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Abstract:
At this workshop, the NYC-based Community of Adult Math Instructors (CAMI) shared their process of staring a citywide math teachers' circle to collaborate with other teachers and expand their knowledge of mathematics. Participants attended a "CAMI Roadshow" meeting, where we engaged in an inquiry-based process of algebraic thinking through the use of visual patterns, problem-posing, and multiple strategies for problem-solving, including drawing, different ways of seeing, making charts/tables and making predictions and generalizations. We created a Google Drive folder with all of the materials from the workshop - Exploring Algebraic Thinking in a Teachers' Circle
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Abstract:
How will WIOA work its way into your ESL or ABE classroom? This LiveBinder was created to assist with the development of career pathways and the integration of civics and workforce development instruction into ESL and lower-level ABE classrooms. The vetted and FREE resources (which also include health, financial and digital literacy units and lessons) are labeled with descriptions, guidance for the current ESL Educational Functioning Levels, and a rating system so users can quickly direct their attention to material that best meets their needs. http://www.livebinders.com/play/play?id=1533439 or http://tinyurl.com/ESLlivebinder ATTACHMENTS: ESL IET ESL IET COABE
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Abstract:
Algebra can be as approachable as adding if we show our students where it already exists in their everyday lives. This COABE 2016 session will present new methods to teaching algebra as patterns, rules, equations, and lines on a graph while utilizing research-based tools, techniques, and resources learned from the Adult Numeracy Instruction -“ Professional Development (ANI-PD). Hands-on practice and ready-to-use resources will be provided.
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Abstract:
Upping the Rigor: Vertically Aligning the Curriculum from ESL to ASE Presentation Abstract (500 word maximum): This description will be included in the program) In 2015, we presented our overall ABE/ASE program to a packed room. Our COABE title was SOAR: Upping the Game of Academic Rigor in ABE and ASE,- and we detailed our massive structural, policy and curricular shifts. This was a macro presentation about revamp our ABE and ASE program (independent study to direct instruction and little student services to full-time counseling, field trips, and more). Our student enrollment and number of graduates has more than doubled as a result of our changes; similarly, we have had large increases in student persistence and completion levels. The next step in our work has been in the area of curriculum alignment. Specifically, we have expanded our goal and are now deeply involved in vertically aligning the curriculum from beginning ESL through ABE/ASE. This curriculum alignment anchors each class level and accompanying common assessments to the College and Career Readiness Standards (CCRS) and the Common Core Standards. Specifically we will share the following: Scaffolded activities, curriculum (including texts), and assessments that align the breadth and depth of the CCRSs; Layered assessments (within and between levels) that build to the final assessment rubric developed within the California State University System; Lesson plans that demonstrate what rigor looks like and sounds like in the classroom whether via a Shakespearean play; philosophical texts on logos, ethos and pathos; or written appeals to the United Nations about Syrian refugees. Our model of how teamwork, staff development, administrative support, curriculum planning and grading pay became part of our system of success. ATTACHMENTS: HANDOUT RIGOR COABE 2016 1 CCR and Success Organizer paper may 2014 IMG_0274 1 COABE Rigor 2016 Kickoff Slides
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Abstract:
Points on the coordinate grid, functions, equations, graphs, and slope--if tackled individually this can be an overwhelming list! In this session we will practice using a free, adaptable worksheet that summarizes and links those topics in an organized way. Use the sheet over and over with various prompts to give your students practice and emphasize connections among these concepts. ATTACHMENTS: A Tool for Teaching Functions and Graphs COABE 2015 Sample Prompts Exploring Functions and Graphing
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Abstract:
This roundtable discussion will focus on how to design an Academic I-BEST program that meets the needs, social needs, and goals of adult education students by allowing them to reenter the workforce more quickly than was possible under previous delivery models ATTACHMENTS: Implementing an Academic I BEST program
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Abstract:
This curriculum guide has been developed for tutors as well as instructors of adult refugee and immigrant ESL students who have no or limited literacy skills in their first language. The principles and strategies used in this guide can also be used for ESL students who have low or some literacy in their native language. The main focus of the guide is to develop initial English literacy skills in basic reading and writing, built upon listening and speaking skills. The students will be able to function with some difficulty in simple situations related to immediate needs, and to handle tasks including routine, entry-level jobs that involve only the most basic English communication skills. In this guide, the terms preliterate and non-literate learners are used interchangeably to mean students who have no formal literacy education in their native language. ATTACHMENTS: Tutor Curriculum Guide for Teaching Adult ESL Preliterate Learners
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Abstract:
This PIAAC presentation on learning was made at COABE 2015. It covers findings on adults age 16-65 who were classified as less than high school, high school, and postsecondary completers. The presentation shares the characteristics and skill levels of people who learned formally and non-formally in the year before PIAAC vs. those who didn't. At the end it includes a learner recruitment simulation adult education programs could consider using. A detailed look at the patterns of participation in adult learning activities by U.S. adults’ education levels, demographics, and assessed skill levels. Focusing on adults with less than a high school degree, contrasts will be drawn between those who participate in learning activities and those who report they do not. ATTACHMENTS: PIAAC slides_short