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Abstract:
What is one funding opportunity that you have heard about in your area that might benefit your learners/ clients? Who/How/When will you contact someone to find out how to get involved in planning?
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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:
Discover what executive function skills are. Show how NOT having them can cause so many problems. Investigate how to implement skills and strategies into instruction so students can become more confident, successful learners. Learn how Growth Mindset and positive character strengths can reinforce the Executive Function skills you integrate in your teaching.
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Abstract:
Define project and identify potential ideas Explore an example project-based cross-content unit With guided support, create a cross-content unit plan to be used in your classes Share created cross-content unit plans with other participants
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Abstract:
Essential Writing Skills for the College 1). Understanding and Using the Writing Prompt 2). Idea Generation Strategies 3). Thesis 4). P.I.E. 5). G.S.P.
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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