deliverables and increased responsibility, and the creation of a statewide professional learning community with a 33-week research-to-practice online curriculum. Our session shares knowledge and tools for supporting adult educators to unmask our brilliance and become leaders in the national career pathways movement. A pdf of the presentation has been uploaded for sharing. The Google Slides can be viewed by going to the link: https://docs.google.com/presentation/d/1ADlPv49Phieh1ZTD67Hkxd1klzJugmccE9raOCYIIl4/edit?usp=sharing.
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Abstract:
Immersive learning game platform
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Abstract:
This time-saving guideline invites adult-ed teacher to be remarkable, do art and make change happen by allowing adult learners to bring out their genius and passion. In other words, this tool is designed to help instructors get learners closer to their dreams, one lesson and one semester at a time . To be specific, this tool focuses on preparing adult students for the real world and facilitating deep-structure learning, promoting soft and irreplaceable skills that are salable in the marketplace or in the gig economy.
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Abstract:
ROUND TABLE HANDOUT: Supporting ABE students’ academic success means advocating for institutional change beyond the borders of ABE programs. Our goal is to generate dialogue about the culture of ABE at our institutions to identify opportunities for student-centered initiatives that open college pathways for ABE students. Combined co-taught ABE and Dev. Ed. courses at TCC have broadened perspectives on student capacity, exposed assumptions and stereotypes, and created opportunities for acceleration.
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Abstract:
"Hard skills" are important to getting a job. "Soft skills" are important for keeping a job. We can help our students qualify for and retain jobs with family sustaining incomes if we help them improve their soft, work readiness skills. The primary focus of this session is to explore a wealth of resources, strategies, and activities for infusing soft skills into your ABE, ESL, GED®, and AHS classrooms. Many of these resources have been developed by your colleagues in other states.
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Abstract:
Students are open to making sense in a reading/writing classroom. Most people expect that reading/writing classrooms involve student interpretation and explanation of texts. In math classrooms, though, students often just want us to show us how to do it. They want teachers to do the interpreting and explaining, and we need to give that power back to them. With these materials, we explore how to translate a literacy frame for sense-making into our math classes. We’ll consider: How can we harness students’ background knowledge and observations to build a collective understanding before our first calculation? How do we promote close reading of a mathematical text? How do we engage students who move quickly, while supporting students who need more time? Our workshop is for anyone who believes math should make sense both to ourselves and to our students. All workshop materials can be found at bit.ly/COABE2018CUNY
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Abstract:
This session showcases the resources CASAS offers - many at no cost - which help agencies implement quality ABE/ESL programs with standardized accountability measures. The CASAS framework assists programs to assess, instruct and track youth and adult student's progress from beginning literacy through transition to post-secondary and the workforce.