Resources

Abstract:

This curriculum guide has been developed for tutors as well as instructors of adult refugee and immigrant ESL students who have no or limited literacy skills in their first language. The principles and strategies used in this guide can also be used for ESL students who have low or some literacy in their native language. The main focus of the guide is to develop initial English literacy skills in basic reading and writing, built upon listening and speaking skills. The students will be able to function with some difficulty in simple situations related to immediate needs, and to handle tasks including routine, entry-level jobs that involve only the most basic English communication skills. In this guide, the terms preliterate and non-literate learners are used interchangeably to mean students who have no formal literacy education in their native language. ATTACHMENTS: Tutor Curriculum Guide for Teaching Adult ESL Preliterate Learners

Abstract:

This PIAAC presentation on learning was made at COABE 2015. It covers findings on adults age 16-65 who were classified as less than high school, high school, and postsecondary completers. The presentation shares the characteristics and skill levels of people who learned formally and non-formally in the year before PIAAC vs. those who didn't. At the end it includes a learner recruitment simulation adult education programs could consider using. A detailed look at the patterns of participation in adult learning activities by U.S. adults’ education levels, demographics, and assessed skill levels. Focusing on adults with less than a high school degree, contrasts will be drawn between those who participate in learning activities and those who report they do not. ATTACHMENTS: PIAAC slides_short

Abstract:

A short, free, authentic professional development video for teachers in which an adult ESOL teacher has three objectives, that students will: 1) recall previously learned food vocabulary; 2) recognize present and past tense forms of verbs, and produce questions and sentences using past tense models; and 3) differentiate the present and past tense of the verbs -˜to eat' and -˜to drink'. This is edited section video of a longer lesson will be found at this web address: http://www.mlots.org/?page_id=7

Abstract:

Session Abstract:   "Just as students draw on their literacy skills to understand science and social studies matter, students need numeracy skills to interpret science and social studies material. During this session, you can expect to experience activities you can use in classes. These activities will help students access non-textual information and reason from data." ATTACHMENTS: SfA Math for Science and Social Studies Issue 42 Online flyer 2 sides

Abstract:

How can adult education instructors maximize teaching time in the classroom? Use interdisciplinary infographics! This presentation explores how ready-made authentic infographics can be used as a tool to engage students in constructing meaningful knowledge, and gaining conceptual understanding, of real-life math as they explore it through the lens of infographics. This presentation contains links to resources that model how students can create their own infographics that demonstrate their understanding of, and connections within and between, a specific content area and the numeric data that supports the subject matter. Though this presentation focuses on how infographics can be used in the math classroom, connections to social studies and writing activities are made explicit.  The resource section provides educators with numerous websites that they can access to get started using infographics in the classroom. In the workshop at COABE 2016, we created a simple infographic which is pictured. ATTACHMENTS: How To Contextualize Math Using Infographics 1

Abstract:

TRAIN Tex (Training, Resource and Innovation Network) is the profession development system for Texas, which has evolved in response to WIOA and the Texas Workforce Commission's strategic plan, designed to integrate adult education services within the workforce system.  TRAIN Tex  expands professional development services beyond traditional adult education grantees and now includes non-funded organizations, workforce boards and employers.  Professional development providers include a variety of organizations, working together in a network aimed at building the capacity of adult education service providers. ATTACHMENTS: TRAIN Tex handout final Presentation TRAIN Tex Innovations in Professional Development

Abstract:

Enjoy this site of accumulated GED resources organized by subject area.   Many of the sites have worksheets or tracking sheets that can be downloaded for students.   I have taught GED prep for over 23 yrs., and have plenty of resources to share.   Feel free to contact me: jerry.graham.bend@gmail.com

Abstract:

Computer-assisted Instruction for Work-related Basic Reading and Numeracy includes two short, free, basic reading and numeracy professional development videos for teachers. Students preparing to be nursing assistants are shown in a computer lab using KeyTrain computer-assisted instruction software in an authentic class providing basic reading and numeracy.  Interviews provide background on Notre Dame Education Center (NDEC) in Lawrence, Massachusetts, its computer-assisted instruction program, and its related job skills training, work readiness and support services. Computer-assisted instruction coaches discuss the program and how students use the instructional software; and two students discuss how they use computer-assisted instruction at the program and at home. Links to the videos and a document that shows which math and reading skills in the curriculum are used by nursing assistants will be found at  http://www.mlots.org/?page_id=61