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Abstract:
The College of Southern Idaho College and Career Readiness Adult Basic Education program uses the checklist with new employees so that there is a common set of protocols followed by all participants. There are two tabs in the attached Excel workbook. One checklist is for instructors; one is for Intake Office Specialists. The checklist can be modified to address the needs of various employees. Mentors are assigned new instructors (mentees) and engage with the new instructor throughout the instructional year.
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Abstract:
This workshop makes classroom action research practical and accessible. Formative assessment learning techniques combined with the professional development methods of classroom action research and communities of inquiry provide a mechanism for self-sustained continuing professional development at the local level (Creswell, 2012; Kerka, 2003). This workshop emphasizes collaborating and learning with peers about what happens in the classroom to find ways to make learning more effective and efficient. For adult educators, systemic inquiry and intellectual challenge are powerful sources of motivation, growth, and renewal- (Angelo & Cross, 1993, p.10). When students are participants in, as well as are the focus of, an active system of inquiry and intellectual challenge, they also receive the benefits of motivation, growth, and renewal. ATTACHMENTS: COABE Workshop Action Research
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Abstract:
Do you know when your students are prepared for their HSE Test? Since the new tests have come on board educators have been trying to get a "feel" for when students are ready. By taking a close look at data and using tools and analysis skills to sort it all out, teachers can find reliable ways to develop instructional pathways for students that lead to success. Teachers will not only know when students are prepared, but they will know how to get students to that point in specific ways as they focus on data collection and analysis. Data analysis skills and techniques specific to teaching will be covered. Video
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Abstract:
What is ability to benefit and why does it matter? How it can be used in coordination with efforts to implement WIOA Examples in the adult ed space that are applicable to ATB Issues hampering development of career pathways that accept ATB
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Abstract:
What are the “keys” to an effective professional development (PD) program? What do those components look like in practice? Find out what the new LINCS PD Center learned from researching and interviewing leaders in the field. Join this session to discuss and reflect on effective PD programming under the Workforce Innovation and Opportunity Act (WIOA) in support of high-quality adult education programs. We’ll share what we learned from the iterature review, interviews with selected state leaders, and the synthesis of narrative NRS reports. And don’t miss the wrap-up!! We’ll conclude by sharing what technical assistance and PD activities the LINCS PD Center has available to help states establish or operate high-quality PD programs and how to access these services.
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Abstract:
The Vegas Five are helpful to instructors because they seek to incorporate, in an effective and efficient manner, the elements of second language acquisition: reading, writing, listening and speaking, plus grammar, vocabulary and pronunciation
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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:
This is the "You've got to Move it Move it!" presentation handout delivered at COABE 2016