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Abstract:
Do you have a pressing issue that you wish researchers would investigate? Do you wish researchers would publicize their findings in language that everyone can understand? If so, you may be interested in learning about federally funded partnerships between practitioners and researchers. This session will provide examples of practitioners and researchers working together to address key issues in adult basic education and literacy. Practitioners and researchers often have similar questions about adult basic education services, yet they often do not have an opportunity to collaborate as equal partners in exploring these questions. Panelists in this session will explain how practitioners and researchers can work together to address relevant issues in our field. Audience members will have a chance to share their experiences working in collaborations and discuss ways to address challenges, frustrations, and obstacles that often occur during collaborative endeavors.
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Abstract:
In this session participants will learn about metacognitive skills. They will also recognize their importance in educational environments, careers, and daily life. They will understand how developing these skills will support all students, including those with special learning needs. The terms metacognition and metacognitive skills will be discussed as well as the importance of teaching students to develop those skills. Through activities, some techniques and strategies will be shared. In general participants will learn how metacognitive skills support students in all facets of their lives.
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Abstract:
Additional Resource to support Growth vs. Fixed Mindsets - https://mindsetonline.com/testyourmindset/step1.php
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Abstract:
It is safe to say that at least 30% of the students in correctional education classrooms need special education supports. For those under the age of 22, this is an imperative. Participants in this session will learn about the implications of providing accommodations to those who qualify, and the consequences of not following the provisions of the Individuals with Disabilities Education Act (IDEA).
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Abstract:
This session will describe a pilot study that asked practitioners to describe the "change points" and the bottlenecks and barriers they have observed students experience when they need to transition from one class or program to another to complete their adult education trajectory. This data will inform a broader study focused on developing effective practices to support students when they encounter these change points so that they will be more likely to continue their adult education trajectory.
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Abstract:
In the last few years, the landscape of adult education has changed dramatically, and the popular Future series has changed too. The new edition upholds Future’s signature integration of English communication skills with robust content and meaningful contexts, as it also embraces the increased rigor of the College and Career Readiness Standards (CCRS) and higher expectations for Workplace Investment Opportunity Act (WIOA) outcomes. In this session the presenter will introduce you to new features of Future 2nd edition including a new content-based reading strand designed to challenge students’ higher order thinking skills and build their general knowledge through multiple readings on the same topic, and a new workplace soft-skill strand which engages students’ communication and culture skills in a collaborative problem-solving task. Come see how Future 2nd Edition has changed with the times. The overview presentation will be followed by a Q & A with Sarah Lynn.
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Abstract:
Recently, cognitive science has broadened and deepened our understanding of how the human brain learns. This session is intended to share the science, and demonstrate its practice in teaching. The presenter will give an overview of recent research on the role of student “elaboration” and why having students express themselves and make their own connections is essential to lasting and transferable learning. We will explore several simple and engaging activities to connect our curricular material to students’ prior knowledge and their lives beyond our program walls.