Professional Development Course List
for Adult Education Instructors
Section S-T
(Courses are arranged alphabetically)
Presenter: Irene E. Ramos
Contact Hours: 6
Audience: Adult Education Classroom Instructors and
Aides
Activity Overview:
In this training event participants will be introduced to the authentic assessment in the form of portfolios as well as discovering the value of using student portfolios. Instructors will be differentiating between the portfolio itself and the folders or other “containers” from which materials are chosen for inclusion in the portfolio as well as the process by which students go about reviewing their work, select certain items for inclusion in the portfolio, and then assess this collection.
Objectives:
The objectives of this training are to introduce adult literacy educators to authentic assessment in the form of student portfolios, to provide rationale for using the portfolio assessment in the adult education classroom, and to provide some guidance about how you can incorporate portfolio assessment into your work in adult literacy education.
Instructional Activities:
- Group discussion to determine current knowledgJune 3, 2008garding student activities and goals
- Group exploration of portfolio concepts bridging current knowledge base with new learning
- Practical classroom application idea sharing based on information imparted in training
Bibliography:
Fingeret, H. A. (1993). It belongs to me: A guide to portfolio assessment in adult education programs. Chapel Hill, NC: Literacy South.
Professional portfolio development. Retrieved February 4, 2006, from University College Dublin (UCD) Adult Education Centre website:http://www.ucd.ie/adulted/resources/pages/port_intro.htm
Reuys, S. (1993). It belongs to me: A guide to portfolio assessment in adult education programs. Retrieved February 3, 2006, from SABES, Book Review website:http://www.sabes.org/resources/adventures/vol5/5reuys.htm
Sweet, D. (1993). Student portfolios: Classroom uses. Retrieved February 3, 2006, from the Office of Research Education Consumer Guide website: http://www.ed.gov/pubs/OR/ConsumerGuides/classuse.html
Presenter: Guadalupe C. Ruvalcaba
Contact Hours: 6
Audience: Adult Education Staff
Activity Overview:
The objective of this session is to provide the participants with strategies, processes and techniques they can implement in their classroom that will impact their student retention. Session focuses processes and strategies the participants can implement to ensure they are addressing students’ needs. Session emphasizes building rapport with students and laying the foundations for students to become successful.
Objectives:
This session will provide and model good instructional practices that highlight how to develop and nurture a positive student centered classroom climate. Participants will be provided with tools that can be utilized to incorporate and evaluate strategies and processes that ensure you are meeting student’s needs. This in turns assists with students meeting with success and staying longer in the program.
Instructional Activities:
There are numerous interactive activities throughout the session. Participants will be asked to do some readings, interpreting and sharing of these readings, both as individuals and in groups; reflecting on their personal learning experiences, both as students and teachers; and they will be asked to do group presentations with other participants.
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
Seaman, Don F., (2002). Starting Students Successfully in Adult Basic Education, Literacy Links, Vol. 6, No. 4, June 2002, Retrieved January 5, 2006, from http://www-tcall.tamu.edu/newsletr/jun02/jun02b.htm
The
Flippen Group: Capturing kids hearts training – EXCEL model. Website:
http://www.leadershipsolutions.com/educ_ckh_what.html
Presenter: Mary Helen Martinez
Contact Hours: 5
Audience: Teachers; Instructional Assistants; Test Administrators
of ABE/GED/Workforce Center Program Staff
Activity Overview:
TABE Training Session: How to administer the TABE 9 & 10. This session will prepare participants to administer the TABE 9 & 10 and introduce participants to new materials that encompass the TABE 9 & 10.
Objectives:
Participants will gain confidence in administering the TABE 9 & 10 and will gain knowledge in using testing materials available.
Instructional Activities:
Information session that will include group and individual activities. Individual activities include participants taking the locater for TABE 9 & 10 and scoring the test as a group activity.
Bibliography:
Guide to Administering TABE 9 & 10. Retrieved January 8, 2006, from CTB McGraw Hill website: http://www.ctb.com/
Presenter: Irene E. Ramos
Contact Hours: 6
Audience: Adult Education Classroom Instructors and
Aides
Activity Overview:
This training is provided as a follow-up the Project Based learning introduction and discusses in more detail the basic steps involved in using PBL in the Adult Education classroom. Participants will be provided a bridge whereby prior knowledge of Projects is connected to the structure of true Project- Based instruction. The participants will be guided through the PBL process and will be provided the necessary tools to implement PBL in their adult education class.
Objectives:
- Participants will be able to provide rationale for use of Project based instruction in the classroom
- Participants will be re-introduced to the steps of Project based learning in order to bridge prior knowledge with new learning
- Participants will thoroughly understand some essential concepts and frameworks that can work hand in hand with PBL (i.e. TAR, EFF, SCANS, etc.)
Instructional Activities:
- Discovery questions and discussion regarding prior knowledge of projects
- Review of steps involved in Project-Based learning on Microsoft® PowerPoint® presentation software
- Cooperative learning activity where participants identify their areas of strengths and weaknesses then these are compared to what the TABE test can assess, discussions emerge about what this reveals
- Exploration of introductory activities to utilize in the adult education classroom for PBL
- Discussion regarding Teacher reflection and the part it plays in improving our practice.
- Consensus building wherein instructors begin to build a strong support group among their peers; and then forms are provided for self directed follow up meetings with fellow instructors.
Bibliography:
Stein, S. (1995). Equipped for the future: A customer-driven vision for adult literacy and lifelong learning. Washington, DC: National Institute for Literacy. (ED 384 792)
U.S. Department of Labor, The Secretary's Commission on Achieving Necessary Skills. (1991). What work requires of schools: A SCANS report for America 2000. Washington, D.C. (ED 332 054).
Other Resources:
Texas Center for the Advancement of Literacy and Learning website: http://www-tcall.tamu.edu/
The Multimedia Project website: http://pblmm.k12.ca.us/PBLGuide/WhyPBL.html
Audience: All Adult Education Teachers and Administrators
who attended the first 3-hour session and wish to expand their knowledge of
LD.
Length: 6-weeks
Description: Teacher-researchers conduct their projects while they are mentored by Ms. Baez and Ms. Speigl. The projects will be presented at a venue to be determined.
Objectives:
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.
Presenter: Irene E. Ramos
Contact Hours: 6
Audience: Adult Education Classroom Instructors and Aides
Activity Overview:
Participants will be provided ideas for activities to use with the multi-level adult education classroom. Emphasis will be added to the use of Portfolios as centerpiece of learning in the Adult Education classroom. Participants will be provided with a wealth of resources for classroom activities that can work or easily be adapted for any student including lesson plans and web resources.
Objectives:
- Participants will be introduced to the concepts of Adult learning and how learning occurs.
- Participants will be taught learning strategies for use in the Adult Education classroom with emphasis on use of portfolios.
- Participants will be provided with lesson plan ideas, resources and ideas for modifying materials.
Instructional Activities:
- Simple Science Experiments for All levels
- Problem Solving Strategies and Challenges
- My favorite part of the Newspaper writing activity
- Journal Writing for the Adult Ed Student
- Goal Setting Key to Success for all levels
- Each activity will be tied-in to the Portfolio
Bibliography:
Shank, C. C. & Terrill, L. R. (1995). Education
and employment program. Arlington, Virginia.
Other Resources:
Center for Adult English Language Acquisition
website:
http://www.cal.org/caela/esl_resources/digests/SHANK.html
Education Planet website: http://www.educationplanet.com/search/Education/Adult_Education
Literacy Works website: http://www.research.umbc.edu/~ira/lessweb.html
National Center for the Study of Adult Learning and Literacy website: http://www.ncsall.net/index.php?id=168
The Educator’s Reference Desk website: http://www.eduref.org/Virtual/Lessons/
Thirteen Ed Online website: http://www.thirteen.org/edonline/adulted/lessons.html
Presenter: Melanie Mayeaux
Contact Hours: 3 or 6 dependent on Literacy Professional
needs
Audience: ABE, GED or ESL teachers who teach math
Activity Overview:
This interactive and practical workshop presents an approach to teaching word problems that may be new, if not, radical. Participants will learn how to “demystify” math and word problems by building on the existing math abilities of students, how to focus on problem-solving, reasoning, and understanding rather than memorization or computational skills, and how to teach math as a “web” of integrated skills rather than as a linear sequence. Workshop can be targeted for ABE, GED, or ESL teachers.
Objectives:
- Review research regarding how adults learn math and how the knowledge gained by this research translates into lesson plans and educational approach presented in workshop.
- Explore the four skills needed to successfully solve word problems.
- Learn and participate in instructional activities to help students develop these skills. Activities are designed: to teach students how to “see” mathematical functions and relationships; to build on existing math skills; to develop problem-solving and reasoning skills; and to help students develop estimation and mental math skills.
- Review “must know” list for GED and list of manipulatives.
Instructional Activities:
- Begin with overview of workshop, introductions, and brief exploration of research on how adults learn math and how it translates into the educational approach presented in workshop (in handout).
- Then group brainstorm on skills required to solve word problems. Then review four skills listed in handouts.
- Group and individual activities to explore ways to develop each of the skills.
- Skill 1: Understanding the
problem; what is the question?
ACTIVITIES:
- Seeing the function and “demystifying”: Ask each group to draw one math function: addition, subtraction, multiplication, or division.
- Then have group write a sentence to describe picture. Have them share with larger group and ask leading questions such as “Does order of numbers matter?”
- Then ask each group to think over the last several days and think of two situations where they used math. Then have them write several sentences describing the situation and the math function used. Use numbers and words.
- Then have each group brainstorm and make a list of different words that could have been used to describe situation.
- In classroom, activity leads to learning words used to describe mathematical functions and the development of word problems (written by students).
- Extension activity: Find word problem in textbook that describes same or similar situation. Cover up the answers - objective is to interpret, not solve. Explore language in problem carefully. HANDOUT A
- 2. Translate into mathematical statement and equation. ACTIVITIES:
- Introduce mathematical symbols . Be sure to include all variations. +, -, ×, (), =, etc. More advanced for multi-level.
- INDIVIDUAL: Translate sentences to mathematical (example 5 more than 6). Students should learn to write horizontally (like on test) This type of exercise should be done often. Can be made more complex for multi-level classes.
- GROUP: How to Introduce concept of variable (good for any level). Exercise with envelopes. X on outside, unknown number of strips inside. Then give each group 4 strips. Write an expression adding the two. (X + 4). Then substitute number of strips inside for X. HANDOUT B - these types of exercises should be done in every math session.
- Introduce equations: Small group (in classroom groups of 2 or 3) a. What does this means = ?
- Give symbol to each group (add, subtract, =)
- Give three cards that can be used in equation (for example 4,3,7)
- How many equations can you make? (4)
- Give another card. Then ask: what happens when you add this to one side? How do you bring things back into balance? This can build to solving simple equations.
- 3. Decide on an approach to solve problem . Emphasize exercises to develop estimation and mental math. These two can often be used to solve the problem. Exceptions are standard grid questions or when answers are very close together. Start each math session with estimation and mental math exercises. Activities:
- Strategies to develop estimation skills : ROUNDING: HANDOUT C- number line to help students “see” estimation. Ask leading questions such as “Is 3 closer to 1 or 10? How about 8? Where is 5?”
- Then model rounding. Bracket around number being rounded. Then number to right. If 1 - 4, number in bracket stays the same. If 5 - 9, increases by 1. Show on number line.
- Look at GED problems (Back of C and A) Ask about each question: “Can estimation be used to solve this problem?” Do not solve the problems. Concentrate on approach instead.
- Another estimation skill : finding the 10s. In groups, list all combination of numbers that add to 10. Write: 18+ 2+ 5 on board. How can “adding to 10” help you solve this addition problem. Build this until students can do addition mentally.
- Strategies to develop mental math skills : start each math session with mental math problems. Introduce games to develop:
- “I have, who has” (can be made more difficult for different levels).
- Card games: 21, “what is the unseen card?” (three players, two put unseen card on forehead so they can see other players card, but not his/her own. Third person can see both. Gives the sum of cards and chooses one player to tell value of unseen card). This game can be adjusted for different levels.
- 3. Perform calculations: Where we typically spend most to our class time. Most common approach is worksheets. These are not very effective in teaching adults to solve word problems - too decontextualized. Then how to develop computational skills? Not a function of memorization or “rote” Need to see relationships between numbers and rules. Activities:
- HANDOUT E: Hundreds grid: a great tool to show relationships. Show example (adding 9s).
- HANDOUT F: addition and multiplication charts. Strategy: Have students make their own charts. Have them write down combinations that he/she has to use a calculator to complete. Use these often in problems and activities.
- Present functions in different contexts. For example: simple addition and subtraction can lead to working with number lines, perimeter, variables, etc. Sample activity: Go back to number line hand out. Write 4 + 3 on board. Then ask “how would you draw this on the number line?
Bibliography:
A Framework for Adult Numeracy Standards: The Mathematical Skills and Abilities Adults Need to be Euipped for the Future. (1996). Adult Numeracy Practitioners Network.
Cromley, J. (2000). Learning to think, learning to learn. Washington, D.C.: NIFL Literacy Leader Fellowship Program Reports.
Manly, M. The GED math problem solver: A breakthrough approach to GED math preparation. [Second edition]. Chicago, IL: McGraw-Hill.
Manly, M. (2003). The GED math problem solver: Teacher’s guide. [Second Edition]. Chicago, IL: McGraw- Hill.
McGraw-Hill. (2002). Complete GED. Chicago, IL: McGraw-Hill Companies.
Steck-Vaughn. (2002). Complete GED preparation. Orlando, FL: Steck-Vaughn Company.
What work requires of schools: A SCANS report for America 2000. (June 1991). The Secretary’s Commission on Achieving Necessary Skills, U.S. Department of Labor.
Other Resources:
Equipped for the Future website: http://eff.cls.utk.edu/assessment/math1.htm
The Money Instructor website: http://www.moneyinstructor.com/
Use math to solve problems and communicate website:http://eff.cls.utk.edu/assessment/math1.htm
Presenter: Paula Cavazos
Contact Hours: 6
Audience: Teachers of ABE, GED, ESL, EL Civics, Family Literacy
Activity Overview:
This TEAMS Training will focus on the new management system and the similarities and differences between ACES and TEAMS. My main objective is to navigate through the TEAMS Web Page (the training page) and indicate the order of entering data, explain the new features, required fields, how to save, edit, update, etc. When we are done navigating, we will go through some data entry examples.
Objectives:
- Know what TEAMS is
- Maneuver on the Web Page from one window to another without difficulty.
- Know where they’re at by looking at the bread crumbs
- Be able to look for & assign providers (if needed)
- Add Sites, Staff, Staff Development, Classes, Participants
- Be aware of the Reporting Year Locks
Instructional Activities:
- Inform participants what TEAMS is.
- Go over the similarities and differences between TEAMS & ACES
- Navigate explain order to data entry
- With group, assign providers, sites, staff, etc.
- Individually have students make up & assign their own providers, sites, staff, etc.
Resources:
Links can be found on the TEA website for TEA SE access form - http://www.tea.state.tx.us/forms/tease/egrants_ext.htm
TEAMS Outcome/Gains Diagram
TEAMS Quick Reference
TEAMS tutorial
TEAMS online HELP system.
Presenter: Juan Carlos Rodriguez
Contact Hours: 4
Audience: Teachers of ABE, GED, ESL, EL Civics, Family Literacy, Program Administrators
Activity Overview:
The participants will get instruction in Microsoft® Excel spreadsheet software. They will obtain the basics on the program.
Objectives:
The participants will obtain the basics of the program. They will be instructed and will receive handouts pertaining to that area.
Instructional Activities:
After the instruction the students will be given an exercise where they will create a budget by using the Microsoft® Excel spreadsheet software program.
Other Resources:
Microsoft® Excel spreadsheet software tutorial web site: http://www.usd.edu/trio/tut/excel/
Internet4Classrooms web site: http://www.internet4classrooms.com/on-line_excel.htm
Presenter: Juan Carlos Rodriguez
Contact Hours: 8
Audience: Teachers of ABE, GED, ESL, EL Civics, Family
Literacy, Program Administrators, Data Entry Personnel, Test Administrators
Activity Overview:
The topic is a follow-up for the Microsoft® PowerPoint® presentation software course. The students will have more practice on video integrated with PowerPoint presentations. A review of scanning and internet pictures will also be presented.
Objectives:
The students will be more knowledgeable in the Microsoft® PowerPoint® presentation software and video/camera equipment.
Instructional Activities:
The students will:
- Review previous Microsoft® PowerPoint® presentation software material
- Work with video and storyboard
- Integrating Microsoft® PowerPoint® presentation software in an adult education class
- Present project
Other Resources:
Internet4Classrooms web site: http://www.internet4classrooms.com/on-line_powerpoint.htm
Microsoft® PowerPoint® presentation software Tutorial web site: http://einstein.cs.uri.edu/tutorials/csc101/powerpoint/ppt.html
Awesome Backgrounds web site: http://www.awesomebackgrounds.com/powerpointtutorials.htmPresenter: Lori Kupczynski
Contact Hours: 3
Audience: Adult literacy practitioners
Activity Overview:
This training course focuses on use of WebCT as a classroom venue for students who are participating in the Reading Institute program with the South Region Great Center. The use of WebCT as an instructional medium will allow greater access to the training programs offered and will enable more students to participate; however, to participate fully, students will need to understand and become user-friendly with WebCT as a gateway to distance learning. This training focuses on all applicable aspects of this program to ensure that students are comfortable and confident with this medium.
Objectives:
The goal is to improve participant’s confidence and ability with use of the computer and the internet as learning tools. This training encompasses all aspects of WebCT, specifically logging in, discussion, e-mail, and lesson explanation. At the completion of the training, participants will be prepared to study online as they continue their training about reading fundamentals in theory and application.
Instructional Activities:
The information is presented in a two-step system. With use of a visual aid in the form of a Microsoft® PowerPoint® presentation, I will explain each area of WebCT. After the explanation, participants will receive hands-on training and practice so that each may successfully navigate through the course. Among the activities will be logging in, linking to outside sources, posting e-mails, posting discussions, replying to both e-mail and discussion, exploring the calendar, and getting to know each other “online.”
Other Resources:
Texas A&M University – Kingsville Distance Learning and Continuing
Education web site:
http://www.tamuk.edu/distancelearning/webctportal.htm
Texas A&M University – Kingsville Distance Learning and Continuing Education Help Desk web site:http://support.tamuk.edu/helpdesk/
WebCT Student Resources web site: http://www.webct.com/oriented
