Writing

Abstract:

This conference session demonstrates  practical strategies that adult education teachers can use to differentiate instruction and help ALL learners increase their writing performance. It also explores how to design instruction according to the principles of Universal Design for Learning (UDL), thereby  contributing to a learning environment that challenges and engages diverse learners, helping them overcome their reluctance to write and find their voice. When teachers provide options for the ways that students access and participate in learning, they can motivate learners to reach their writing potential. ATTACHMENTS: Corley_Handouts_2016 COABE_Differentiated Writing Instruction

Abstract:

Texas Online Learner Database (TOLD) was built as an online software as a service (SAAS) solution to be accessible through the Internet. The solution allows for the management and tracking of Providers, Teachers/Staff and Volunteers as well as Students and their Courses, Course Assessments and Attendance. ATTACHMENTS: TOLD COABE Presentation Final

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When you evaluate an argument, you aren't giving your own opinion of the topic. Your goal is to objectively analyze the author's argument. This skill will help you write about arguments and make decisions about controversial topics. ATTACHMENTS: Evaluating Arguments

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No matter what you are teaching, we have a writing sample for you! Learn how to use rubrics to help your GED, TASC, HiSET, ABE and ESOL students improve their writing skills and scores. Two members of the Essential Education design team will explain the process we use to develop our proprietary rubrics. Participants will break into small groups to practice using a rubric to grade writing samples. Everyone will leave with useful strategies and free teaching tools. Identify the skills your students need to become excellent writers and meet their educational goals! ATTACHMENTS: BiggerBetterWriting COABE2016

Abstract:

Upping the Rigor: Vertically Aligning the Curriculum from ESL to ASE   Presentation Abstract (500 word maximum): This description will be included in the program)   In 2015, we presented our overall ABE/ASE program to a packed room. Our COABE title was SOAR: Upping the Game of Academic Rigor in ABE and ASE,- and we detailed our massive structural, policy and curricular shifts. This was a macro presentation about revamp our ABE and ASE program (independent study to direct instruction and little student services to full-time counseling, field trips, and more). Our student enrollment and number of graduates has more than doubled as a result of our changes; similarly, we have had large increases in student persistence and completion levels. The next step in our work has been in the area of curriculum alignment. Specifically, we have expanded our goal and are now deeply involved in vertically aligning the curriculum from beginning ESL through ABE/ASE.   This curriculum alignment anchors each class level and accompanying common assessments to the College and Career Readiness Standards (CCRS) and the Common Core Standards.   Specifically we will share the following: Scaffolded activities, curriculum (including texts), and assessments that align the breadth and depth of the CCRSs; Layered assessments (within and between levels) that build to the final assessment rubric developed within the California State University System; Lesson plans that demonstrate what rigor looks like and sounds like in the classroom whether via a Shakespearean play; philosophical texts on logos, ethos and pathos; or written appeals to the United Nations about Syrian refugees. Our model of how teamwork, staff development, administrative support, curriculum planning and grading pay became part of our system of success. ATTACHMENTS: HANDOUT RIGOR COABE 2016 1 CCR and Success Organizer paper may 2014 IMG_0274 1 COABE Rigor 2016 Kickoff Slides

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This roundtable discussion will focus on how to design an Academic I-BEST program that meets the needs, social needs, and goals of adult education students by allowing them to reenter the workforce more quickly than was possible under previous delivery models ATTACHMENTS: Implementing an Academic I BEST program

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A short, free, authentic professional development video for teachers in which an adult educator uses a writing process that involves writing quickly in a journal, without thinking, so students' ideas come out fast. She gives a topic, Last Week's Experiences. She stresses as a purpose writing to learn something, to find their thoughts on issues, on themselves and others. She asks the students to pick one of these experiences and focus on it, to list a group of words that come to mind as they think about that experience or event. Students individually brainstorm, by themselves, without thinking about the ideas, without being critical, to free their minds to generate ideas. Then she asks them to write a short paragraph about the Event. She asks for a topic sentence and at least three sentences. The students said this helped to clarify their feelings and discover priorities. The video will be found at this web address: http://www.mlots.org/?page_id=72

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Fewer than half of first-time-in-college students ever enroll in, let alone successfully complete, their English Composition requirement in college. Why is this the case, and what can we-”as Adult Education instructors-”do to ensure our students will be successful beyond our classrooms? In this workshop, discover the 5 key skills your college-bound students must possess to master college-level writing-”and thus succeed in college. ATTACHMENTS: Essential Writing Skills for the College Bound GED Student COABE 1