- Attitudes & Motivation
- Prerequisite Knowledge & Preparedness
- Critical Thinking & Applying Knowledge
- Group Skills & Dynamics
- Classroom Behavior & Etiquette
- Grading & Assessment
- Students’ individual styles or personalities may inhibit their participation.
- Students’ cultural values and norms may inhibit their participation.
- Students may not have experience participating in discussions.
- The physical environment is not conducive to discussion.
- Help students to prepare in advance.
- Involve all students.
- Use groups.
- Reward participation.
- strong partnerships among education providers and correctional facilities;
- a focus on transitions into and out of the correctional facility; and
- educational programs leading to career pathways.
- Reasons the resource has implications for the adult education field;
- Resource’s potential use; and,
- Most significant or useful features to the target audience(s).
- Reasons the resource has implications for the adult education field;
- Resource’s potential use; and,
- Most significant or useful features to the target audience(s).
- Summative tests or tasks, whichexemplify the performance targets that the standards imply. The tasks, with the associated guidance, equip teachers to effectively monitor overall progress and the mathematical understanding of their students.
- Classroom Challenges are complete lessons that support teachers in formative assessment. They both reveal and develop students’ understanding of key mathematical ideas and applications. These lessons enable teachers and students to monitor in more detail their progress towards the targets of the standards.
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Abstract:
This interactive tool helps instructors diagnose classroom problems, think about possible causes, and explore solutions.
Resource URL
Publication Year
2015
The Solve a Teaching Problem website walks users through a three-step process to identify strategies to address instructional problems in higher education. The strategies reflect sound learning principles and research.
Step 1: Identify a problem you encounter in your teaching. Users select a problem from a menu of problems under six categories:
What the experts say
This is such an interesting resource that targets discrete teaching/learning problems. While on the surface it appears to primarily for teaching/learning in postsecondary education, it addresses a wide range of problems that vex most adult educators: students who come late to class; students who don’t seek help when they need it; teaching in classrooms where there is wide variation in knowledge and skills; designing group work that really works; understanding why tests may be too hard for students, and on and on. Along with short statements and paragraphs that help frame problems and solution strategies are links to sample activities, examples of student work, original research papers, student success brochures throughout the website.
This resource is a practical, how-to guide for college instructors. It could be a stimulus to useful conversation about student needs and instructor strategies to meet those needs, in a professional development context such as a study circle. Although it focuses on college, much of it would be relevant to the needs of adult education students.
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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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Abstract:
This report examines the implementation of the Reentry Education Model at three demonstration sites and identifies key lessons for linking correctional and reentry education programs.
Publication Year
2015
This U.S. Department of Education, Office of Career, Technical, and Adult Education, report examines the implementation of the Reentry Education Model at three demonstration sites—Barton Community College in Great Bend, Kansas; Lancaster Lebanon Intermediate Unit 13 in Lancaster, Pennsylvania; and Western Technical College in La Crosse, Wisconsin—and identifies key lessons for linking correctional and reentry education programs. It finds that the following factors are most important in enabling those previously incarcerated to continue their education and prepare for living-wage jobs:
Benefits and Uses
This resource documents the lessons learned from three sites that implemented the Reentry Education Model. Their experiences can help to inform other education providers working with the corrections population. Specifically, the resources describes their experiences with establishing and maintaining strategic partnerships, a sound program infrastructure, evidence-based education services, and transition support.
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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Abstract:
This meta-analysis review from the field of discipline-based education research contains insights on how students learn science and engineering and how to design instructional strategies that build on these insights.
Publication Year
2015
The undergraduate years are a turning point in producing scientifically literate citizens and future scientists and engineers. Evidence from research about how students learn science and engineering shows that teaching strategies that motivate and engage students will improve their learning. So how do students best learn science and engineering? Are there ways of thinking that hinder or help their learning process? Which teaching strategies are most effective in developing their knowledge and skills? And how can practitioners apply these strategies to their own courses or suggest new approaches within their departments or institutions? Reaching Students strives to answer these questions.
Reaching Students presents the best thinking to date on teaching and learning undergraduate science and engineering. Focusing on the disciplines of astronomy, biology, chemistry, engineering, geosciences, and physics, this book is an introduction to strategies to try in your classroom or institution. Concrete examples and case studies illustrate how experienced instructors and leaders have applied evidence-based approaches to address student needs, encouraged the use of effective techniques within a department or an institution, and addressed the challenges that arose along the way.
The research-based strategies in Reaching Students can be adopted or adapted by instructors and leaders in all types of public or private higher education institutions. They are designed to work in introductory and upper-level courses, small and large classes, lectures and labs, and courses for majors and non-majors. And these approaches are feasible for practitioners of all experience levels who are open to incorporating ideas from research and reflecting on their teaching practices. This book is an essential resource for enriching instruction and better educating students.
What the experts say
Reaching Students: What Research Says About Effective Instruction in Undergraduate Science and Engineering contains a valuable message for those interested in refocusing instruction by experimenting with new ways to reach students. These approaches and strategies use research-based components for effective teaching and learning. Although written for a higher education audience, the examples and methodologies are applicable to adult education classes.
With the interest in moving more adult learners on to postsecondary education and adult learner interest in STEM careers, it is important to help adult learners develop deeper conceptual and practical background in science.
One major drawback is that the resource assumes that the instructor has the science knowledge needed to help students address misconceptions and areas of confusion. This resource was not designed to directly develop adult educators’ science background, a need for many adult educators. It does, however, answer another pressing concern: helping adult learners prepare for high school equivalency tests. The shift to student-centered strategies mirrors the most pressing concerns noted by groups, such as the GED Testing Service: (1) pulling specific evidence from a written source to support a finding or conclusion; (2) expressing scientific information or findings in words; and (3) understand and apply scientific models, theories, and processes.
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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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Abstract:
This research is aimed towards the development of a European key competency profile for the adult learning professionals working in correctional criminal justice system, based on key competences for adult learning professionals, national researches in partner countries conducted on relevant stakeholders and European analysis of available materials on topic developed in other LLP initiatives.
Publication Year
2015
This report profiles adult learning professionals (e.g. teachers, educators, social workers, psychologists) who work with adults in correctional settings. This report describes competency identification, competency modeling, and competency assessment needed for these success in these roles. Competency identification included compiling Romanian national available information about the duties, tasks, responsibilities, roles and work environments related to the job and identifying the relevant knowledge, skills and attitudes required by adult learning professionals in correctional criminal justice system. In the stage of competency modelling, the gathered data are used in the development of a consistent competence profile of adult learning professionals in correctional criminal justice system, while competency assessment refers to checking with stakeholders that the identified set of competences making up the profile is complete, consistent and real.
The outcomes of the study was to identify the competencies needed. On pages 9-18, the report lists the competencies identified. Following that, the report provides recommendations around the potential uses for these competencies.
What the experts say
This is a tremendously helpful resource for educators and administrators across the globe. Even though the study originates from the European Union, the competencies identified in the profile and recommendations made are universally applicable and help, finally, to quantify the specific traits that enable an educator to succeed in classrooms behind bars.
The profile presents an interesting take on how prison education professionals (including educators and others working in prison settings) can articulate the component pieces of their work, consider strengths and challenges and see how prison education both intersects with and is different to general adult education learning principles and practice around the world.
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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Abstract:
This issue brief, one of the resources in the suite of materials “Preparing English Learners for Work and Career,” provides teachers and administrators with an overview of current research and practice related to connecting English language acquisition to career pathways.
Publication Year
2015
In the United States, as elsewhere, there is an increasing demand for job-driven adult education that teaches adults the skills needed for work. In many cases, education that prepares adults for employment opportunities calls for collaborative relationships between training providers, such as community colleges that offer career pathways, and adult education programs that focus on English language acquisition (ELA). This Brief provides an overview of current research and practice in career focused contextualization. Although the Brief can be used as a stand-alone resource, it also provides the foundation to the other resources in the suite of materials “Preparing English Learners for Work and Career.”
Benefits and Uses
The benefits and uses section will include the:
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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Abstract:
This guide describes the classes of a number of distance education teachers who have adjusted their courses to incorporate college and career ready skills, enriching the online experience for students.
Publication Year
2015
This guide describes the classes of a number of career readiness-focused teachers with the hope that they can inspire others to examine their distance teaching practices and offer a richer experience for their students.
This resource is divided into two parts. The first consists of a collection of short vignettes describing the "classes" of a number of these teachers. In most of the vignettes, teachers have used one or more electronic tools to enable them to offer a richer classroom experience. The second part of the guide describes the tools in a bit more detail, providing an easy way for teachers to learn about the tools that they might use in their own classes. The guide organizes and explores tools in four categories: academic skill-building tools, communication tools, productivity tools, and LMS & website builders.
What the experts say
This is a valuable resource for educators looking to implement promising practices and to deploy innovative tools of technology in their adult classrooms. This resource also adds to the stack of tools growing the research base for technology as a way of expanding access to educational programming, and to legitimizing distance education as a meaningful platform for adult learning. It may help adult education instructors teaching distance classes to rethink and revise their methods in the classroom.
Adult basic skills (including English language) teachers and program managers who offer, or are interested in offering, their students distance education or blended learning will find this practical guide of great help. In it they can read about what other adult basic skills teachers and programs are doing with distance education and blended learning, and they can find useful tools for doing it.
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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Abstract:
This issue brief, one of the resources in the suite of materials “Meeting the Language Needs of Today’s Adult English Language Learner,” presents an overview of the need for increased rigor in all English language acquisition programs.
Publication Year
2015
This Issue Brief seeks to address the gaps that exist between what is offered in adult English language acquisition (ELA) programming with regard to academic and work readiness (academic language, analytical and reasoning skills, organizational skills, strong oral and written communication skills) and the expectations in employment and postsecondary training. Increased demands are reflected in the College and Career Readiness Standards (CCRS), which represent the real-world demands of postsecondary training and employment, as well as in the Workforce Innovation and Opportunity Act (WIOA).
This Brief provides an overview of current research and practice. It draws from current scholarship, highlights issues in the topic and provides an update to adult educators as well as to other relevant audiences, such as government representatives, policymakers and researchers. Although the Brief can be used as a stand-alone document, it also provides the foundation to the other resources in the suite of materials “Meeting the Language Needs of Today’s Adult English Language Learner”.
Benefits and Uses
The benefits and uses section will include the:
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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Abstract:
The Mathematics Assessment Project (MAP) provides tools for formative and summative assessment to assess students’ mathematical knowledge and reasoning, helping teachers guide them towards improvement and monitor student progress.
Resource URL
Publication Year
2015
The Mathematics Assessment Project (MAP) set out to design and develop well-engineered tools for formative and summative assessment that shine a light on students’ mathematical knowledge and reasoning, helping teachers guide them towards improvement and monitor student progress. It aims to bring the Common Core State Standards (CCSS) in mathematics to life in a way that will help teachers and their students turn their aspirations for achieving them into classroom realities. They exemplify CCSS in explicit down-to-earth performance terms. The project materials were produced as part of a collaborative effort between the University of California, Berkeley and the Shell Center team at the University of Nottingham, with support from the Bill & Melinda Gates Foundation. The MAP materials are of two complementary kinds:
Benefits and Uses
MAP provides instructors and administrators with excellent resources in implementing and evaluating the College and Career Readiness (CCR) standards in mathematics. The resource is valuable and well organized and provides very good examples of real-life applications of mathematics.
MAP provides teachers and professional developers with honest examples of how mathematics is used in real life. Built around rich problems or tasks, the Classroom Challenges aim to provide a critical supplement to any curriculum. The lessons are structured as formative assessments and are ideally delivered in small classes or group work classroom settings. Opportunities for interaction with and feedback from the instructor are recommended. The lessons are extensive tasks that provide opportunity for students to demonstrate their thinking, to be involved in some degree of productive struggle, and to be able to show modifications in their solutions based on teacher feedback.
The support materials provided to instructors are critical in using the task appropriately with students and in providing feedback and evaluation of students’ work. Student work samples are provided to assist instructors in formulating language or instructional strategies that might assist struggling students. It is possible for instructors to either modify the task or select a subset of questions within a task. With some careful preplanning, the lessons could be condensed and used in a class that has less time for working with larger problems of this type. The Professional Development Modules, which help teachers with the pedagogical and mathematical challenges of the lessons, are particularly helpful.
The whole site is recommended; the Classroom Challenges are particularly helpful. The lessons have a strong alignment to CCSS and individual lessons are linked to specific content standards and the Standards for Mathematical Practice. The lessons incorporate well-designed formative assessments and provide a wealth of material for instructors. This includes the lesson plan with detailed teacher guidance and a presentation PowerPoint, which includes the task information for students. Though designed for specific grade levels, for the most part, the lessons can be presented to students of all ages. As the lessons are aligned to the CCSS, users can search for lessons aligned to CCR mathematical content standards and specific Standards for Mathematical Practice from the “Common Core State Standards” page http://map.mathshell.org/stds.php
Optimizing Security Cameras http://map.mathshell.org/materials/lessons.php?taskid=482&subpage=problemis an example of an exemplary lesson suitable for an adult education classroom. The lesson involves the placement of security cameras to provide maximum security for a given floor plan of a store. This real-life application problem integrates several content domains and requires strategic thinking and an ability to explain and interpret explanations. The lesson plan includes several student work samples that help teachers understand the goals of the lesson and how it develops the targeted standards. The extensive package of resources connected to this lesson is extremely helpful to teachers.
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.