- Multiple entry points are needed so that adults with skills gaps and lower levels of education can enroll in career pathways classes. Providers should consider what entry requirements are needed for students to understand the course material, complete the program, and prepare for postsecondary education or employment. Similarly, programs should track how entry-level students are advancing through the course sequence, from ESL, ABE, or GED® classes to occupational or career and technical education (CTE) classes.
- Programs should ensure that counselors, coaches, case workers, and other support staff have manageable caseloads. Funders and policy makers should consider increasing the funding for support services that address students’ non-academic concerns. These supports should help increase persistence and program completion.
- For careeer pathways to be effective, organizations need measures that capture interim outcomes toward longer-term goals such as completing a degree or obtaining a job. Interim outcomes are especially important for showing the achievements of students with greater barriers to education or employment. Policymakers and funders should support the development and use of interim outcome measures.
- To minimize problems such as gaps in services, duplication, and competition for students, funders and policy makers should support the creation of groups, events, or initiatives that help career pathways providers coordinate their efforts. Funders and policy makers can play a key role in helping workforce and adult education entities collaborate in providing career pathways programs.
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Abstract:
Online lessons and practices designed to help instructors teach and foster adaptive beliefs about learning.
Learning mindsets are a set of beliefs that can support increased academic performance in students. There are three main learning mindsets commonly referenced: growth mindset, belonging, and purpose & relevance. Individuals who believe intelligence is set at birth have a "fixed mindset". They tend to perform worse academically and may give up when challenged or think that having to work hard means you don’t ‘have what it takes’.
In contrast, students who believe their intelligence can grow with effort and practice perform better in school and in life. This belief is called a "growth mindset". Students with a growth mindset understand that they have control over their own success. They are more motivated to work hard; they put more effort into their schoolwork; they are more resilient in the face of obstacles; and they ultimately perform better in school.
The Mindset Kit is a collection of resources that help adult educators and parents learn about the most effective learning mindset materials available. All of the resources are based on research that has been carefully translated into lessons and practices intended to improve students’ mindsets and make them better learners. There are several videos to help users learn more about these mindsets and example practices that can help them get started.
What the experts say
The Mindset Kit is organized into materials for teachers, parents, mentors, and professional development. Lessons are short and easy to understand and most include a short video. Along with the lessons on growth mindset teachers will find lesson plans to try in their classrooms to help their students develop a growth mindset. Although the lessons are developed for K-12 classrooms, they are easily used or adapted for adult education classrooms. Lessons on developing learning tasks and assessments are illustrated in a math classroom that will resonate with adult education teachers.
The research on growth mindset is presented in a way that is easy to understand. Lessons for teachers emphasize the importance of helping students understanding the research and lesson plans are provided that make the research easily accessible for students. The kit also contains a set of five one-hour professional development courses and a list of downloadable professional development activities and resources.
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This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
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Publication Year
2018
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Abstract:
This flyer highlights LINCS resources of interest to adult educators working in career pathways or workforce development.
This flyer may be of interest to adult educators working in career pathways or workforce development who are looking for recommended LINCS resources. State staff and program administrators should feel free to download, print, and distribute these flyers.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Publication Year
2018
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Abstract:
This flyer highlights LINCS resources of interest to adult educators.
This flyer is intended to highlight selected resources from the LINCS Community, Learning Portal, and Resource Collection that would be of interest to most adult educators.
Benefits and Uses
This flyer may be of interest to adult educators looking for recommended LINCS resources. State staff and program administrators should feel free to download, print, and distribute these flyers.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Publication Year
2018
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Abstract:
The Kentucky Skills U Instructional Technology Framework provides a common instructional technology foundation for comprehensive, assessment-aligned instructional support for adult educators.
The Kentucky Skills U Instructional Framework Series was designed to provide a common instructional foundation for all of Kentucky’s adult education providers. This resource was developed by a state-level team and was informed by local providers and is intended to align with the LINCS Professional Development Center State Leadership Self-Assessment Tool, the LINCS Adult Education Teacher Competencies, the Data Recognition Corporation TABE 11/12 Blueprints, and the GED® Testing Service High Impact Indicators (HIIs). The framework has four components: The Student Framework; The Mathematics Instructional Framework; The Reasoning Through Language Arts Instructional Framework; The Instructional Technology Framework.
This resource focuses on The Instructional Technology Framework and provides instructional resources that are accompanied by links, descriptions, screenshots and video tutorials. The resources are aligned with LINCS AE Teacher Competencies for Domains 2 and 3, specifically competencies 2.1 through 2.5 and 3.2. While the resources are designed for the K-12 setting, they can be used as is or revised to meet the needs of adult learners.
To note, the examples of Instructional Technology described in the framework are meant to supplement instruction, not to replace it. Sound instruction is designed around learning objectives, and integration of the technology tools highlighted below contextualizes instruction to increase the digital literacy needed for both college and career success.
What the experts say
The Kentucky U Skills Instructional Technology Framework provides a helpful list of online technology tools (websites, platforms, and apps) that are intended for use in educational contexts. The list is aligned with the LINCS Adult Ed Teacher Competencies for Domains 2 and 3, specifically competencies 2.1 through 2.5 and 3.2. The resource provides a brief description of each tool and links (where available) to tutorials on its use, so that teachers can explore the potential of each for providing instruction to their learners. Many of the listed tools are designed for K-12 learners. The resource can be quite helpful for adult educators who understand how to evaluate K-12 materials for use with adult learners and how to incorporate technology tools as supports to the achievement of learning objectives.
Like most compilations of websites, this resource has both benefits and flaws. There are many excellent websites, apps, and products here that would be very helpful to teachers in their classrooms. However, unless the teacher has prior knowledge about each one, the information given in the resource is not sufficient. As with any collection of websites, there are some that have changed and some that seem to have disappeared. There is no organization according to class (Literacy, GED, ESL) or level of English or basic skills, and some of the sites are free only for schools in Kentucky. The wonderful videos in some of HippoCampus, the great curriculum in USALearns, the innovative approach of live tutors in Ask Rose are there to be found, but the finding isn't easy.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Publication Year
2018
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Abstract:
This mathematics content framework provides comprehensive, assessment-aligned support to adult educators and identifies instructional materials that have been aligned with the Data Recognition Corporation TABE 11/12 Blueprints and the GED Testing Service GED High Impact Indicators.
The Kentucky Skills U Instructional Framework Series was designed to provide a common instructional foundation for all of Kentucky’s adult education providers. This resource was developed by a state-level team and was informed by local providers and is intended to align with the LINCS Professional Development Center State Leadership Self-Assessment Tool, the LINCS Adult Education Teacher Competencies, the Data Recognition Corporation TABE 11/12 Blueprints, the GED® Testing Service High Impact Indicators (HIIs), and the College and Career Readiness Standards. The framework has four components: The Student Framework; The Mathematics Instructional Framework; The Reasoning Through Language Arts Instructional Framework; The Instructional Technology Framework.
This resource focuses on The Mathematics Instructional Framework and provides instructional resources that are accompanied by links, descriptions, screenshots and video tutorials. The resources are aligned with the Data Recognition Corporation TABE 11/12 Blueprints, the GED® Testing Service High Impact Indicators (HIIs), and the College and Career Readiness Standards domains. While the resources are designed for the K-12 setting, they can be used as is or revised to meet the needs of adult learners.
What the experts say
This resource contains an enormous amount of material in the lesson plans and the links for instructional video clips. To Kentucky’s credit, the Kentucky Skills U Instructional Framework series is relevant for all adult educators. They have designed a useful tool that provides a common instructional foundation. In developing this resource, they aligned instruction with college and career readiness standards, student assessment criteria, and program performance metrics. It also utilized the LINCS Professional Development Center State Leadership Self-Assessment Tool, the LINCS Adult Education Teacher Competencies, the Data Recognition Corporation TABE 11/12 Blueprints, and the GED® Testing Service High Impact Indicators (HIIs). That makes it significant and pertinent to teachers in other states.
One concern is the overemphasis on procedural mathematics in both the lesson plans and the video resources. Many lessons have an "I do--you do--we do" structure, representing a transmission model of instruction. The resource is limited in its usefulness for developing conceptual understanding, problem solving skills and real-world applications, which are also promoted by the CCRS. These important goals are less amenable to short, single day, self-contained, teacher-focused lessons.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Publication Year
2018
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Abstract:
This toolkit contains tutorials, templates and sample lessons that help adult educators create documents that use hypertext to help students learn key concepts independently.
This website is a collection of resources aimed at helping adult educators create and use HyperDocs in their courses. HyperDocs are digital documents that use hypertext to link students to online content that guides and deepens their understanding of important concepts. The goal of HyperDocs is to provide students with a single document that allows them to direct their own learning while under the guidance of an instructor that serves as a facilitator.
The site includes how-to instructional videos, documents and templates for creating HyperDocs, as well as sample lessons in reading and writing; math; social studies; English as a second language and family literacy; career and college readiness; and digital literacy. There are also professional development materials that can be used independently by instructors or as part of a professional development program. A discussion board is provided for adult educators to share their thoughts, ideas, suggestions, questions and struggles about using HyperDocs in their classrooms.
What the experts say
HyperDocs are a tool for teachers who want to guide their students to resources and websites in the cloud as opposed to just sending them out on their own to search for something relevant to the lesson. With one HyperDoc, students have all the information they’ll need to complete their lesson at any time or place because they're accessible online.
HyperDocs are also a tool for substitute teachers because it keeps students on task without upsetting the flow of the topics/lessons being learned. They can be also used for Professional Development, new teacher orientation, and guided practice on digital literacy.
HyperDocs for Adult Educators is an innovative resource providing a user-friendly method for students to learn how to create hypertext instructional materials. The format is interesting in that it breaks down and simplifies the website to streamline the process of mastering each function. This feature is especially useful for adult educators—and their students—as the integration of technology into their learning environment is often challenging for them.
A brief history of Inquiry-Based Instruction would have helped users establish a knowledge base users upon which to build future learning. Although the author references some research on multi-modal instruction and Inquiry-Based learning, users must access that research on their own. Users will also note that the HyperDoc Girls video on the front page is unavailable for viewing.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Publication Year
2018
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Abstract:
The ESOL Tutor Resource Pack includes resources for English for Speakers of Other Languages (ESOL) tutors to use with learners who are in prison or who have had recent experience with the criminal justice system.
Developed in the United Kingdom, this pack includes resources for ESOL tutors to use with learners who are in prison or who have had recent experience with the criminal justice system. It is based on the principles of the Learning and Work Institute’s Citizens’ Curriculum model, which promote flexible, local programs of study that are co-designed with learners and cover an interlinked set of skills and capabilities.
These resources cover three topics: civics, financial literacy and health literacy. Each topic consists of six ‘units’, each of which provides enough material for a three-hour ESOL class or session. The resources can be used to support the delivery of accredited learning leading to Skills for Life ESOL or Functional Skills English qualifications. They are mapped to the Adult ESOL Core Curriculum.
Each unit includes a set of tutor notes that provide a suggested approach, ideas for differentiation and learner involvement, and possible extension activities. They also include stimulus materials for tutors to use in these activities. The tutor notes are not meant to be prescriptive – they are only intended as guidance.
What the experts say
This is a fantastic resource for ESOL programs in correctional settings. There is great need in the field for tutor training materials and this resource is a valuable tool. American correctional facilities have significant populations of non-English speaking or English as a Second Langauge (ESL) students. Educational programs usually try to accommodate these learners by assigning bilingual inmate tutors, but there is usually little to no tutor training. This resource, though very basic, is a great introduction for tutors.
It is also a highly useful and relevant resource for general adult basic education instructors. It contains content appropriate to young adult and adult learners both in and beyond incarceration settings, contains generous resource links as well as material to be used in classroom settings. Participatory educators will be grateful to add this content to their repertoire; those newer to participatory processes are supported by clear explanations, examples of classroom activities, and processes and strategies that ensure the usefulness of this resources as well as its potential for adaptation and expansion.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
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Publication Year
2018
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Abstract:
This report presents findings from a research project that examines how adult education providers in three cities designed and implemented career pathways programming for adults who are immigrants or have barriers to employment and education.
This research project examined how adult education providers in Chicago, Houston, and Miami designed and implemented career pathways programming, especially for adults who are immigrants or have barriers to employment and education. The project consisted of three research phases: (1) a survey of all known adult basic education providers (ABE) in the three cities, (2) focus groups with adult education providers in those cities, and (3) case studies of six programs (two per city). The authors offer the following implications based on the findings.
What the experts say
This research provides critical insights into ways that community literacy providers, adult schools, community colleges, skill trainers, workforce development, and human service providers can find their place in developing a career pathway system that is responsive to all adult learners. Adult education programs will find the report useful in developing comprehensive strategic plans and operational pathways for individuals with barriers to employment.
Providers will find a wealth of information about the challenges ABE providers face when adding career pathways to their offerings and promising responses. For example, supportive services are a core element of career pathways but often are not part of the adult education mix of services. The IES research identified two models – bundled and voluntary. They found two national bundled models, the Center for Working Families, and the Financial Opportunity Center. Both bundled models require participation in two or more integrated support services, including financial coaching, employment coaching, and/or access to income supports. Voluntary models, on the other hand, give students access to one or more services, but participation is voluntary, and rarely offer financial literacy or counseling.
Another example is access for lower-skilled students and students with barriers to employment. The IES survey data showed that there are minimum test score, language, or other entry requirements for more than one-half of all the career pathways services or classes in their research. The case studies confirm that overall, lower-level students had less access to career pathways programs. The researchers did identify some promising models for addressing these barriers for lower-skilled students. For example, a Miami-based provider, Lindsey Hopkins Technical College, had, “per Florida state policy, an exit requirement for all but one of its CTE courses. This model enabled lower-level students to enroll and then demonstrate their academic or practice-based competence – a minimum TABE score or industry certifications, respectively – upon program completion.”
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Publication Year
2018