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Abstract:
The College of Southern Idaho College and Career Readiness Adult Basic Education program uses the checklist with new employees so that there is a common set of protocols followed by all participants. There are two tabs in the attached Excel workbook. One checklist is for instructors; one is for Intake Office Specialists. The checklist can be modified to address the needs of various employees. Mentors are assigned new instructors (mentees) and engage with the new instructor throughout the instructional year.
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Abstract:
In this session, the presenters will share ways you can engage your community, staff, and students in promoting adult education and impacting important legislative discussions. In addition to providing an overview of the national Educate & Elevate campaign, presenters will provide some basic advocacy information and share practical ways that instructors can incorporate advocacy in their classrooms and become better advocates for their students. They will share how adult education teachers can engage students in advocacy through a series of classroom taught lessons, class outings, service projects, and volunteer work. Presenters will provide participants with resources and examples of advocacy activities and events that can be replicated in the ABE and ESOL classrooms. Opportunity to ask questions and share ideas.
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Abstract:
This presentation addresses the most-frequently-asked questions concerning design and development of a College Transitions Program, such as: 1). How do we recruit students and teachers? 2). Once the program begins, how can we support and retain our students and teachers? 3). How can we measure the success of the program? 4). How can we scale and sustain our Transitions program beyond the current levels and funding sources? ATTACHMENTS: Manage Evaluate and Expand Your Transitions Program_GillYou must be logged in to download this resource. Register now if you don't have an account.
Abstract:
This conference session demonstrates practical strategies that adult education teachers can use to differentiate instruction and help ALL learners increase their writing performance. It also explores how to design instruction according to the principles of Universal Design for Learning (UDL), thereby contributing to a learning environment that challenges and engages diverse learners, helping them overcome their reluctance to write and find their voice. When teachers provide options for the ways that students access and participate in learning, they can motivate learners to reach their writing potential. ATTACHMENTS: Corley_Handouts_2016 COABE_Differentiated Writing InstructionYou must be logged in to download this resource. Register now if you don't have an account.
Abstract:
Texas Online Learner Database (TOLD) was built as an online software as a service (SAAS) solution to be accessible through the Internet. The solution allows for the management and tracking of Providers, Teachers/Staff and Volunteers as well as Students and their Courses, Course Assessments and Attendance. ATTACHMENTS: TOLD COABE Presentation FinalYou must be logged in to download this resource. Register now if you don't have an account.
Abstract:
What does a lesson built for student learning look like when learners come to programs with limited or interrupted formal education? Students who lack home language literacy and exposure to a formal classroom setting need explicit training about "classroom culture." Instructors need to use systematic scaffolding and other research-based techniques to effectively equip learners with transferrable skills for tomorrow's workforce and civic engagement. ATTACHMENTS: ScaffoldsStrategiesELL