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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:
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:
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.
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Abstract:
It’s free, easy to use, and proven by cognitive scientists to be the most effective study strategy and a powerful learning tool, and yet so many of us educators shy away from it. Why? Come to this session to challenge the myths and learn the science. In this interactive and practice-oriented session you will: learn insights from cognitive science and neuroscience, experience a sampling of retrieval practice techniques, and reflect on how you can use the technique with any content (ESL, ABE, or Workforce Development) and in every learning context (classroom, one-on-one, peer learning, or self-directed study).
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Abstract:
Adults learning English at the beginning and intermediate levels need activities to engage them in the learning process. Experience several hands-on strategies to use in your classroom that are specific to low-level learners. Observe a variety of ways to address reading, writing, speaking, and listening that require active participation by learners.
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Abstract:
Effective instruction in reading, writing, and math is critical. Clearly teaching students how to learn, to be life-long learners, and to be able to generalize information in daily-life and the workplace is important. However, the ultimate goal in Adult Basic Education (ABE) is for students to obtain employment or advance in their current employment setting. Therefore, adult education should support all students, including those with special learning needs, as they move towards post-secondary education and training in support of career pathways and career development. With that said, one of the most important skills ABE students need to learn is “how” to learn. Participants in this session will begin to understand how to support students in becoming strategic learners. They will be introduced to techniques and strategies that: 1) more effectively teach reading, writing, and math skills, 2) teach students how to learn best for themselves, how to be life-long learners, and how to be able to generalize information to daily-life and the workplace settings and 3) teach using all modalities effectively so students can learn and remember information more easily. Participants will also begin to understand how to provide a full range of reading, writing, and or math instruction through activities in multi-level classes that include all learning styles. Examples of potential lessons and lesson activities will be provided.
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Abstract:
Along with the cognitive, the affective domain (emotions, feelings, attitudes, and mindsets) is acknowledged in adult learning theory, yet it is an often neglected predictor of student success. This session addresses the role of the affective domain in pre-college education (especially in ABE and ESL/ELL) and introduces a practical framework of self-regulation and empowerment that educators can use to assist pre-college students develop personal attributes necessary for college readiness. Participants will learn research-based quick techniques for emotional resilience and persistence and will also be introduced to award-winning technology that can be used in transition/student support centers.
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