- Summative tests or tasks, whichexemplify the performance targets that the standards imply. The tasks, with the associated guidance, equip teachers to effectively monitor overall progress and the mathematical understanding of their students.
- Classroom Challenges are complete lessons that support teachers in formative assessment. They both reveal and develop students’ understanding of key mathematical ideas and applications. These lessons enable teachers and students to monitor in more detail their progress towards the targets of the standards.
- Part 1: Interest and Aptitude for Technology
- Part 2: The Supplier Ecosystem
- Reasons the resource has implications for the adult education field;
- Resource’s potential use; and,
- Most significant or useful features to the target audience(s).
- Using E-Learning to Supplement In-Person CCR SIA Trainings Chelsea Stewart, Director, ABE Training and Learning Center, CO
- Finding Ways to Engage Key Practitioners in the CCR SIA Work Marilyn S. Schmidt, Director for Adult Education and Family Literacy, Curriculum and Instruction, Illinois Community College Board, IL
- Decentralizing Professional Development to Support CCR Standards Implementation Christine Houck, Professional Development System Advisor, PA
- Placing a CCR Teacher Trainer in Each Region Megan Dichter, WorkReady Statewide Coordinator and PD Portal Support, ME
- Integrating CCR Standards Implementation into Existing State Structures Jane Schwerdtfeger, Curriculum Specialist, Adult and Community LearningServicesUnit, MA
- Integrating CCR Standards Implementation with Other State Initiatives Brad Hasskamp, Adult Education Policy and Operations Specialist, Minnesota Department of Education, MN
- Providing decision-making, goal-setting, and planning supports
- Removing hassles and using channel factors
- Using reminders
- Using public and private commitments
- Using default options or prompted choices
- Categorizing or grouping choices
- Providing appropriate anchor or reference points
- Framing choices around gains and loss
- Providing early rewards
- Priming positive identities
- Using social proof and social influence
- Providing communications, workshops, or tutorials on the brain and learning
- “In Focus” examples provide insight into how some of the strategies have been put into practice
- a four-step process for testing interventions and strategies
- recommendations for the workforce development system to consider in light of what is being learned from economics and psychology
- guidance on what interventions may be appropriate in specific circumstances (Appendix A)
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Abstract:
The Mathematics Assessment Project (MAP) provides tools for formative and summative assessment to assess students’ mathematical knowledge and reasoning, helping teachers guide them towards improvement and monitor student progress.
Resource URL
Publication Year
2015
The Mathematics Assessment Project (MAP) set out to design and develop well-engineered tools for formative and summative assessment that shine a light on students’ mathematical knowledge and reasoning, helping teachers guide them towards improvement and monitor student progress. It aims to bring the Common Core State Standards (CCSS) in mathematics to life in a way that will help teachers and their students turn their aspirations for achieving them into classroom realities. They exemplify CCSS in explicit down-to-earth performance terms. The project materials were produced as part of a collaborative effort between the University of California, Berkeley and the Shell Center team at the University of Nottingham, with support from the Bill & Melinda Gates Foundation. The MAP materials are of two complementary kinds:
Benefits and Uses
MAP provides instructors and administrators with excellent resources in implementing and evaluating the College and Career Readiness (CCR) standards in mathematics. The resource is valuable and well organized and provides very good examples of real-life applications of mathematics.
MAP provides teachers and professional developers with honest examples of how mathematics is used in real life. Built around rich problems or tasks, the Classroom Challenges aim to provide a critical supplement to any curriculum. The lessons are structured as formative assessments and are ideally delivered in small classes or group work classroom settings. Opportunities for interaction with and feedback from the instructor are recommended. The lessons are extensive tasks that provide opportunity for students to demonstrate their thinking, to be involved in some degree of productive struggle, and to be able to show modifications in their solutions based on teacher feedback.
The support materials provided to instructors are critical in using the task appropriately with students and in providing feedback and evaluation of students’ work. Student work samples are provided to assist instructors in formulating language or instructional strategies that might assist struggling students. It is possible for instructors to either modify the task or select a subset of questions within a task. With some careful preplanning, the lessons could be condensed and used in a class that has less time for working with larger problems of this type. The Professional Development Modules, which help teachers with the pedagogical and mathematical challenges of the lessons, are particularly helpful.
The whole site is recommended; the Classroom Challenges are particularly helpful. The lessons have a strong alignment to CCSS and individual lessons are linked to specific content standards and the Standards for Mathematical Practice. The lessons incorporate well-designed formative assessments and provide a wealth of material for instructors. This includes the lesson plan with detailed teacher guidance and a presentation PowerPoint, which includes the task information for students. Though designed for specific grade levels, for the most part, the lessons can be presented to students of all ages. As the lessons are aligned to the CCSS, users can search for lessons aligned to CCR mathematical content standards and specific Standards for Mathematical Practice from the “Common Core State Standards” page http://map.mathshell.org/stds.php
Optimizing Security Cameras http://map.mathshell.org/materials/lessons.php?taskid=482&subpage=problemis an example of an exemplary lesson suitable for an adult education classroom. The lesson involves the placement of security cameras to provide maximum security for a given floor plan of a store. This real-life application problem integrates several content domains and requires strategic thinking and an ability to explain and interpret explanations. The lesson plan includes several student work samples that help teachers understand the goals of the lesson and how it develops the targeted standards. The extensive package of resources connected to this lesson is extremely helpful to teachers.
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Abstract:
This publication series, Learning for Life: The Opportunity for Technology to Transform Adult Education, explores technology readiness, access, and use within various adult education delivery channels.
Resource URL
Publication Year
2015
This publication series, Learning for Life: The Opportunity for Technology to Transform Adult Education, explores technology readiness, access, and use within various adult education delivery channels, as well as market opportunities, program decision-making processes, and the supplier ecosystem for instructional resources. The research and analysis featured in these publications will assist suppliers, investors, policy professionals, and institutions as they explore opportunities in the adult education market.
This report is based on comprehensive research conducted on the role of and potential for instructional technologies in the U.S. adult education field through a national survey of more than 1,000 adult educators and program administrators to determine their interest in, aptitude for, and current use of technology-based instructional resources.
There are two parts to this series:
What the experts say
The data and information gathered in this study provides credible and current input to help the field of adult education increase the effective use of technology to reach more adult learners. The recommendations that resulted from this study promise to create more collaborative efforts to fill the technology gaps that currently challenge programs and to promote the development of content that specifically addresses adults, especially through mobile devices.
This national survey of adult basic skills practitioners' access to and use of technology is unique. For adult educators, the greatest value may be as a platform to engage their students and colleagues in discussions about access to and use of technology for education purposes. The survey can stimulate valuable discussion, as is evidence by the LINCS community of practice discussion featuring the resource's lead author. Teachers could administer a modified version of this survey in their classrooms to open up a discussion of technology with learners. Several of the graphs may be useful for teachers to share with their students (e.g. Benefits of Technology in Education, Estimated Smartphone Ownership Among Adult Education Students).
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This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
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Abstract:
These video segments from a KET professional development session are focused on broad math teaching practices that are appropriate for math teachers at all levels.
Resource URL
Publication Year
2015
Steve Hinds led a professional development training for Kentucky Adult Education math teachers where he demonstrated and discussed a series of lessons on functions. These video segments taken from the training are focused on broad math teaching practices that are appropriate for math teachers at all levels.
To better understand the problems and issues discussed in the videos, it is strongly recommended that practitioners read the background essays that accompany the videos.
Steve lives in Chicago and directs the Active Learning in Adult Numeracy project, which is focused on curriculum development, teacher training, and other reforms that promote active, student-centered math teaching and learning for adults.
Benefits and Uses
Steve Hinds demonstrates various approaches:
Each short video also contains background essays and discussion questions.
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This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
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Abstract:
These videos from a professional career counselor help with interview skills.
Publication Year
2015
Help students make a great impression at their next job interview with this lesson from KET's Workplace Essential Skills series. This self-paced lesson includes videos from a professional career counselor, interactive practice opportunities to get them thinking about their strategy, and more activities they can try at home on their own.
Benefits and Uses
Designed for adults who are looking for a job or want to improve their skills in order to get or keep a better job, Workplace Essential Skills shows students what to expect from the job interview process, what skills and attributes employers look for, and how those skills are put to work in real on-the-job situations.
Users will need to be logged in to the PBS Learning Media site to access the video.
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This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
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Abstract:
This issue brief, one of the resources in the suite of materials “Integrating Digital Literacy into English Language Instruction,” presents a broad overview of digital literacy as it relates to adult learners in English language acquisition programs.
Publication Year
2015
This Issue Brief synthesizes current research and presents perspectives on digital literacy in English language acquisition. It includes an introduction to the definitions of literacy that are expanded to include digital literacies. The concept of “digital divide” is reframed as a continuum of digital skills, including the language, technology and problem-solving skills required for participation in everyday digital contexts. Because technologies and their uses continually change, requiring different skills, everyone is a learner with respect to digital literacy. This shifts the role of the teacher to that of a co-learner, in addition to orchestrating learning. Although the Brief can be used as a stand-alone resource, it also provides the foundation to the other resources in the suite of materials “Integrating Digital Literacy into English Language Instruction.”
Benefits and Uses
The benefits and uses section will include the:
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
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Abstract:
Innovative State Approaches to Implementing CCR Standards Webinar
This webinar showcases some of the innovations in implementing CCR standards.
Resource URL
Publication Year
2015
The webinar, Innovative State Approaches to Implementing CCR Standards, was produced by StandardsWork, Inc. as part of the CCR Standards-in-Action (CCR SIA) project, under contract to the U.S. Department of Education (Contract # ED-VAE-13-C-0066). The CCR SIA project was funded to develop and disseminate professional development and advanced-level supports for implementing CCR standards sustainably and at-scale. Since March 2015, implementation teams from 12 states have been piloting the CCR SIA materials and methods. This webinar, conducted on September 2, 2015, showcases some of the innovations that state teams have embraced in implementing CCR standards in their programs. Six state representatives highlight one noteworthy approach to share with their CCR SIA colleagues. In short presentations, they describe how an innovation has contributed to their state’s implementation efforts and any lessons they have learned. The presentations were followed by Q&A sessions. Susan Pimentel, lead consultant and content developer for the CCR SIA project, facilitated the event. It began with her sharing some findings from a recently published study entitled Learning to Improve: How America’s Schools Can Get Better at Getting Better. Ms. Pimentel discusses how educational organizations have been able to successfully institute educational reforms and the potential implications for CCR SIA participants’ strategic planning. At the conclusion of the webinar, she provides an overview of activities planned for the project’s upcoming national workshop.
The webinar features the following state presentations:
Benefits and Uses
The state presenters are all adult educators sharing information about how their states are implementing CCR standards. Given these states’ efforts, members of the LINCS community may find value in learning about these implementation strategies with a view to trying some of them in their own programs. The cross-state discussion of different ways of structuring CCR professional development opportunities and the lessons learned may be useful. Another theme which emerged in the discussion was strategies for meeting the needs of part-time teachers and isolated teachers in CCR implementation.
The resource could be used by program administrators and state staff as they plan for the implementation of CCR standards in their own programs. The webinar could fuel a discussion of different strategies and approaches to piloting and full scale up of the CCR standards.
All of the Webinar discussion is useful to states that are implementing the CCR standards. Adult educators may also wish to access the work of Anthony Birk et al. Learning to Improve: How America’s Schools Can Get Better at Getting Better February 2015, which is discussed by Sue Pimentel in the beginning of the Webinar (PowerPoint slides 4-7).
Required Training
A fundamental awareness of the CCR Standards for English Language Arts/Literacy and Mathematics is recommended.
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This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
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Abstract:
This report explores the latest research around how decision-making and actions are influenced by poverty and outlines research-driven strategies that workforce providers can use to help workers become more self-sufficient.Resource URL
Publication Year
2015
In the workforce field, participants’ choices or behaviors that harm their ability to be successful in school or work are often attributed to a lack of soft skills, motivation, or work ethic. While individual responsibility cannot be ignored, the unique circumstances and context of poverty and other cognitive biases can contribute to an individual’s actions. Behavioral economics and psychology research point toward some interventions that workforce development practitioners can use to address some of the barriers presented by poverty and human biases. These strategies, which may help unleash individuals’ potential and strengths, include the following:
What the experts say
How Poverty and Cognitive Biases Can Impact Decisions provides adult educators with tools for handling the frustrating, self-undermining behaviors and counterintuitive decision-making frequently seen among their students. With the greater emphasis on workforce preparation under WIOA, this paper provides practical, immediate advice to instructors who know that simply teaching resume writing and interviewing preparation will not change the underlying behaviors that sabotage student success. Administrators and classroom practitioners could use this resource to design action plans for classroom and counseling use.
This publication starts the conversation about prevalent and pervasive internal barriers to success experienced by adult education students and provides strategies for overcoming them. These internal barriers may be more significant and pervasive than external barriers such as transportation and childcare. This particular publication examines poverty, but there are other conditions that may also influence mindset, self-identity, and self-efficacy leading to consistently less than desirable choices and decision-making. It also provides recommendations for workforce development practitioners to reduce conditions of economic scarcity that impact their clients’ choices and actions.
No attempt was made to tie the research cited to adult learning theories. Granted, little descriptive or experimental research has been with adult learners and the importance of positive self-identity and perception to motivation is undeniable.
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This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
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Abstract:
The study sought to determine the percentage of workforce students who may need to strengthen their understanding of the part-whole concept by using the same number line assessment.
Publication Year
2015
The new high school equivalency tests ask adults to perform at a level of critical thinking that they may not have been introduced to in their earlier education. This kind of thinking means that a person is able to look at the details and see the big picture or look at the big picture and pick out the relevant details for a given situation. This kind of thinking requires keeping track of the WHOLE (the main idea) and the PARTS (the details) at the same time, while considering the relationships between them. While part-whole critical thinking is important in all academic areas and in problem-solving on the job, it is especially central to math success.
Earlier institution-sponsored research revealed that about 20% of students in community college basic math and pre-algebra programs lacked a sense of part-whole relationships with whole numbers. Using the same tool with a group of 86 workforce students, about 75% placed five whole numbers on an empty number line in a way that indicated lack of part-whole thinking. This concept, needed to understand fraction and percent relationships, carries over as a grasp of the relationship between details and the main idea in factual prose, in critical thinking in job situations, and on the current high school equivalency tests.
Assessing learners for their understanding of the part-whole concept allows teachers to help students strengthen either their understanding of the part-whole concept or their applied skills.
What the experts say
Adult educators will find this article interesting and, perhaps, be surprised that so many adults are not already sensitive to the requirements of a simple number line (equal spaces between all consecutive numbers). This concept is particularly important in work settings that assume workers’ ability to use measuring devices accurately. The resource clearly describes a task that can be immediately used with learners for formative assessment and also provides samples of student work that can be studied and analyzed by teacher study groups and/or groups of learners in a classroom setting.
It will be useful to new and experienced adult educators both for its description of problems in adult students understanding of part/whole concepts as well as for giving instructors a very useful tool for quick, easy, and inexpensive assessment of those concepts. The author also suggests reasons for why students lack these concepts including brains that were not physically ready for processing this information due to young age, toxic stress in childhood (e.g., poverty, emotional and physical abuse) and developmental disabilities or traumatic brain injuries. While the information is nothing new to experienced adult education instructors, the author provides a way to see specific results of childhood stress in a way that will ring true to community college instructors in workplace development programs as well as adult basic education classes. The author asks the reader to check his or her assumptions about learning, to modify their teaching, and always to be aware of the building blocks leading to mathematical understanding.
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This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.