Professional Development Workshop List
Section O-P
Presenters: Alex Baez & Carol Speigl
Contact Hours: 3
Audience: Adult education teachers and administrators.
Activity Overview:
Topic: How do you organize and manage your class for maximum learning opportunities and student progress? This presentation will address planning and organizing successful class sessions, including effective planning of the day’s lessons, managing time, selecting the most appropriate instructional strategies to meet students’ learning goals, cooperative and participatory grouping strategies to maximize student participation and learning, and fun activities such as “Ice Breakers” to vary the class content and pace.
Participants will have opportunities to glean ideas for making their planning of class sessions easier and more rewarding both for teacher and students!
Objectives:
- Awareness of managing time and pacing lessons and activities in the adult classroom
- Discovery of efficient planning, selecting, and organizing of instructional strategies designed to meet students’ learning goals
- Exploration of new ideas about classroom activities and student cooperative and participatory grouping strategies
- A sense of ease in planning classroom sessions for maximum learning opportunities.
Reference Resources: (All materials may be found through TCALL)
Hess, N. (2001). Teaching Large Multilevel Classes. New York: Cambridge University Press.
Shoemaker, C. L. & Shoemaker, F.F. (1991). Interactive Techniques for the ESL Classroom. Boston: Heinle & Heinle.
Bell, J. (1988). Teaching Multilevel Classes in ESL. San Diego, CA: Dormac, Inc.
Auerbach, E. (1992). Making Meaning Making Change. McHenry, IL: Delta Systems & Center for Applied Linguistics.
Instructional Activities:
Participants will:
- Share perceived problems they have in organizing class sessions
- Participate in an activity designed to show the importance of timing, pacing, and time management in the classroom
- Select appropriate instructional strategies to meet student goals
- Perform classroom activities such as grouping strategies and Ice Breakers
- Organize a class session appropriate to learners’ goals.
Even Start PLS-4 training is being provided for all family literacy educators who are involved in administering, scoring, interpreting or supervising the PLS-4. The training will help you understand the differences between the PLS-3 and the PLS-4 and how to administer the instrument to young children. The focus of the training is on using the PLS-4 for screening Even Start children ages 0-3 in English or in Spanish and measuring English language acquisition for 4 and 5 year olds.
Presenter: Barbara Baird
Contact Hours: 6
Audience: Teachers
and administrators in ABE, GED, ESL, EL Civics, and Literacy Programs
in the Far West GREAT region
Activity Overview:
Participants will explore how portfolio assessment strategies can be used to enhance classroom instruction and support the Texas Indicators of Program Quality. Participants will develop and present personal portfolios containing a Table of Contents, Introduction, Portfolio Plan, Sample Lesson(s) using portfolio assessment, and a KWLH worksheet.
Objectives:
1. Participants will be able to identify:
- Components of the Texas Indicators of Program Quality
- Characteristics of portfolio assessment
- Portfolio content and materials
- Portfolio evaluation strategies
- Phases of portfolio development
- Resources available on portfolio assessment
2. Participants will develop and present Personal Portfolios containing a Table of Contents, Introduction, Portfolio Plan, Sample Lesson(s) using portfolio assessment, and a KWLH worksheet.
Reference Resources:
MacKillop, J. (1994). Whole Language for Adults: a Guide to Portfolio Assessment, Syracuse, NY: New Readers Press.
Kathy Schrock’s Guide to Educators
Guidelines for Portfolio Assessment in Teaching English
Alaska Department of Education & Early Development: A Collection of Assessment Strategies
Portfolio Assessment Hot Topic Packet: What is Portfolio Assessment? - Texas Adult Literacy Clearinghouse
Instructional Activities:
- Bio-Poem and KWLH activities
- Texas Indicators of Program Quality - IPQ’s – mini-lecture and review, handout, worksheet, and rubric
- PowerPoint Presentation on Portfolio Assessment
- Individual Portfolio Development
- Individual Portfolio Presentations
- Evaluation
- To give participants an opportunity to discuss professional development experiences in Adult Education
- To provide rationale for building a philosophy of teaching and learning as a primary part of your professional development in the field
- To introduce the Texas Adult Education Credential model and rational for each core content
- To introduce participants to the delivery and documentation system for the Credential
This is a series of four 2-day workshops which will focus on specific project-based teaching strategies that engage students and facilitate the acquisition of oral language skills and literacy in English. It also includes hands-on training in the various technologies used in the projects. Some of the technology used in the Institute will be made available to programs. A stipend will be available based on the completion of workshop objectives.
