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Abstract:
Since 2014, the CUNY Adult Literacy/HSE Program has collaborated with the NYS Department of Education to create the NYSED Teacher Leader Initiative. This project has developed a community of teacher leaders across the state, dedicated to improving teaching practice in our field. These teacher leaders bring our training to educators in their regions, and develop resources and projects of their own. This workshop provides an overview and answers questions about the initiative. We'll use the voices of the NYSED Teacher Leaders themselves to reflect on the lessons we've learned about effective, ongoing, and engaging teacher development. This workshop is for teachers, administrators, state education directors - anyone interested in the resources developed and the lessons learned through this initiative. All materials from this workshop are available at bit.ly/COABE2018CUNY
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Abstract:
This PDF is a collection of handouts used in the workshop session conducted by Steve Hinds at the 2018 COABE National Conference in Phoenix, Arizona. Keep in mind if you download and print this resource that many printers will automatically "shrink to fit" a PDF, reducing the size of the images . This ruins the segments and figures that are meant to be drawn using actual rulers. Make sure to turn off this setting if you print the resource.
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Abstract:
The NTI AEC started the academic year with a managed enrollment program for students enrolled in ESL and GED classes on campus. The transition provided a platform for our team to have professional conversations when it came to developing a student-centered approach to classroom structure. As the GED faculty team, we will share noteworthy reflections and tools related to math and language instruction and to the facilitation of productive staff dialogue.
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Abstract:
Does your current math material make you feel boxed in? Learn how I used OER to create an inexpensive, updatable, and editable algebra textbook for my GED® class, and work together to create new materials to share. Together we can Expand our Horizons and Soar to New Heights in math content delivery.
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Abstract:
Do you get frustrated with students using their cell phones in class? Turn that problem into a possibility! Students come alive as they work in teams with student team leaders using their cell phones as game controllers. I’ve never had more fun in class than when doing these Kahoot! quizzes, and the students love them! It’s a great way to get students to interact with each other and to review. As a teacher, you can see how well the students are learning. These quizzes are designed to correlate with the “I’m Not Afraid . . . Anymore!” curriculum for GED®-HSE Math and Writing, and ESL Writing, but they can be used with, or modified for, other curriculum. Come Kahoot! with us in this presentation and join the fun.
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Abstract:
"I'm Not Afraid of Math Anymore!" prepares students for high school equivalency math tests in a simple, targeted way. The PowerPoint gives a quick background of why I authored these books as well as a short overview. The PDF compares sample pages and the table of contents for the GED ® and HSE versions. Books are available in English and Spanish.Join the "I'm Not Afraid of Math Anymore!" movement . . .ATTACHMENTS: PPT for Im Not Afraid of Math Anymore Side by Side Comparison of Im Not Afraid of Math Anymore GED and HSE versions School Order Form 4 2 16
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Abstract:
How can we support ELLs as they learn numeracy? Does that happen in "math" class or in "English" class? ABE math teachers (who often teach math conceptually) and ELL teachers (who often teach math contextually, within life-skills topics) have much to learn from each other. ATTACHMENTS: ELL and Numeracy_COABE2015 KnowledgeBase_ESLMathTeacher Knowledge base quiz
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Abstract:
A short, free, authentic professional development video for teachers in which ABE/Pre-GED preparation students learn about and practice problems with negative numbers using a room-floor number line. The video, Positive and Negative Numbers, will be found at this web address http://www.mlots.org/?page_id=133.