Professional
Development Course List
for Adult Education Instructors
Section O-R
(Courses are arranged alphabetically)
Reading Institute I: “Let’s Go to the Grocery Store!!!”
Presenter: Toni K. Stiefer
Contact Hours: 6 *
Audience:Teachers and Administrators of Adult and ESL Reading
Programs
Activity Overview:
This workshop will present examples and activities based on the ways efficient readers figure out unknown words. Attendees will discover how to use familiar items from grocery and convenience stores to enhance word recognition skills in adult and ESL learners. Sufficient, automatic word recognition skills are necessary for comprehension.
Objectives:
- Increase knowledge base of adult and ESL reading teachers
- Extend repertoire of teaching tools and materials for effective teaching
- Construct teaching materials to use for “decoding by analogy”/”onsets & rimes”/”phonograms”/”word families” using groceryJune 3, 2008e teachers of adult and ESL reading to look for more ways to use the “familiar” as a bridge to teach new skills
Bibliography:
Cunningham, P. M., & Hall, D. P. (1998). Month-by month phonics for upper grades: A second chance for struggling readers and students learning English. Carson-Dellosa Publishing Company, Inc.
Rasinski, T.V., & Padak, N. D. (2001). From phonics to fluency. Boston, MA: Addison-Wesley Longman.
Sousa, D. A. (2001). How the brain learns. Thousand Oaks, CA: Corwin Press.
Sousa, D. A. (2005). How the brain learns to read. Thousand Oaks, CA: Corwin Press.
* 6-hour institute (1st of the “You Want Me to Do What?” Specific Strategies to Enhance Comprehension for Adult and Second Language Learners Series)
Reading Institute II: Tell Me a Story! Show Me a Story
Presenter: Toni K. Stiefer
Contact Hours: 6 *
Audience:Teachers and Administrators of Adult and ESL Reading
Programs
Activity Overview:
This workshop will present examples and activities based on the ways efficient readers determine concept of story and comprehension of narrative text. Attendees will discover how to use familiar stories to teach text organization and comprehension skills. Narrative text is generally easier to analyze, map, and compare than expository text, and can thus lay the groundwork for working with expository text.
Objectives:
- Increase knowledge base of adult and ESL reading teachers
- Extend repertoire of teaching tools and materials for effective teaching
- Construct teaching materials to use for organization of narrative text to support comprehension of adult learners
- Encourage teachers of adult and ESL reading to look for more ways to use the “familiar” as a bridge to teach new skills
Bibliography:
Bromley, K. D. 1996. Webbing with literature 2nd edition. Allyn & Bacon.
Sousa, D. A. (2001). How the brain learns. Thousand Oaks, CA: Corwin Press.
Sousa, D. A. (2005). How the brain learns to read. Thousand Oaks, CA: Corwin Press.
* 6-hour institute (1st of the “You Want Me to Do What?” Specific Strategies to Enhance Comprehension for Adult and Second Language Learners Series)
Reading Institute III: Lions and Tigers and Bats! Oh My!
Presenter: Toni K. Stiefer
Contact Hours: 6 *
Audience: Teachers and Administrators of Adult and ESL Reading
Programs
Activity Overview:
This workshop will present examples and activities based on the ways efficient readers determine text organization of expository texts and use that knowledge to enhance comprehension. Attendees will discover how to use expository texts written at various levels, and in different formats, to teach text organization and comprehension skills. This workshop builds on, and adds to, the information from the previous workshop on narrative text.
Objectives:
- Increase knowledge base of adult and ESL reading teachers
- Extend repertoire of teaching tools and materials for effective teaching
- Construct teaching materials to use for organization of expository text to support comprehension of adult learners
- Encourage teachers of adult and ESL reading to look for more ways to use the “familiar” as a bridge to teach new skills
Bibliography:
Bromley, K. D. 1996. Webbing with literature 2nd edition. Allyn & Bacon.
Moore, D.W., Moore, S. A., Cunningham, P. M., Cunningham, J. W. Developing readers & writers in the content areas K-12, 3rd edition. Longman.
Sousa, D. A. (2001). How the brain learns. Thousand Oaks, CA: Corwin Press.
Sousa, D. A. (2005). How the brain learns to read. Thousand Oaks, CA: Corwin Press.
* 6-hour institute (1st of the “You Want Me to Do What?” Specific Strategies to Enhance Comprehension for Adult and Second Language Learners Series)
Presenter: Yolanda T. Dela Cruz
Contact Hours: 3
Audience: ABE, GED, ESL, EL Civics, Family Literacy, Program Administrators
Activity Overview:
This course is designed to assist all levels of staff in identifying best practices and creating new approaches. We begin by reviewing and crediting staff for their innovative efforts in retention and recruitment. The trainer then discusses situational and dispositional factors affecting recruitment and retention so as to begin the groundwork for creating new approaches. Much research on the subjects is shared as are innovative approaches used throughout the country in a wide variety of settings. Participants will leave with ideas appropriate for their setting and, with a solid understanding of the challenges faced, be better equipped towards creating successful approaches.
Objectives:
- Best Practices in ABE, GED, & ESL for recruitment and retention
- Knowledge of situational and dispositional factors influencing recruitment and retention
- Understanding of practices for different settings
- Tried and successful innovative ideas
Instructional Activities:
This is a highly interactive session. The goal is to model activities that can be used to promote retention and recruitment. We begin by reviewing what the participants already knows and by giving them credit for their knowledge. During this time, many trivial prizes are awarded for participation and excellence. (Prizes are small gifts that can be used as prizes in classrooms.) The trainer then introduces new information (research) which relates to what the participants already know and have discussed. Music and physical activities are used to liven up lessons and wake participants! A movie clip is shown to reiterate the new information, (situational and dispositional factors).
Bibliography:
Adult Students: Recruitment and Retention, Practice Application Brief no.18, by Michael E. Wonacott
“Stopping out, Not Dropping out” Focus on the Basics 2, No. A (March 1998) ED 431-868
Frank, F., and Gaye H. “When Life Gets in the Way.” Adults Learning 8, No. 9 (May 1997)
“Recruitment Issues and Strategies for Adults Who are Not Currently Participating in Literacy and Adult Basic Education (ABE) Program”, Aaron Kohring & Mary Ziegler (May 10, 1999) Workforce 2020
“Retention Strategies”, Rochel Abrams, Fran Riotte, Karen Shipman, Susan Pittman, Marianne Kearsley, Phil Jones
“30 Things We Know for Sure About Adult Learning”, Ron and Susan Zemke
“Building Better Rapport” P. Wankat & F Oreovicz
“A Review of Nine Effective Practices in Adult Education and Literacy Classrooms” Barbara J. Baird
