Resources

Abstract:

Do you know who wrote the Federalist Papers? Do you know who was the first Postmaster General of the United States? Can you name two cabinet-level positions in the U.S. Government? Learning Civics is essential for English language learners trying to live, work, and study in the United States. Civics classes can provide learners with the opportunity and information they need to be successful in our competitive society. In this interactive workshop, participants will learn and practice methods for increasing learner retention in ESL Civics and Citizenship courses. Participants will discuss how to design an ESL civics course and what topics to include in the curriculum. Participants will review the skills and vocabulary required to pass the U.S. Citizenship reading, writing, and civics exams. They will examine how to incorporate activities and technology into the classroom that utilize those skills and terms. Participants will also review a multitude of civics print, video, and online resources for instructors and learners. http://adultedresource.coabe.org/wp-content/uploads/2016/05/pathways-to-citizenship-8fqq7-db8-f.zip

Abstract:

Order of Operations: Sometimes, Always or Never? Many of us learned that the "Order of Operations" as a random rule someone made up, and we all have to follow it to get the same answer. As we dig into math, specifically using the mathematical shifts of the College and Career Readiness Standards, we look at things from a very different perspective.  We no longer need to accept the order of operations as the rule, simply "because", instead let’s investigate it and find some meaning. In this session, we will use our mathematical properties (commutative properties, associative properties, distributive property, etc) to explore our basic operations. With a solid mathematical foundation we will then look at "PEMDAS" in the context of the mathematical shift of rigor.

Abstract:

This presentation is designed to encourage instructors to utilize more cooperative group instruction in order to improve test scores, create meaningful connections between the instructor and student, and improve student engagement. Instructors will also gain knowledge of ways to make classrooms more student-centered and completion-focused while maintaining high expectations. Students in classrooms that are designed for success can expect to be accountable for their performance and achievement.   http://adultedresource.coabe.org/wp-content/uploads/2016/05/APina-Facilitationg-Group-Instruction.pptx

Abstract:

I do not teach English. I teach students how to learn English.

Abstract:

6 Step Lesson Plan Objectives: 1. WARM—UP-An activity that a) uses previously learned content to begin a new lesson. b) lasts 5-10 minutesc) uses materials students are familiar with from previous lessonsd) or any fun activity that gets them up and moving. 2) INTRODUCTION–How will I introduce this topic? What is my purpose in teaching this topic? Which College and Career Readiness/Common Core Standard does it align with? 3) PRESENTATION–How will I incorporate Webb’s DOK into this presentation? What realia will I use from student’s lives to present this topic? 4) PRACTICE–Teacher directed, withpeers, or individually. Break into learnings stations or small groups. How will I incorporate Webb’s DOK into the practice? 5) EVALUATION–Instructor provides an activity that assesses leaners. It can even be a verbal, written, or hands-on assessment. 6) APPLICATION–An activity that requires students to apply new knowledge to their own lives or situation. © Sara Z. Gutting, LLC

Abstract:

This is the "You've got to Move it Move it!" presentation handout delivered at COABE 2016

Abstract:

This is the presentation "Community to College" delivered at COABE 2016