Adult Basic Education

Abstract:

6 Step Lesson Plan Objectives: 1. WARM—UP-An activity that a) uses previously learned content to begin a new lesson. b) lasts 5-10 minutesc) uses materials students are familiar with from previous lessonsd) or any fun activity that gets them up and moving. 2) INTRODUCTION–How will I introduce this topic? What is my purpose in teaching this topic? Which College and Career Readiness/Common Core Standard does it align with? 3) PRESENTATION–How will I incorporate Webb’s DOK into this presentation? What realia will I use from student’s lives to present this topic? 4) PRACTICE–Teacher directed, withpeers, or individually. Break into learnings stations or small groups. How will I incorporate Webb’s DOK into the practice? 5) EVALUATION–Instructor provides an activity that assesses leaners. It can even be a verbal, written, or hands-on assessment. 6) APPLICATION–An activity that requires students to apply new knowledge to their own lives or situation. © Sara Z. Gutting, LLC

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.

Abstract:

Using the CCRS's multiple references to the number line, this numeracy session uses the number line as the focus of "Coherence" from the beginning, definition of number sets through Algebraic thinking.  We investigate the age-old question, "Why is a negative times a negative a positive?"  We explore basic operations (add, subtract, multiply and divide) and continue on to solve simple algebraic equations.

Abstract:

Using the CCRS's multiple references to the number line, this numeracy session uses the number line as the focus of "Coherence" from the beginning, definition of number sets through Algebraic thinking.  We investigate the age-old question, "Why is a negative times a negative a positive?"  We explore basic operations (add, subtract, multiply and divide) and continue on to solve simple algebraic equations.

Abstract:

Using the CCRS's multiple references to the number line, this numeracy session uses the number line as the focus of "Coherence" from the beginning, definition of number sets through Algebraic thinking.  We investigate the age-old question, "Why is a negative times a negative a positive?"  We explore basic operations (add, subtract, multiply and divide) and continue on to solve simple algebraic equations.

Abstract:

Take time to dig into the standards learners need to pass the writing portions of the GED® 2014 & develop a learning plan for the students in your context. Presenter shared promising practices for instructional strategies for scaffolding student learning. The presenter also shared what effective feedback in writing looks like and promising practices for providing effective assessment.

Abstract:

Take time to dig into the standards learners need to pass the writing portions of the GED® 2014 & develop a learning plan for the students in your context. Presenter shared promising practices for instructional strategies for scaffolding student learning. The presenters also shared what effective feedback in writing looks like and promising practices for providing effective assessment.