South Region GREAT Center Professional Development Course List, Section E-F

Professional Development Course List
for Adult Education Instructors
Section E-F
(Courses are arranged alphabetically)

EL Civics and ESL Teacher Institute I: What Works for Adult ESL Learners?

Contact Hours: 6-hour institute (1st of the EL Civics series)

Audience: EL Civics and ESL Teachers and Administrators

Description: The workshop presents examples and activities based on the latest research in adult ESL literacy and second language reading. Later workshops will include ideas and activities for helping students increase their use of English inside and outside of the classroom and ways of teaching basic readings skills in English to non-native speakers.

Objectives:

Increase knowledge base of ESL teachers
Extend repertoire of teaching tools and materials so can be more effective teachers and maximize learningJune 3, 2008 of 2nd language acquisition so they can select teaching strategies that are grounded in research and effective ways of learning
The will know about different approaches to teaching adult ESL and gain experience in combining methods into a coherent curriculum that meets the needs of their particular students.

Bibliography:

Austin, J. & Amor, M. (2004) One planet: See it for yourself. Lonely Planet Publishers.

Droegkamp, J. & Munger, F. (1979). Gender and development: Women centered training. Amherst, MA: Center for International Education, School of Education – University of Massachusetts.

Menzel, Peter. (1995). Material World: A Global Family Portrait. San Francisco: Sierra Club Book.

Gillespie, Marilyn. (1999). Many Literacies: Modules for Training Adult Beginning Readers and Tutors. Washington, D.C.: Center for Applied Linguistics.

Holt, Daniel & Van Duzer, Carol. (2000). Assessing success in family literacy and adult ESL. Washington, D.C.: Center for Applied Linguistics.

Marshall, Bridgett. (2002). Preparing for success: A Guide for teaching adult English language learners. Washington, D.C.: Center for Applied Linguistics. (Del-1-887744-61-4)

Peyton, Joy & Staton, Jana. (1996). Writing our lives: Reflections on dialogue journal writing with adults learning English. Washington, D.C.: Center for Applied Linguistics. (Del-0-937354-71-6)

Sultan, Mainus. (2002). Self-reflection for staff development. Amherst, MA: Center for International Education, School of Education – University of Massachusetts. (ISBN: 1-889536-12-1).

Tompkins, Gail E. (2004). 50 literacy strategies: Step by step, ( 2nd edition). Upper Saddle River, NJ: Pearson/Longman.

EL Civics and ESL Teacher Institute II:
More Learning and Less Teaching Skill Development for Adult ESL

Contact Hours: 6-hour institute (2^nd of the EL Civics series)

Audience: EL Civics and ESL Teachers and Administrators

Description: The second in the series workshops on strategies and materials for teaching English literacy and communication skills. The session will include a new demonstration lesson in German focused on functional language use as well as discussions on how to use music and video to increase listening comprehension, encourage writing, and build an awareness of “how English works” (grammar and phonology).

Objectives:

Literacy practitioners will explore effective ways of building oral communication skills (speaking and listening) as well as literacy skills (reading and writing)
Build practitioners’ knowledge base in second language acquisition
Offer ideas and materials to extend their repertoire of teaching strategies and tools for building community
Strategies for increasing the use of English in the adult bilingual classroom
Examples of current research findings will be interspersed throughout

Bibliography:

Brown, D. H. (2001). Teaching by principles: An Interactive approach to language pedagogy (2nd edition). Upper Saddle River, NJ: Pearson/Longman.

Brown, D. H. (2000). Principles of language learning and teaching (4th edition). Upper Saddle River, NJ: Pearson/Longman.

Brown, D. H.. & Gonzo, S. (1994). Readings on second language acquisition. Upper Saddle River, NJ: Pearson/Longman.

Burt, M., Peyton, J. & Adams, R. (2002). Research on reading development of adult English Language learners: An annotated bibliography. Amherst, MA: Washington, D.C.: Center for Applied Linguistics.

Maguire, P. (2000). Doing participatory research: A feminist approach. Amherst, MA: Center for International Education, School of Education–University of Massachusetts.

EL Civics and Technology

Presenter: Juan Carlos Rodriguez & Robert Dueñez
Contact Hours: 6
Audience: EL Civics

Activity Overview: This training will provide an overview of what an EL Civics program should have in their curriculum. Training will include activities and strategies for their use in the classroom. These activities include technology, civics, and project base learning. There will also be lesson plans for the audience. Audience should include instructor of adult education, as well as coordinators of programs.

Objectives:

Give as much information and strategies in EL Civics.
Presenters seek to motivate the audience through activities and strategies they can take back to their classroom.
To gain knowledge on EL Civic Resources that can be found on the internet.
Feel more comfortable integrating technology in their ESL class.

Instructional Activities:

Introduce E-mail
Integrating E-mail with ESL
Learning about scanning and attachments
Internet EL Civic resources
Internet ESL resources
Ice Breaker
Lie Detector Activity. Audience will write down three things about themselves. One of the three will not be true about them. Audience will then figure out which statement is false. This activity will help the audience open up and know a little about each other.
What is EL Civics?

Get their opinion on EL Civics
Discuss what EL Civics is, and open up with what a curriculum should include

Lesson1, Parent-Teacher Conference

Importance of Parent Involvement
Parent-Teacher Conference

Journal Writing

Explain the importance of journal writing
Suggested topics for journal entries
Parking lot activity

Intergrading E-mail with ESL classes

How to introduce e-mail to ESL student

Internet

Introduce the Key Pals Project
Helpful internet websites for ESL students

EL Civics Mini-Institute:
More Strategies for the Civics-ESL Multilevel Classroom

Presenter: Alex Baez & Carol Speigl
Contact Hours: 6
Audience: Adult education classroom instructors, especially those who teach EL Civics

Activity Overview:

Using the National Institute for Literacy’s Equipped for the Future framework (2000) and Civic Participation & Community Action Sourcebook (Nash 1999) as guides, participants will define EL/Civics, determine the characteristics and teaching practices for the multilevel ESL classroom, and be introduced to and apply instructional strategies appropriate for learning objectives.

A door prize will be given!

Objectives:

Identify the concepts of EL-Civics as they relate to the principles of the Equipped for the Future Content Standards & Framework (EFF)
Develop an understanding of effective strategies for the EL-Civics / Multilevel Classroom
Look at the concept of the five-step Lesson Plan and will examine a model of it
Be introduced to a variety of instructional strategies/learning activities and determine how they can be applied to meet instructional objectives.

Bibliography:

Auerbach, E. 1992. Making meaning making change. Washington D.C.: Center for Applied Linguistics; and McHenry, IL: Delta Systems, Inc.

Nash, A. (Ed.) 1999. Civic participation & community action sourcebook. Boston, MA: The New England Literacy Resource Center.

Stein, S. 2000. Equipped for the future content standards. Washington, D.C.: National Institute for Literacy.

Weinstein, G. 1999. Learners' lives as curriculum: Six journeys to immigrant literacy. McHenry, IL: Delta Systems, Inc.

Emotional Intelligence, Part 1

Presenter: Richard Hammett
Contact Hours: 6-7
Audience: Teachers of ABE, GED, ESL, EL Civics, Family Literacy, Program Administrators, Data Entry Personnel, Test Administrators

Activity Overview:

No prior experience is required for the seminar. The introductory seminar for Emotional Intelligence (EQ) can be tailored for participants from senior high school age through senior adult. Participants are presented the Nelson and Low (2003) education model for emotional intelligence after establishing a safe learning environment for the seminar.
Participants will gain a surface – level understanding of emotional intelligence. As a result of the exercise and activities, participants should begin to understand how to apply the theory in order to enhance their own work and life.

Objectives:

This is an introductory seminar. Participants will begin to understand and appreciate the differences between cognitive intelligence functions (IQ) and emotional intelligence functions (EQ). Participants are introduced to the ten emotional intelligence skills and three potential problem areas of emotional intelligence, as well as the emotional learning system (Nelson and Low, 2003) used to increase personal efficacy. Participants are provided other tools and activities for increasing emotional intelligence skills, including a week-long assignment for increasing awareness of how they use time in their own lives. Participants are invited to continue the journey to improve their emotional intelligence skills by applying the Emotional Learning System (Nelson and Low, 2003) personally, based on the feedback received during their Emotional Skills Assessment Process. The emotional intelligence learning process may be further enhanced through a second-day follow-up seminar offered by the facilitator. The seminar’s main objectives are:

Establish a rationale for the seminar using business case studies, as well as research showing the importance of EQ for academic, career, and relationship success.
Develop an understanding and appreciation for the theory of EQ by learning about the two parts of the brain responsible for emotion (the reactive mind) and reason (the rational mind), and how EQ is a function of their co-mingling.
Present the Emotional Learning System (Nelson & Low, 2003).
Explain and administer the self-report instrument, the Emotional Skills Assessment Process (Nelson and Low, 1999).
Present ten emotional skills and three potential problem areas assessed in the ESAP.
Learn and have fun in a safe and positive environment!

Instructional Activities:

The seminar is a combination of activities, lectures, and discussions.

Bibliography:

Alberti, R., & Emmons, M. (Eds.). (2001). Your perfect right: Assertiveness and equality in your life and relationships (8th ed.). Atascadero, CA: Impact Publishers, Inc.

Basili, F. (2005). HumaNext Communication Ideas. Retrieved February 27, 2006 from Web Site: www.newtrainingideas.com

Emmerling, R. (2005). The consortium for research on emotional intelligence in organizations. Retrieved February 27, 2006 from Web Site: http://www.eiconsortium.org/.

Epstein, S. (1998). Constructive thinking: The key to emotional intelligence. Westport, CT: Praeger/Greenwood.

Goleman, D. (1995). Emotional Intelligence: Why it can matter more than IQ. New York, NY: Bantam Books.

Hammett, R.D. (2004). Emotional leadership. Retrieved February 27, 2006, from Texas A&M University – Kingsville Web Site: http://users.tamuk.edu/ksrdh04/.

Low, G.R, Nelson, D.B., & Hammett, R.D. (2004). Institute for Emotional Intelligence. Retrieved February 27, 2006 from Texas A&M University – Kingsville Web Site: ttp://education.tamuk.edu/eiconf/.

Nelson, D.B., & Low, G.R. (2003). Emotional intelligence: Achieving and career excellence. Upper Saddle River, NJ: Prentice Hall.

Emotional Intelligence, Part 2

Presenter: Richard Hammett
Contact Hours: 6
Audience: Teachers of ABE, GED, ESL, EL Civics, Family Literacy, Program Administrators

Activity Overview:

The second seminar for Emotional Intelligence (EQ) can be tailored for participants from senior high school age through senior adult. It is desirable that persons attending this seminar have previously completed the introductory seminar, Introduction to Emotional Intelligence: A Positive Improvement Model. This second seminar builds upon the EQ theory and skill definitions of emotional intelligence, as well as implements the five-step emotional learning system. Participants are presented the Nelson and Low (2003) education model for emotional intelligence after establishing a safe learning environment for the seminar.
Participants will gain a deeper understanding of emotional intelligence as they learn more about exploration through the Out-of-the-Box assessment and the quality time spent with colleagues studying and presenting the EI skills of assertion, anger management, and anxiety management. As a result of the exercises and activities, participants should begin to appreciate how improving their interpersonal communication skills can add quality to their professional and personal lives.

Objectives:

This is a follow-up workshop to an introductory seminar. The differences between cognitive intelligence functions (IQ) and emotional intelligence (EQ) is reinforced for participants. Participants review the ten emotional intelligence skills and three potential problem areas of emotional intelligence, as well as the emotional learning system (Nelson and Low, 2003) used to increase personal efficacy. Participants better understand how time management relates in their own lives by reviewing the time tracker assignment provided during the first workshop. Participants begin to understand how to apply the specific competency of Interpersonal Communications under Stress in their own lives, both at work and at home. The seminar’s main objectives are:

Re-introduce the theory of EQ by reviewing the two different parts of the brain responsible for emotion (the reactive mind) and reason (the rational mind), and how EQ is a function of their commingling.
Present and discuss group ESAP profile from first session.
Review the five-step Emotional Learning System (Nelson & Low, 2003) as an introduction to a new assessment process.
Present the Out of the Box (HumaNext, 2005) assessment process as a means of additional exploration.
Present the team’s Out of the Box graph and discuss opportunities for team strengthening.
Review the emotional skills and three potential problem areas assessed in the ESAP.
Go over the Time Tracker homework assignment from the first seminar.
Review pathways for improving EI Skills (Imagine, Self-Talk, and Mentoring).
Use the book in groups to develop a brief lecture and /or skit that teaches the skill areas associated with the EI competency of Assertive Communications in Stressful Situations.
Present internet resources for writing & grammar (The Longman Exercise Zone).
Learn and have fun in a safe and positive environment!

Instructional Activities:

The seminar is a combination of activities, lectures, and discussions.

Bibliography:

Alberti, R., & Emmons, M. (Eds.). (2001). Your perfect right: Assertiveness and equality in your life and relationships (8th ed.). Atascadero, CA: Impact Publishers, Inc.

Basili, F. (2005). HumaNext Communication Ideas. Retrieved February 27, 2006 from Web Site: www.newtrainingideas.com

Emmerling, R. (2005). The consortium for research on emotional intelligence in organizations. Retrieved February 27, 2006 from Web Site: http://www.eiconsortium.org/.

Epstein, S. (1998). Constructive thinking: The key to emotional intelligence. Westport, CT: Praeger/Greenwood.

Goleman, D. (1995). Emotional Intelligence: Why it can matter more than IQ. New York, NY: Bantam Books.

Hammett, R.D. (2004). Emotional leadership. Retrieved February 27, 2006, from Texas A&M University – Kingsville Web Site: http://users.tamuk.edu/ksrdh04/.

Nelson, D.B., & Low, G.R. (2003). Emotional intelligence: Achieving and career excellence. Upper Saddle River, NJ: Prentice Hall.

O’Hair, Friedrich, Wiemann, & Wiemann (1997) (2nd ed.). Competent communication. New York, NY: St. Martin’s Press.

Exploring Learning Disabilities:
Why Is It So Difficult for Some Students to Learn?" Part - 1

Presenter: Alex Baez & Carol Speigl
Contact Hours: 6
Audience: Adult Education Teachers and Administrators

Activity Overview:

This presentation focuses on adults with learning disabilities and is designed especially for the adult education instructor. Topics including characteristics and definitions of learning disabilities, strategies and accommodations for classroom success, learning styles, screening and diagnostic testing, and legal issues pertaining to adults with learning disabilities will be discussed.
Great for instructors’ professional development hours, CEUs, and Texas adult education credential points!
Alex and Carol are both certified Bridges to Practice trainers, and conduct ongoing review of the research and materials in the field of adults with LDs. Carol Speigl works in a literacy program where a significant percentage of the students demonstrate the characteristics of being learning disabled, and some students she works with have documented diagnoses of learning disabilities.

Objectives:

Become aware of characteristics and definitions of learning disabilities in adults
Become familiar with teaching strategies and classroom modifications for adults with learning disabilities
Understand the distinction between Screening and Diagnosis
Learn about the Rights and Responsibilities of adults with learning disabilities
Discover information resources about adults with learning disabilities. (50 words)

Instructional Activities:

In this overview about adults with learning disabilities, participants will learn about the characteristics, definitions, and identifications of the learning disabilities of adult learners and the issues these adults face, through discussion, PowerPoint® presentation, and a jigsaw reading. Characteristics of learning disabilities to be discussed include:

Perceptual Impairments
Difficulty with Time and Space
Problems with Communication and Social Skills Related to Language Disorders
Dyslexia, and
Dyscalculia and Dysgraphia

Activities will include:

Jigsaw Reading about characteristics of adult students with learning disabilities
Think of a student who may be “at risk” for a learning disability
Think of accommodations and strategies you might “try out” with that student who may be “at risk” for a learning disability
Participants will then be introduced to the three federal laws that determine the Rights and Responsibilities of adults with learning disabilities:
- The Americans with Disabilities Act of 1990 (ADA)
- Section 504 of the Rehabilitation Act of 1973, and
- Individuals with Disabilities Education Act (IDEA).

The presentation will finalize with information about accessing more resource materials about adults with learning disabilities.

Outline how you will present information. What individual or group activities will the participants perform?

Brainstorm activities
Discovery activities
Jigsaw Reading activity

Bibliography:

Brown, D. S. (2000). Learning a living: A guide to planning your career and finding a job for people with learning disabilities, attention deficit disorder, and dyslexia. Bethesda, MD: Woodbine House.

Garner, B. (Ed). (2000, September). Mathematics instruction. Focus on Basics (4) B. Retrieved March 27, 2006 from the National Center for the Study of Adult Literacy and Learning web site: http://www.ncsall.net/

Garner, B. (Ed). (2001, August). First level learners. Focus on Basics (5) A. Retrieved March 27, 2006 from the National Center for the Study of Adult Literacy and Learning web site: http://www.ncsall.net/

GEDTS (General Educational Development Testing Service). Ensuring accommodations for GED candidates with disabilities. Washington, D.C.: GEDTS. Website: www.gedtest.org.

Job Accommodation Network (JAN). Website: http://www.jan.wvu.edu/english/contact.htm.

Jordan, D. R. (1996). Teaching adults with learning disabilities: Professional practices in adult education and human resource development. Malabar, FL: Krieger Publishing Company.

Lavoie, R. D. (1989). Understanding learning disabilities: How difficult can this be? The F.A.T. city workshop (Video). Washington, D.C.: PBS Video and WETA.

National Adult Literacy and Learning Disabilities Center (NALLD). (1999). Guidebook 1: Preparing to serve adults with learning disabilities [Electronic version]. Retrieved March 27, 2006, from http://www.nifl.gov/nifl/ld/bridges/materials/bridges_docs.html

National Adult Literacy and Learning Disabilities Center (NALLD). (1999). Guidebook 2: The assessment process [Electronic version]. Retrieved March 27, 2006, from http://www.nifl.gov/nifl/ld/bridges/materials/bridges_docs.html

National Adult Literacy and Learning Disabilities Center (NALLD). (1999). Guidebook 3: The planning process [Electronic version]. Retrieved March 27, 2006, from http://www.nifl.gov/nifl/ld/bridges/materials/bridges_docs.html

National Adult Literacy and Learning Disabilities Center (NALLD). (1999). Guidebook 4: The teaching/learning process [Electronic version]. Retrieved March 27, 2006, from http://www.nifl.gov/nifl/ld/bridges/materials/bridges_docs.html

Roffman, A. J. (2000). Meeting the challenges of learning disabilities in adulthood. Baltimore, MD: Paul H. Brookes Publishing Company.

Schwarz, R. (April/June 2003). Planning for ESL Classes—individualized goals and indicators of success. The Learning Lab @ Lesley. Cambridge, MA: Lesley University.

Schwarz, R. & Terrill, L. (2000). ESL instruction and adults with learning disabilities. Retrieved March 27, 2006 from http://www.floridatechnet.org/bridges/esol.html

Shaywitz, S., M.D. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York: Alfred A. Knopf.

The University of Georgia. (2000,March 23). Teaching reading and functional writing to adults with learning disabilities—basic level [Video]. Athens, GA: PBS Adult Learning Service.

The University of Georgia. (2000,September 28). Teaching reading and functional writing to adults with learning disabilities—intermediate level [Video]. Athens, GA: PBS Adult Learning Service.

Exploring Learning Disabilities:
Why Is It So Difficult for Some Students to Learn?" Part - 2

Presenter: Alex Baez & Carol Speigl
Contact Hours: 6
Audience: Adult educators of learning disabled students

Activity Overview:

In this follow up presentation (participants should have completed Part 1), presenters will conduct an in depth review of material from Part 1, followed by a sharing session for those participants who tried strategies and accommodations for LD learners in their classrooms since the last session.
Presenters will demonstrate the use of the “4 A’s” framework of teaching LD adults: Adjust Setting; Adapt Task; Adapt Instruction; and Accommodate, and have participants work with case studies to create action plans for teaching their LD adult students. Strategies that target the specific problems and needs of ESL learners will be presented.
Day will wrap up with hands-on activities using some of the latest in computer assistive technology based on the principles of teaching adults with LDs.

Objectives:

Review and share the knowledge/new information they learned from Part 1.
Share with the whole group any instructional strategies and accommodations they may have tried in the classroom and answer focus questions about their activities.
Using the “4 A’s” principle of teaching adults with learning disabilities, match appropriate instructional strategies and accommodations to learners’ needs.
Utilize instructional strategies that specifically target the learning problems and needs of the adult learning disabled ESL learner.
Use and evaluate some of the latest computer assistive technology designed for the adult with learning disabilities.

Instructional Activities:

Presentation & Demonstration—all information will be modeled as if presenters were teaching a class.
Group activities include a “review” game, a jigsaw reading with case studies, and instructional strategies/activities participants will perform in groups.
Participants will be provided with innovative assistive computer technology for adults with LD, which they will be able to work with, hands-on, doing guided activities.

Bibliography:

Jordan, D. R. (1996). Teaching adults with learning disabilities: Professional practices in adult education and human resource development. Malabar, FL: Krieger Publishing Company.

Jordan, D. R. (1991). Working with adults with learning disabilities: Dyslexia, visual, auditory, and dysgraphia [Video]. Lexington, KY: Kentucky Network.

Roffman, A. J. (2000). Meeting the challenges of learning disabilities in adulthood. Baltimore, MD: Paul H. Brookes Publishing Company.

Schwarz, R. (April/June 2003). Planning for ESL Classes—individualized goals and indicators of success. The Learning Lab @ Lesley. Cambridge, MA: Lesley University.

Schwarz, R. & Terrill, L. (2000). ESL instruction and adults with learning disabilities. Retrieved March 27, 2006 from http://www.floridatechnet.org/bridges/esol.html

Shaywitz, S., M.D. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York: Alfred A. Knopf.

The International Dyslexia Association. Retrieved March 27, 2006, from http://www.interdys.org/

Virginia Adult Learning Resource Center. (2001, December). The learning disabilities adaptations and accommodations guide [Electronic version]. Retrieved March 27, 2006 from the Virginia Adult Learning Resource Center web site: http://www.aelweb.vcu.edu/publications/LDGuide/

Vogel, S. A. & Reder, S., Eds. (1998). Learning disabilities, literacy, and adult education. Baltimore, MD: Paul H. Brookes Publishing Co.

Zadina, Janet, Ph.D. (2005). Brain research and instruction newsletter. New Orleans, LA: Janet Zadina.

* A list of assistive technology will be distributed to participants at the training.

Exploring Learning Disabilities: A Teacher Research Project Initiative

Audience: All Adult Education Teachers and Administrators who attended the first 3-hour session and wish to expand their knowledge of LD.

Contact Hours: 6-hour follow-up session

Description: An in-depth presentation and teacher research project development: Strategies and accommodations for the adult LD learner; Teacher research process materials and topic resources.

Objectives:

Teachers can learn to provide students with an awareness of why they’ve had problems with learning over the years, transforming the student’s self-perception from the arena of low self-esteem -- “I’m not very smart;” “I’m lazy,” to... “I learn differently, but I can learn!”
Teachers can acquire and practice the strategies to make students aware of the tools and skills they can use for lifelong learning and a more positive approach to learning -- to meet the challenges of the future.
By participating in a classroom research/practical inquiry project about learning disabilities topics of interest, teachers may acquire the skills to conduct a research project, and present their findings to their colleagues – which may transform their classroom practices and benefit the adult education community.

Bibliography: Comprehensive bibliography/webliography will be provided at the second meeting: the 6-Hour in-depth presentation on learning disabilities and teacher research project development.

Family Literacy Institute I:
Curriculum Integration - Making Sense of All You Have for Families & Children

Presenter: Vicki Cox
Contact Hours: 6
Audience: Family Literacy Providers

Activity Overview:

This Institute will consist of a regional one-day workshop and an on-site follow-up visit. The regional workshop will cover a range of topics requested by you the family literacy providers in the South Region. It is anticipated that the combination of the one-day institute and site visit will give you, the Family Literacy providers, a venue for exploration of theory to practice!

Objectives:

The Participants will:

Discuss development and most importantly how to maximize what we know and put it into action.

Bibliography:

Huitt, W. (2004). Maslow’s hierarchy of needs. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved February 6, 2006, from http://chiron.valdosta.edu/whuitt/col/regsys/maslow.html

Jenson, E. (1998). Teaching with the brain in mind. Alexandria, VA: Association for Supervision and Curriculum Development.

Wasik, B. H. (2004). Handbook of family literacy. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.

Family Literacy Institute II:
The Literacy Connection - What is Reading?

Presenter: Vicki Cox
Contact Hours: 6
Audience: Family Literacy Providers

Activity Overview:

This Institute will consist of a regional one-day workshop and on-site follow-up visit. The regional workshop will cover a range of topics requested by you the family literacy providers in the South Region. As in 2004-05 it is anticipated that the combination of the one-day institute and site visit will give you, the Family Literacy providers, a venue for exploration of theory to practice!

Objectives:

Some things never change….how we treat one another in our actions and words should all be in effort “to begin where a person is and build them up!” Vicki will pick up where she left off in her discussion of Positivism, Brain Research and the Importance of Family and how to live it everyday. An important concept for families, providers, and family literacy teaching these concepts. This will be a culmination and integration of the second series of Family Institutes.

Bibliography:

Huitt, W. (2004). Maslow's hierarchy of needs. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved February 6, 2006, from http://chiron.valdosta.edu/whuitt/col/regsys/maslow.html

Jenson, E. (1998). Teaching with the brain in mind. Alexandria, VA: Association for Supervision and Curriculum Development.

Wasik, B. H. (2004). Handbook of family literacy. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.

Family Literacy Institute III:
The Power of Positivism

Audience: Even Start Teachers and Administrators

Contact Hours: A 2-day institute that is the third of a series of 4 institutes. Each session is 6-hours long.

Description: During Institutes I and II the message of “building people up” beginning where they are, was echoed. This second institute will emphasize this message by providing the skills to do so. An in-depth discussion with role plays will allow participants to practice these techniques that can be applied with people of all ages. Human development and explanation on how to build, restore and preserve dignity for people of all ages will be a topic in which participants will become well-versed. The “power” of living by the golden rule will be evident by the end of the training

Objectives:

Explore the stages of human development and the importance of each stage in relationship to the age of the learner
Learn the scientifically-based research that is the underpinnings of human development

Bibliography:

Covey, S. R. (1997). The seven habits of effective families. NY: Golden Books.

Salkind, N. J. (2004). An introduction to theories of human development, Thousand Oaks, CA: Sage.

Wasik, B. H. (2004). Handbook of Family Literacy. Mahwah, NJ: Lawrence Erlbaum.

Family Literacy Institute IV:
The Foundation of Learning and How it Applies to Family Literacy

Audience: Even Start Teachers and Administrators

Contact Hours: A 2-day institute that is the fourth of a series of 4 institutes. Each session is 6-hours long.

Description: The final institute will help participants make sense of all the tools they are using in their teaching, curricula, philosophies, resource materials, etc.,. An integration of prior knowledge, curricula, and everyday practices will be emphasized. Understanding families from a cultural viewpoint will be accentuated with an emphasis on maintaining values integrated into a greater society. A focal point will discussing of how families can build a Stronger Family , and one who is literate! A celebration of successes in this year will be interwoven into the closing.

Objectives:

Learn how to integrate the information presented in the workshops to a workable classroom teaching strategy
Explore how to strengthen the family through literacy.

Bibliography:

Covey, S. R. (1997). The seven habits of effective families. NY: Golden Books.

Salkind, N. J. (2004). An introduction to theories of human development, Thousand Oaks, CA: Sage.

Wasik, B. H. (2004). Handbook of Family Literacy. Mahwah, NJ: Lawrence Erlbaum.

Professional Development Course List for Adult Education Instructors Section E-F (Courses are arranged alphabetically)

Professional Development Course List
for Adult Education Instructors
Section E-F
(Courses are arranged alphabetically)