Professional
Development Course List
for Adult Education Instructors
Section A-B
(Courses are arranged alphabetically)
Presenter: Louise P. Reagan
Contact Hours: 3
or 6 *
Audience: Teachers
of ABE, GED, ESL, EL Civics, Family Literacy
Activity Overview:
This workshop will explore the question of whether language is “learned” or “acquired”. Participants will develop a clearer understand of Krashen’s Language Acquisition theories. Eight language approaches to language teaching will be discussed. Second language acquisition methods such as the “Natural Approach” and “Total Physical Response” will be discussed and modeled. Participants will have an opportunity to create a lesson plan using the Total Physical method and Language Experience.
Objectives:
- Define language and its functions.
- Understand the difference between “language learned” and “language acquired”<June 3, 2008
- Identify the stages of language.
- Use three of the acquired methods.
- Prepare a basic TPR lesson.
- Relate the benefits of the Language Experience Approach as a way to teach literacy to beginners.
Instructional Activities:
- Think Pad Brainstorm
- Think/Write/Round Robin
- Similarity Groups
- Round Table
- TPR Lesson
- Language Experience
Bibliography:
Angelo, T. A. & Cross, K. P. (1993). Classroom assessment techniques. [Second edition]. San Francisco, CA: Jossey-Bass Publishers.
Brown, H. D. (2000). Principles of language learning and teaching. [Fourth edition]. White Plains, NY: Pearson Education.
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. [Second edition]. White Plains, NY: Pearson Education.
Quigley, B. A. (1997). Rethinking literacy education: The critical need for practice-based change. San Francisco, CA: Jossey-Bass Publishers.
* Dependent on Literacy Professional needs
Presenter: Louise P. Reagan
Contact Hours: 3
or 6 *
Audience: Teachers
of ABE, GED, ESL, EL Civics, Family Literacy
Activity Overview:
Participants will learn how to use the Structural Approach to Cooperative Learning as “Teaching tools” that provides for a fun, interactive and successful classroom. Opportunities will be provided for participants to be involved in instructional activities that can be used in their classroom. They will learn how to take a structure content to develop their own Instructional Activity.
Objectives:
The Participants will:
- Experience “instructional strategies” for classroom usage.
- Learn how to use The Structural Approach to Cooperative Learning for a fun interactive and successful classroom.
- Participate in cooperative structures for class and team building.
- Construct Instructional Activities by combining a cooperative structure content.
Instructional Activities:
- Brainstorming and Ranking.
- Survey
- Games
- Simultaneous Round table
- Rotating Review
- Line-Up
- Numbered Heads.
Bibliography:
Kagan, S., Dr. (19940. Cooperative learning. San Clemente, CA: Kagan Publishing and Professional Development.
* Dependent on Literacy Professional needs
Presenter: Louise P. Reagan
Contact
Hours: 3 or 6 *
Audience: Teachers
of ABE, GED, ESL, EL Civics, Family Literacy, Program Administrators
Activity Overview:
Participants will learn how to develop informal assessments to assess their students when they teach using the Structural Approach or for other activities with no formal assessment. They will also discuss and review the purpose of assessment for measuring gain for Program Factors or Learner Factors.
Objectives:
The Participants will:
- Examine the purposes of assessment for measuring gain required by Program or for Learners goals.
- Analyze types of assessment: formal and informal.
- Develop assessment criteria for Instructional Activities.
Instructional Activities:
- Survey
- Jigsaw Reading
- Group Project
- Think/Pair/Square
Bibliography:
Angelo, T. A. & Cross, K. P. (1993). Classroom assessment techniques. [Second edition]. San Francisco, CA: Jossey-Bass Publishers.
Brown, H. D. (2000). Principles of language learning and teaching. [Fourth edition]. White Plains, NY: Pearson Education.
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. [Second edition]. White Plains, NY: Pearson Education.
* Dependent on Literacy Professional needs
Presenter: Louise P. Reagan
Contact Hours: 3
or 6
Audience: Teachers
of ABE, GED, ESL, EL Civics, Family Literacy, Program Administrators,
Data Entry Personnel, Test Administrators
Activity Overview:
The workshop will cover the different elements of managing the multi-level classroom from planning to practical application. It will include developing multi-level lesson plans, preparation and organization of materials and then “juggling” the flow of a multi-level classroom.
Objectives:
The Participants will:
- Explore and experience the benefits of using groups in a multi-level classroom through active participation
- Compare various lesson plans formats for a multilevel classroom
- Discuss how to use a multi-level lesson plan for planning
- Learn how to prepare and organize for a multilevel classroom
- Participate in a role-play of a multilevel classroom to develop a better understanding of how to “juggle” the flow of a multi level classroom.
Instructional Activities:
- Jigsaw Reading
- Problem Solving
- Role play
- Individual reports
- Think/Pair/Square
Bibliography:
Kagan, S., Dr. (1994). Cooperative learning. San Clemente, CA: Kagan Publishing and Professional Development.
Retention Strategies in the Adult Classroom
Presenter: Nancy Dunlap
Contact Hours: 3
Audience: Teachers, Instructional
Aides, and Administrators in Adult Education (ABE, GED, ESL, EL Civics)
Activity Overview:
Participants will review research on why adult students drop out of classes and why that time period is usually during the first few class meetings. Activities during this workshop will cover non-academic retention strategies for keeping students in the classroom. Participants will also be introduced to the use of music in the classroom as a retention strategy. Participants will be able to implement an idea/process/strategy immediately in the classroom and, as a follow-up, reflect on the impact it has had in the classroom.
Objectives:
Participants will obtain non-academic strategies on different ways to retain their students during the first class periods and how to develop a successful classroom climate in order to retain their students.
Instructional Activities:
- Interactive presentation.
- Team Icebreaker – putting puzzle together
- Popcorn Activity – Why Do Students Stay or Leave my Classroom, School Related
- Memories
- Piece Reading – Research Article Groups share out.
- Carrousel Activity – How to Use EXCEL Model in classroom
- Group Singing Activity
Bibliography:
Flippen, M.B. The EXCEL Teaching model from capturing kids hearts. Retrieved from The Flippen Group web site: http://www.flippengroup.com/educ_ckh_what.html
Seaman, D. F. Starting students successfully in adult basic education. Research Associate, retrieved from the TCALL/Texas A&M University web site: http://www-tcall.tamu.edu/
Presenter: Louise P. Reagan
Contact Hours: 3
Audience: Teachers of ABE, GED, ESL, EL Civics,
Family Literacy
Activity Overview:
This workshop will focus on the 3 Essential Components of a good lesson plan. Participants will review different lesson plan formats and discuss the necessary stages of a lesson plan. The session will be interactive with the modeling of instructional strategies that can be used in the participant’s classrooms.
Objectives:
The participants will:
- Examine the 3 Basic Essential Components of a good plan.
- Compare and Contrast samples of lesson plans.
- Identify the stages of a Lesson Plan.
Instructional Activities:
- Pairs Head Together
- Think/Pair/Share
- Whole Group Sharing
- Rotating Review
- Mini Lectures
- Q&A
Bibliography:
Kagan, S., Dr. (1994). Cooperative learning. San Clemente, CA: Kagan Publishing and Professional Development.
National Center for Family Literacy & National Center for ESL Literacy Education. (2004, December 10). Practitioner toolkit for adult English literacy. Retrieved January 2006, from http://www.famlit.org/Publications/Practitioner-Toolkit-ELL.cfm
Presenter: Irene E. Ramos
Contact Hours: 3 or 6
Audience: GED, ABE and possibly other program teachers and support staff
Activity Overview:
This event provides an introduction to the TABE test. Participants gain essential knowledge regarding the component parts of the TABE as well as a hands-on experience of Test administration, proctoring, scoring, and interpretation of TABE test and results. Rationale is provided for the use of the TABE in a variety of program settings as well as correlation to the GED.
Objectives:
- Participants will be introduced to the TABE and how it is structured.
- Participants will gain information on how to administer and score the TABE Locator and the Survey components.
- Participants will be briefed on interpretation of TABE scores for use in Adult Ed class.
Instructional Activities:
Begin Presentation in PowerPoint® format, Present objectives for the day and start out with a discussion of the rationale for use of standardized testing in Adult Education in general, discussion and note taking by facilitator on flipchart post-it.
Next, present slide with purposes of Assessment and have participants point out the main focus for use in their class.
Next, participants are broken into groups for a small group activity on what they already know about the TABE. Each group is provided a flip chart paper where they record their responses. Each group discusses what they came up with and this will provide a basis for the rest of the days training.
Next presenter will show frames that introduce in depth information about the TABE. Participants are then provided a copy of the Survey Test directions, which they are guided through by the presenter and shown the essentials. (script, page with list of supplies, etc)
Large group will go through a testing simulation where they actually administer a portion of the survey to the group. Then they will score the locator portion that was administered.
Afternoon discussion will begin with paired review of morning session, partners walk about the room sharing their thoughts on the morning part of the session with each other.
Presentation in PowerPoint® format continues with the administration of the actual TABE Test. Presenter will guide the participants through the directions for administering the actual TABE engaging in discussion of forms and levels.
Next, working in small groups, participants are provided with an exploration packet with various components (Locator, TABE, answer sheets, norms book reference, etc) which they are to go through and discuss among the small group. This will be followed by large group Q&A.
Finally, participants will review with a game of TABE jeopardy.
Conclusion, will recap all the items covered throughout the day and will underscore the ideas learned!
References:
More information: CTB McGraw-Hill Products page
CTB McGraw-Hill Adult Education. (n.d.). Tests of adult basic
education (TABE), forms 9 & 10. Retrieved October 3,
2006 from
http://www.ctb.com/products/product_summary.jsp?FOLDER%3C%3Efolder_id=
1408474395247195&bmUID=1160318012262
CTB McGraw-Hill Adult Education. (n.d.). Frequently asked
questions about TABE 9 & 10. Retrieved October 3, 2006
from http://www.ctb.com/media/articles/pdfs/AdultEducation/FAQ_tabe9101bc1.pdf?
FOLDER%3C%3Efolder_id=9852723696560733&bmUID=1160321118680
Presenter: Yvette O. Sanchez
Contact Hours: 6
Audience: All Adult Education Staff
Activity Overview:
The Best Plus is an individually administered face to face scripted oral interview designed to assess the English language proficiency of adult English language learners. Best Plus consists of a 1-day workshop that trains participants to administer and score the Best Plus. The workshop introduces participants to both the computer adaptive version and the print based version of the Best Plus. This training is recommended for testers who have some experience in administering the Best B and C test.
Objectives:
By the end of the workshop, participants will be able to administer and score Best Plus. However, before they administer any actual test, they will need further practice in administration and scoring in order to become proficient.
Instructional Activities:
- Introduction and workshop overview.
- Overview of the BEST Plus.
- Introduction to administering the test.
- Introduction to scoring.
- Practice Scoring.
- Practice administering the test.
- Practical Considerations.
Other Resources:
The Best Plus Test Administrator trainer Manual, Microsoft® PowerPoint® Presentation Software and Training video will be used at the training. Participants can use the Test Administrator Guide as a resource and can call 1-866-845-2378 or email best-plus@cal.org or visit http://www.best-plus.net to get more information.
