Collection

This course was designed for education providers and practitioners teaching adult basic academic skills, ESOL, and literacy at a distance and/or through blended learning; it provides strategies and resources that are essential for both setting up and implementing distance education or teaching with a blended approach. The course is made up of topics across four modules:

• Module 1 - Getting started with Distance and Blended Learning
• Module 2 - Outreach, Screening, & Orientation: Supporting Distance Learners from the Start
• Module 3 - Effective Distance & Blended Learning Instruction
• Module 4: Assessment

 

The resources offer valuable insights into curriculum-based professional learning and its impact on teaching effectiveness. Adult educators may find the reflection questions and prompts to be the most useful. The questions and prompts are intended to stimulate critical thinking and self-assessment among adult educators. They illustrate reflective teaching and identify areas for professional growth or improvement. There are a variety of useful features, including

• “The Elements of Curriculum-Based Professional Learning” chart that is modeled off the periodic table; a summary table of the six fundamental shifts from traditional teacher professional development to curriculum-based professional learning;
• “The Concerns-Based Adoption Model” that provides a framework and tools for understanding change and the change management process proposing appropriate supports for individuals;
• “Recommendations for Teachers,” providing guidance on practices associated with different combinations of elements.

This research expands on earlier 2012 and 2014 findings reported by the Programme for the International Assessment of Adult Competencies (PIAAC). It addresses further useful variables related to the needs of ELs to acquire numeracy and math skills. Adult educators may find this report useful in different ways, depending on the role they play in the field and on the needs of the population they serve. All readers working in adult education, whether they serve ELs or native speakers of English, will benefit from the Abstract and initial remarks, which offer a useful summary of the purpose of the study in meeting the researched numeracy skills required by adult English learners (ELs) in the United States. Readers who do not serve ELs will also recognize the benefit to native English speakers in addressing the needs described in this study. The Abstract and the introductory remarks that follow, define the difference between numeracy and math skills and provide a review of the related at-home needs faced by most lower-level Els and even native English speakers in programs. Those needs better define curriculum topics that should be addressed more in teaching ELs. Administrators can draw from this analysis to design programming to address the numeracy skill needs of English learners. Curriculum developers will find specific details to integrate into curriculum segments. The article abstract describes the organization of this report. The report initially defines the term EL as “immigrant adults with low English language skills in speaking, listening, reading, and/or writing, [who] may seek to learn English to enhance their ability to communicate with, among others, neighbors, coworkers, child caretakers, and doctors in English.” That definition is not always clearly defined as such in later references to ELs, but generally, the research addresses the numeracy needs of selected adults, ages 25 to 74 years, first-generation immigrants, who experience challenges with English proficiency. Although that definition is limited, adult educators will find that the lessons learned and the recommendations made as a result of this study will provide implications for additional adult learners, including native English speakers in some cases. The details relating to each aspect of the research are addressed in response to three questions: 1.    What are average numeracy skill levels and numeracy at-home use rates of adult English learners (ELs) in the aggregate? 2.    Controlling for education attainment, family background, and health, how does numeracy at-home use of adult ELs predict numeracy skill levels? 3.    How does numeracy at-home use of adult ELs differ among discrete groups based on covariates (from Research Question [RQ] 2) and numeracy skill levels? What are descriptive characteristics of each group? This report includes tables and charts showing the types of numeracy skills surveyed, the characteristics of six groups in relation to several issues (education, health, income, and more), and the results found in each listed aspect. The details presented in these tables and charts may serve adult educators in the US  with (1) data to support proposal requests for budget items relating to those findings and (2) useful lists of skills that programs may want to address in integrating numeracy and health topics in language instruction, both for EL’s and native English-speaking students lacking literacy skills. Proposal writers will find the data reported useful in supporting proposals to fund related instruction. Future researchers will find helpful guidance in developing further data to pursue studies to deepen and expand the field's knowledge of adult English learners' numeracy skill needs. The actual description of the study, conducted to expand on data already provided by PIAAC on the topic, will be useful to other researchers who wish to also use the final section, Conclusions and Recommendations for Future Research, as a guide to provide further data to programs in integrating numeracy and math into instruction. The Reference List will also provide future researchers and other authors with resources to develop further instructional tools to promote numeracy and math instruction in adult education programs. The Implications for Practice Engagement and Health and the Implications for Instruction sections will be more significant and useful to instructors and curriculum developers who wish to integrate English language instruction with numeracy and health topics leading to improving the lives and educational opportunities of Els in the United States. Since numeracy skills are not often addressed in English classes, one hopes that instructors will be motivated to integrate these essential skills into instruction, and they will find helpful ideas in this resource on how to do that. Most findings in this research are not likely to add a great deal of actual knowledge about ELs the field, since practitioners tend to be very familiar with the fact that ELs face numeracy and math challenges in their lives although they don’t often have students practice those skills in instruction. However, Table 1 provides helpful reminders of items that ELs face in their daily lives, some of which may be new to practitioners. Perhaps not so widely recognized among practitioners is the relationship of numeracy needs to health needs, expressed in Table 2. As a result, practitioners might consider integrating functional health-related computations (reading prescriptions, interpreting dosages, and more) into their language instruction. In addition, since this research found that learners with low numeracy skills also often face health-related issues, instruction might also include helpful strategies for maintaining good health in stressful environments.