- 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.
- Part 1: Interest and Aptitude for Technology
- Part 2: The Supplier Ecosystem
Download Resource
You must be logged in to download this resource. Register now if you don't have an account.
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.
Download Resource
You must be logged in to download this resource. Register now if you don't have an account.
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.
Download Resource
You must be logged in to download this resource. Register now if you don't have an account.
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.
Download Resource
You must be logged in to download this resource. Register now if you don't have an account.
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.
Download Resource
You must be logged in to download this resource. Register now if you don't have an account.
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.
Download Resource
You must be logged in to download this resource. Register now if you don't have an account.
Abstract:
This publication series, Learning for Life: The Opportunity for Technology to Transform Adult Education, explores technology readiness, access, and use within various adult education delivery channels.
Resource URL
Publication Year
2015
This publication series, Learning for Life: The Opportunity for Technology to Transform Adult Education, explores technology readiness, access, and use within various adult education delivery channels, as well as market opportunities, program decision-making processes, and the supplier ecosystem for instructional resources. The research and analysis featured in these publications will assist suppliers, investors, policy professionals, and institutions as they explore opportunities in the adult education market.
This report is based on comprehensive research conducted on the role of and potential for instructional technologies in the U.S. adult education field through a national survey of more than 1,000 adult educators and program administrators to determine their interest in, aptitude for, and current use of technology-based instructional resources.
There are two parts to this series:
What the experts say
The data and information gathered in this study provides credible and current input to help the field of adult education increase the effective use of technology to reach more adult learners. The recommendations that resulted from this study promise to create more collaborative efforts to fill the technology gaps that currently challenge programs and to promote the development of content that specifically addresses adults, especially through mobile devices.
This national survey of adult basic skills practitioners' access to and use of technology is unique. For adult educators, the greatest value may be as a platform to engage their students and colleagues in discussions about access to and use of technology for education purposes. The survey can stimulate valuable discussion, as is evidence by the LINCS community of practice discussion featuring the resource's lead author. Teachers could administer a modified version of this survey in their classrooms to open up a discussion of technology with learners. Several of the graphs may be useful for teachers to share with their students (e.g. Benefits of Technology in Education, Estimated Smartphone Ownership Among Adult Education Students).
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.
Download Resource
You must be logged in to download this resource. Register now if you don't have an account.
Abstract:
These video segments from a KET professional development session are focused on broad math teaching practices that are appropriate for math teachers at all levels.
Resource URL
Publication Year
2015
Steve Hinds led a professional development training for Kentucky Adult Education math teachers where he demonstrated and discussed a series of lessons on functions. These video segments taken from the training are focused on broad math teaching practices that are appropriate for math teachers at all levels.
To better understand the problems and issues discussed in the videos, it is strongly recommended that practitioners read the background essays that accompany the videos.
Steve lives in Chicago and directs the Active Learning in Adult Numeracy project, which is focused on curriculum development, teacher training, and other reforms that promote active, student-centered math teaching and learning for adults.
Benefits and Uses
Steve Hinds demonstrates various approaches:
Each short video also contains background essays and discussion questions.
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.
Download Resource
You must be logged in to download this resource. Register now if you don't have an account.
Abstract:
These videos from a professional career counselor help with interview skills.
Publication Year
2015
Help students make a great impression at their next job interview with this lesson from KET's Workplace Essential Skills series. This self-paced lesson includes videos from a professional career counselor, interactive practice opportunities to get them thinking about their strategy, and more activities they can try at home on their own.
Benefits and Uses
Designed for adults who are looking for a job or want to improve their skills in order to get or keep a better job, Workplace Essential Skills shows students what to expect from the job interview process, what skills and attributes employers look for, and how those skills are put to work in real on-the-job situations.
Users will need to be logged in to the PBS Learning Media site to access the video.
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.