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Abstract:
How can we support ELLs as they learn numeracy? Does that happen in "math" class or in "English" class? ABE math teachers (who often teach math conceptually) and ELL teachers (who often teach math contextually, within life-skills topics) have much to learn from each other. ATTACHMENTS: ELL and Numeracy_COABE2015 KnowledgeBase_ESLMathTeacher Knowledge base quiz
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Abstract:
Take time to dig into the standards learners need to pass the writing portions of the GED ® 2014 & develop a learning plan for the students in your context. Presenter shared promising practices for instructional strategies for scaffolding student learning. The presenter also shared what effective feedback in writing looks like and promising practices for providing effective assessment.
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Abstract:
The presentation document guides discussion for issues that should be addressed when implementing and supporting blended learning and distance learning. The document may be used as a planning guide for program directors or coordinators. ATTACHMENTS: Supporting Technology Enhanced Instruction and Distance Learning SupportingTechnologyEnhancedandDistanceLearningPlan
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Abstract:
The new HSE tests are now over a year into implementation and, as may not be a surprise to many people, the mathematics portion continues to provide the biggest challenge to many of our adult learners. In order to clear the raised bar of mathematics mastery in the world of new tests, higher standards, and a 21st-century economy that increasingly requires post-secondary education and training (and...MORE math!) we must improve the foundations upon which our students' mathematics is based. This session focuses on the most missed math concepts of the new HSE tests as well as important data from PIAAC, and works backward to the core foundations (and instructional best practices for building these foundations) needed for increased student success in mathematics on test day and beyond. #COABE2015 https://www.youtube.com/watch?v=klxruT1V5Eo&t=15sYou must be logged in to download this resource. Register now if you don't have an account.
Abstract:
The National Education Technology Plan and the College and Career Readiness Standards present the field with a new way to think about requirements for student success and meeting the ever-changing demands of the workforce and education systems. In this interactive session, participants will work together to combine expertise with cutting edge technology that supports them to meet the need for new types of learning materials and instructional approaches. This can be achieved through open educational resources (OER). OER are free, adaptable, and sharable materials that can be created to develop student centered materials for the classroom, distance learning, and flipped classrooms. OER are significant for adult English language educators because they are free and sharable, able to be remixed and revised to meet learner needs, and customizable. Participants will do hands-on activities to: determine if a resource is open, integrate OER into instruction, and create and share OER. By creating OER teachers can increase student engagement while preparing them to be life-long learners and increase their 21st century skills. Through a project funded by the office of Career, Technical, and Adult Education (OCTAE), two groups of Adult ESL Teachers engaged in all of these activities. Their successes and challenges will be used to demonstrate real world application. Participants are encouraged to bring laptops to fully engage in the learning experience. ATTACHMENTS: FINAL_Teachers are Experts_COABE2016
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Abstract:
A short, free, authentic professional development video for teachers in which ABE/Pre-GED preparation students learn about and practice problems with negative numbers using a room-floor number line. The video, Positive and Negative Numbers, will be found at this web address http://www.mlots.org/?page_id=133.
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Abstract:
Blended Learning COABE 2016 BL 2016 Handout 4.12.16 ATTACHMENTS: Blended Learning COABE 2016 BL 2016 Handout 4.12.16 2
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Abstract:
This professional development workshop focused on how to include formative assessment techniques into regular learning activities. Participants experienced formative classroom assessments techniques (CATs) and learned how to integrate these techniques in their practice. Participants created a CAT adapted for their learning event and a plan to administer, document, and share the results as action research. ATTACHMENTS: COABE 2015 Presentation Workshop Integrating formative assessment learning activities into practice