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Abstract:
Includes the presentation PowerPoint, Teacher Plan, and student handout.
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Abstract:
This time-saving guideline invites adult-ed teacher to be remarkable, do art and make change happen by allowing adult learners to bring out their genius and passion. In other words, this tool is designed to help instructors get learners closer to their dreams, one lesson and one semester at a time . To be specific, this tool focuses on preparing adult students for the real world and facilitating deep-structure learning, promoting soft and irreplaceable skills that are salable in the marketplace or in the gig economy.
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Abstract:
How do urban adult education providers design and implement career pathways (CP)? This presentation highlights findings from in-depth, qualitative case studies of six CP programs offered by community colleges, CBOs, and a school district in Chicago, Houston, and Miami. Key features of CP programs are described and compared, including their goals, instructional components, instructor expertise, staffing, support services, and access for lower-level students, among others. Salient factors that contribute to student success are also discussed, including wraparound supports, partnerships, bridge classes, and more.
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Abstract:
Along with the cognitive, the affective domain (emotions, feelings, attitudes, and mindsets) is acknowledged in adult learning theory, yet it is an often neglected predictor of student success. This session addresses the role of the affective domain in pre-college education (especially in ABE and ESL/ELL) and introduces a practical framework of self-regulation and empowerment that educators can use to assist pre-college students develop personal attributes necessary for college readiness. Participants will learn research-based quick techniques for emotional resilience and persistence and will also be introduced to award-winning technology that can be used in transition/student support centers.
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Abstract:
These protocols are shared with all instructors to develop continuity when sharing strong performance expectations with students. They are part of our mentoring process, but are equally valuable to share with experienced staff members.
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Abstract:
The College of Southern Idaho uses the Motivating the Adult Learner module provided by Essential Education to support onboarding of new instructors.
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Abstract:
"Hard skills" are important to getting a job. "Soft skills" are important for keeping a job. We can help our students qualify for and retain jobs with family sustaining incomes if we help them improve their soft, work readiness skills. The primary focus of this session is to explore a wealth of resources, strategies, and activities for infusing soft skills into your ABE, ESL, GED®, and AHS classrooms. Many of these resources have been developed by your colleagues in other states.