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Abstract:
Stretched budgets and part-time teachers present challenges for providing meaningful learning experiences that meet the criteria of effective professional development. Yet, part-time teachers, separated by schedules and geography, seek ongoing opportunities to connect with peers and learn collaboratively. This presentation demonstrates how one state used digital tools to engage adult education teachers in meaningful learning experiences. Join this session to learn techniques to overcome barriers to participation in professional development and explore tools for engaging in effective professional development opportunities.
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Abstract:
Computer-assisted Instruction for Work-related Basic Reading and Numeracy includes two short, free, basic reading and numeracy professional development videos for teachers. Students preparing to be nursing assistants are shown in a computer lab using KeyTrain computer-assisted instruction software in an authentic class providing basic reading and numeracy. Interviews provide background on Notre Dame Education Center (NDEC) in Lawrence, Massachusetts, its computer-assisted instruction program, and its related job skills training, work readiness and support services. Computer-assisted instruction coaches discuss the program and how students use the instructional software; and two students discuss how they use computer-assisted instruction at the program and at home. Links to the videos and a document that shows which math and reading skills in the curriculum are used by nursing assistants will be found at http://www.mlots.org/?page_id=61
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Abstract:
Participants will learn: how to access videos online how to create their own videos, using tablets and smartphones how to share video content through a class website, Facebook, YouTube, TeacherTube, and Vimeo. ATTACHMENTS: Integrating Video into Adult Teaching and Learning
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Abstract:
In 2015-2016, the LINCS ESL Pro project provided training for teachers and programs serving English language learners in 10 states. Each state configured their professional learning a bit differently, but all used a blended model including one or more face-to-face sessions with online communities of practice, webinars, email, and conference calls. These models allowed subject matter experts, who were mostly many states away, to provide a professional learning experience over an extended period of time. Attend this session to learn how an online community of practice can actually build community, how to deal with many levels of technology skills, and how to build deep foundational knowledge at the outset. Solutions can be applied to student learning as well.
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Abstract:
Effective Strategies for Adult Educators to improve retention, persistence, engagement, and motivation among ABE/GED Adult Learners
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Abstract:
This presentation is designed to encourage instructors to utilize more cooperative group instruction in order to improve test scores, create meaningful connections between the instructor and student, and improve student engagement. Instructors will also gain knowledge of ways to make classrooms more student-centered and completion-focused while maintaining high expectations. Students in classrooms that are designed for success can expect to be accountable for their performance and achievement. http://adultedresource.coabe.org/wp-content/uploads/2016/05/APina-Facilitationg-Group-Instruction.pptx
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Abstract:
How can you prepare your students and program for computer literacy, critical thinking, and the high school equivalency (HSE) exams all at the same time? Do you feel you could get more value out of your investment in technology and computer-based curricula? Join two blended learning specialists from Essential Education for examples of how adult education programs have successfully used blended learning in their classrooms. We will use algebra lessons as a model to transform existing adult education classes into blended learning. Come to get your questions answered, share your successes, and make technology work for you.