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Abstract:
About 59% of adult education students function between 4th and 9th grade. In order to have efficient success with these “middle-level” learners, programs need systems and methods designed specifically for these students. These learners (4th-9th) require a special strategy. Each student requires an effective individualized approach for their specific academic and emotional needs. Instructional systems in the middle levels can impact long-term success by ensuring fluency of basic skills competencies before advancement, developing independence and confidence, and by incorporating time into instruction and assessment. Join this session to explore methods from Pace Learning Systems designed specifically for the middle-level learner since 1977.
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Abstract:
Basic Mathematics Instruction Program
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Abstract:
Ratio and Proportion Study-Guide
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Abstract:
Orienting to the Numeracy Needs of Adult ELLs (Heather Tatton-Harris, Kristy Stoesz from Carlos Rosario International Public Charter School): https://docs.google.com/presentation/d/1w5YJ19G_OGNU4s1tau0pTRknyqHyVdvqC4NajElTDfk/edit?usp=sharing
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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.
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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
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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